Guided reading in the Elementary
Post on 11-May-2015
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Small Group Instruction and Guided Reading in Early Grades
What I want to Know
• Text Selection• Literacy Centers• Guided Reading Framework
Assessment Data for Garth
• 2012 63.8 Overall• 2013 56.2 Overall• 2013 Percent P/D in Reading 44.5%• 2012 P/D 52.1%
Steps for Improving Reading Scores at Garth
• Instruction will align with KCAS• All Classrooms 1-5 will use the Guided Reading
Framework• During the Reading Block, teachers will
implement Literacy Centers for independent practice of skills
Support Plan for Garth
• Literacy Consultant and Principal will…..– Guided Reading foundations professional
development– Literacy Centers professional development– Follow-up coaching and observations
Learning Targets
• Teachers will understand how Guided Reading looks for emergent and early readers.
• Teachers will understand how to select text and plan story orientations.
• Teachers will understand how to select a focus and plan for Guided Reading based on student data.
What Do We know About Effective Reading Instruction?
Scientifically Based Reading Instruction (SBRI)
Quality Initial Instruction
Instruction Based on Data
Intervention for Struggling Readers
Differentiation
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Research Evidence
Students with reading difficulties who are taught in small groups learn more than students who are instructed as a whole class. (National Reading Panel, 2000)
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Essential Components
• Small Group• Differentiated based on data• Structured framework• Variety of research based strategies
Rationale
• As children work through text they develop a network of strategies for attending to different sources of information.
Essential Elements of Guided Reading
• Small group of students with similar needs and processing
• Scaffolding/ Supporting their learning• Enable students to use and develop reading
strategies on continuous text• Ultimate goal: students learn to use
independent reading strategies successfully
Goal of Guided Reading
Strengthen students’ processing power across increasingly challenging texts
Form Flexible Groups Based on Assessment
• Keep group size small (5-8 students)• Limit number of groups to three if possible• Base small groups on instructional need with specific
instructional strategies in mind• Monitor progress of high risk students more
frequently to make instructional changes, small group changes, and to accelerate learning
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How do you assess your students?
Currently:• What tools do you use to collect data?• What data do you use to make instructional
decisions?• How often do you assess your students?
What data can you
use to put students in groups
for Guided Reading?
Essential Components of Guided Reading
• Fluent Rereading• Introducing the text• Reading the text• Revisiting and Discussing the text• Teaching for processing strategies• Extending the meaning of the text• Working with words• Writing
Ideas for organizing for
Guided Reading
Planning for Guided Reading
• Materials we couldn’t live without:– Kidney shaped table– Whiteboard and markers– Magnetic board and letters– Easel– Sticky notes– Book sets– Reader’s Notebook
Teaching for Strategies
*What are the learning opportunities presented in beginning and early text?
*What will you have to teach them to do?
*Compare the Fiction and Nonfiction text. What are the different demands of Fiction and Non-Fiction?
Transitional Readers
• Cognitive actions essentially the same while processing print but readers are applying them to more complex text.– Require more background knowledge– More variety of genre– More mature ideas and themes, perspectives– Sustain Comprehension– Higher level decoding and fluency
*What are the learning opportunities presented in transitional text?
*What will you have to teach them to do?
*Compare the Fiction and Nonfiction text. What are the different demands of Fiction and Non-Fiction?
Strategies for Sustaining Reading
• Detecting and Correcting Error (monitoring)• Searching for and Using Information• Problem Solving New Words• Adjusting to different types of text• Maintaining Fluency
Strategies for Expanding Meaning
• Predicting• Making Connections• Inferring• Synthesizing• Analyzing• Critiquing
Prompt and Teach
• I do, we do, you do• Call to action
Planning a lesson
• Know the reading level of the group• Choose your focus based on data• Pick a book that matches reading level and
focus• Plan the lesson• Teach • reflect
Decide on your lesson Focus
The Shape of the Lesson
• Select your Book.• What will you address in the intro?• How will you solicit BK?• What text features will be pointed out?• What concepts or vocabulary will you cover?• What word work will you need to do?• How will you chunk the reading?• What will your writing prompt be?
Most Important Decisions in GR?
Text Selection
Reading LevelsIndependen
t Level Text
Instructional Level Text
Frustration Level Text
Relatively easy text for the reader, with no more than approximately one error in twenty words with good comprehension. (95% success)
Challenging but manageable text for the reader, with no more than approximately one error in ten words with good comprehension. (90% success)
Problematic text for the reader, with more than one in ten words difficult for the reader (less than 90% success)
Selecting and introducing the text
• The right level of support and challenge for the child’s current processing ability
• The teacher must provide the appropriate introduction
Text SelectionChoose books that:
• Provide opportunities for students to work on focus skills and strategies
• Builds on students’ background knowledge
• Are suitable for students’ language level and conceptual understanding
• Are at students’ instructional level (accuracy 90%-94%)
Introducing text to Readers
• Introduce whole text and read whole text in one day
• Introduce whole text and read sections each day with discussions of each
• Introduce and read part by part• Introduce beginning and read/ discuss. Then
introduce rest of text and students read independently.
Story Orientations should be…
• Conversational• Provide just enough
information to ensure problem solving
• Think about the reader’s strengths and weaknesses, the demands of the text and the reading process
Let’s Look at Some Story Orientations
Plan a Story Orientation
Date: Group:
Book Title: Level:
Genre:
Familiar Read:Word Work:
Strategy Focus/Review: Predict/Infer, Monitor/Clarify, Question, Evaluate, Summarize
Introduce Book: Title/Author/Prior Knowledge/Predict/Summary
Picture Walk: Pgs
Key VocabularyPicture Walk: Pgs
Key Vocabulary
Read Book/Purpose:
After Reading Activities:
Reflection:
Picture Walk: Pgs
Key VocabularyPicture Walk: Pgs
Key Vocabulary
Guided Reading Lesson Plan
Date: Sept. 29 Group: Harris/2nd
Book Title: Cat and Mouse Level: 2
Genre: fiction
Familiar Read: The Go-Carts Level: 2Word Work:
Strategy Focus/Review: Predict/Infer, Monitor/Clarify, Question, Evaluate, Summarize
Introduce Book: Title/Author/Prior Knowledge/Predict/Summary
Picture Walk: Pgs 2-5 Model over and under
Key Vocabulary: over, under, shovel, broomPicture Walk: Pgs: 6-9 Name objects clap syllables, discuss the length of words they might encounter
Key Vocabulary: rake, wheelbarrowwhen reading check pict every few sentences
ladder, newspaper, door
Read Book/Purpose:
After Reading Activities:
Reflection:
Picture Walk: Pgs: 10-16 Discuss- when reading check pict every few sentences
Key Vocabulary: boxes,Picture Walk: Pgs
Key Vocabulary
Predict/ Infer (picture walk) and chunking unkown words (while reading)
We are going to read a story about a cat and mouse. What do you know about these animals? What do
you think might happen in this story? Based on pictures where are they in the story? What clues?
1. Retell story allowing children to view book. 2.Draw blank story frame on white board. Choose specific student to remember select events.3. Comple story map on white board chart with the children.4. Verbal retell of story viewing white board and without viewing.
compound words (model counting syllables, chunking, reference sound spelling cards)
While you are reading, if you come to unkown words look for chunks to help you decode. Use Sound Cards. Be
able to tell me all the places the cat chased the mouse.
What does teacher do during reading?
☺Observes students’ fluency and reading strategies used during reading
☺Teaching points to emphasize
☺Listens for strong points to praise
☺Listens and coaches students to use reading strategies
Working with Words
Learning About Letters and Words
• “Reading for meaning with divided attention” (Clay)
• Help students develop flexible strategies for solving words
• Must be able to decode words in text• Locate, Read and Write many times/ Anchors• Known words can help decode unknown
words
Word Work in Guided Reading
• Before• During • After
Make a plan for word work
Turn and Talk
Closing Questions and Comments
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