Guided reading day 1
- 1. Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer
- 3. Agenda What:? Guided Reading Why? Guided Reading How? Start with Lesson Plans Observation/Assessment Drives Instruction
- 4. WHAT IS GUIDED READING? “ Guided reading is a teaching approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” • Fountas and Pinnell
- 5. Guided Reading is not… http://www.schooltube.com/video/a9540582c0a5418a b1ca/Introduction%20and%20Guided%20Reading:%2 0What%20It%20Is%20Not (7 min)
- 6. Reflection: Name one example from the video and share how you feel about it. Explain why it is not an example of Guided Reading.
- 7. Examples from the video of what Guided Reading is not: 1. Whole class reading with the same novel 2. Meeting with the same small group all year 3. Isolated skill/vocabulary lessons that take up most of the group time 4. is not vocabulary introduced in isolation 5. in not round robin or popcorn reading 6. Guided Reading is not lead by students 7. in not silent reading and worksheets 8. in not teacher focusing only on the book and follow-up questions 9. is not a teacher introducing the text and then sending the students back to their desk to read silently
- 8. Daily Reading Process Mini-lesson: teacher modeling and explanation guided practice independent practice accompanied by feedback application of the strategies in real reading situations Dr. Pearson emphasizes that comprehension instruction must be embedded in texts rather than taught in isolation through workbook pages.
- 10. Essential Elements for Effective Guided Reading Bring children with similar reading ability together in small groups for focused, efficient instruction. Select texts that are “just right”. Provide introductions that show children how the text “works,” explain difficult words or concepts, and prepare them to read independently (Before). Support independent reading with brief, specific prompts to help children use the strategies you have previously demonstrated (During). Help children revisit and reflect on the text to support comprehension, processing strategies, and extending meaning of text (After). Work explicitly on word-solving strategies (Word Study).
- 11. Characteristics of Readers Emergent Early Transitional Self-Extending Advanced See Reading Strategies Flip Book
- 12. Emergent Pre K – 1 (Levels A-B) Rely on language and meaning as they read simple texts with only one or two lines of print. Are beginning to control reading behavior, such as matching spoken words, one by one, with written words on the page.
- 13. Early K-2 (Levels B-H) Have achieved control of early behaviors such as reading from left to right (directionality) and are beginning to do some reading without pointing. Have acquired a core of frequently encountered words. Can read books with several lines of print, keeping the meaning in mind and solving simple words.
- 14. Transitional 2-3 (Levels H-M) 3-4(Levels M-R) Have early behaviors well under control and can read texts with many lines of print. Use multiple sources of information while reading for meaning. Read fluently. Do not rely heavily on pictures. Have a large core of frequently used words they can recognize quickly and easily. Are working on solving more complex words through a range of word analysis techniques.
- 15. Self-Extending 4-6 (Levels R-Y) Make use of all sources of information flexibly in a smoothly orchestrated system. Can apply strategies to reading longer, more complex texts. Have a large core of frequently used words. Can solve many other words, including multi-syllable ones, quickly. Are still building background knowledge and learning how to apply what they know to longer, more difficult text.
- 17. Small Group Name Reading Level Interests Strengths Skills/ Strategies Needed QSI Level
- 18. How Do I Plan My Instruction Based on Observations? At the Zoo James and the Giant Peach reading The Big Bad Wolf Strategies Flip Book Example Emergent Level Work with names (first box) Letters in names (third box)
- 19. Lesson Plans Choose appropriately leveled lesson plan for your group
- 20. Why Can’t I Just Use The Basal? Focuses on teaching isolated skills, rather than fostering an enjoyment and appreciation of reading for its own sake. More time is spent on the supplemental worksheets than on actually reading authentic texts. Many times teachers read the story to the students or play the tape as the students follow along because the text is too difficult for many to read independently. The quality of the literature works are chosen mainly to allow skills practice and may not be particularly meaningful, authentic, or interesting. Controlled vocabulary
- 21. Question: What do I do about all of the worksheets? …as little as possible Three criteria for a good worksheet… 1. Must involve some reading and/or writing 2. Majority of my class (80%) must be able to do it independently 3. Students must need work on that skill
- 22. Guided Lesson Format Before the Reading: Fluent Reading / Writing Introduce the Text New Vocabulary / Concepts During the Reading: Support effective reading After the Reading: Discuss and revisit the text Teach for processing strategies Extend the text Conduct word work
- 23. General Principles for Introductions (Before) to Showing children how the book works – how it’s organized. Focus on Include: Give children an idea of what the entire story is about. Draw attention to language structures and vocabulary children will need to use and point out new and important words. Build interest in the story by building prior knowledge, making predictions, connecting to previous lessons, etc. Help children make connections with their own background experiences and knowledge. Point out aspects of print or layout that are important. Show how illustrations or other strategies support the meaning.
- 24. During Reading Observations to Focus On: During reading the teacher interacts briefly with students to prompt and encourage their use of strategies at their instructional level. Strategies should support whole class mini-lesson instruction. During reading the teacher records observations to help guide instruction. This should be the longest part of the lesson. These brief conversations are very powerful. Teachers use specific language to facilitate the reader’s use of problem-solving actions. As children independently whisper read the text, teachers will record anecdotal records and interact briefly with students to prompt, facilitate, and encourage their use of strategies and problem-solving actions. No Round Robin Reading The primary purpose of reading is to obtain meaning from text. Even at the K-2 level students need to be reading to make meaning from text.
- 25. After Reading Observations to Focus On: After reading, teachers discuss and revisit the text with children. They engage children in reflecting on the meaning of the text and bringing their own interpretations to the process. Teachers are asking children to be active in sharing meaning with the group. Teachers reinforce effective processing strategies. Teachers may also provide purposes for rereading text based on observations and ask students to extend the text in different ways. It is important for students to respond to what they have read in many different ways. (ie. Graphic organizers, reading response journals, appropriate learning centers)
- 29. Guided Lesson https://www.youtube.com/watch?v=3AHxqggc-yI& index=1&list=PL95DC4FBFA0DC457C (9 min. inference guided lesson in 2nd grade) http://www.schooltube.com/video/c73b68cace3e477b8108/Primary%2 0Guided%20Reading (1st grade guided reading lesson 8min) CD Essential Elements of Guided Reading (Fountas & Pinnell) (skillful teacher (Erik) beginning – 15 min.) Next Steps in Guided Reading Videos: http://www.janrichardsonguidedreading.com/video-clips (Scroll down to “Early” introducing the book 2nd grade 4:53min)
- 31. Review Teacher Self-Reflection for Reading Workshop Highlight Where you are on the Continuum Focus on page 2 to start Select one area to concentrate on For example in Teaching Strategies : My goal is to successfully implement all components of a guided reading lesson including before, during, and after activities. Or Grouping: I am just beginning to observe students’ reading behaviors and to think about forming groups based on levels of text; I have not identified other ways that I use to group students. Usually I teach the whole class.
- 33. Plan how you will integrate this chosen goal into every lesson you plan just as you would support your students in achieving their goals.
- 34. Keep This in Mind:
- 35. Guided Reading PD Plan Day One: Introduce concept Day Two: Model Lesson Day Three: Observe/Support teachers teaching guided reading lessons in classroom
- 36. Questions?
Editor's Notes
- #6: Examples from the video of what Guided Reading is not: 1. Whole class reading with the same novel 2. Meeting with the same small group all year – groups need to be flexible 3. Isolated skill/vocabulary lessons that take up most of the group time 4. is not vocabulary introduced in isolation 5. in not round robin or popcorn reading 6. Guided Reading is not lead by students 7. in not silent reading and worksheets 8. in not teacher focusing only on the book and follow-up questions 9. is not a teacher introducing the text and then sending the students back to their desk to read silently
- #10: CORE Reading Sourcebook
- #11: Fountas and Pinnell
- #18: Any questions on how to do this?
- #21: How will the basal help you plan your instruction based on the observation you just saw?
- #28: Additional handouts include reading skills at grade level – emergent, etc.