Entry Procedures 1.Find a comfortable spot 2.Introduce yourself to those around you 3.Think about your memories of guided reading as a student (or being.

Entry ProceduresEntry Procedures

1. Find a comfortable spot2. Introduce yourself to those

around you3. Think about your memories

of guided reading as a student (or being taught to read)

4. Be prepared to share

PATHWAYSPATHWAYS

•GUIDEDGUIDED READING!READING!

ON A JOURNEY ON A JOURNEY TO EXCELLENCETO EXCELLENCE

KWLN CHARTKWLN CHART

GUIDED READINGGUIDED READING

KnowKnow Want To Want To LearnLearn

LearnedLearned Need To Need To Learn/DoLearn/Do

Create a KWLN Chart.

Fill out “Know” & “Want to Learn”

Share with your neighbor(s).

WHY CHANGE

?

WHAT WHAT DOES IT DOES IT

LOOK LIKE?LOOK LIKE?

WHAT WHAT ARE THE ARE THE OTHER OTHER KIDS KIDS

DOING?DOING?

SO. . . SO. . . HOW DO I HOW DO I START?START?

HOW HOW DOES IT DOES IT WORK?WORK?

Barbara Barbara PlubellPlubell

[email protected]@paes.comcom

GUIDED GUIDED READINGREADING

!!

WHY WHY DO IT?DO IT?

““The work of true education The work of true education

Is to train youth to be Is to train youth to be thinkersthinkers

and and not mere reflectorsnot mere reflectors

of other men’s thoughts.”of other men’s thoughts.”Ellen G. White

Education p. 17

WHY DO IT?WHY DO IT? WE WANT THINKERSWE WANT THINKERS

WHY DO IT?WHY DO IT? WE WANT THINKERSWE WANT THINKERS

““Tell a child Tell a child what what to think to think and you and you have made him have made him a a slave of your slave of your knowledge.”knowledge.”

“ “Teach a child Teach a child howhow to think to think and you have made and you have made

knowledge his slave.”knowledge his slave.”Henry

RESEARCH RESEARCH – Guided Reading– Guided Reading

–As part of a balanced literacy program it is more effective in teaching reading strategies for independent readers.

• Most children need teaching of reading strategies

• Best teaching practices• Teach with multiple approaches

WHY DO IT?WHY DO IT?

BALANCED LITERACY PROGRAM

Read Aloud teachers help children experience and think about

literary work they can’t read yetKids can focus on meaning(s) in text without

struggling as readersShared Reading children participate in

reading, learn critical concepts of how print works, and get the feel of reading

Independent Reading Research has shown that first graders who were proficient readers read 10 books a day (new books as well as rereads). The more you read the better you get

WHY DO IT?WHY DO IT?

BALANCED LITERACY PROGRAM

Guided Reading Guiding the use of strategies with text that is a little more difficult than a child can read independently.

Working with Words Looking at word parts (rimes, onsets), patterns, spellings, etc.

Meaningful Writing About their reading

WHY DO IT?WHY DO IT?

Develop as individual reader

Observe individuals

Develop reading strategies

Enjoyable reading for meaning

Develops abilities needed for independent reading

Learn how to introduce text to self

WHY DO IT?WHY DO IT?

Modeling by teacher

Guided Practice

Independent Practice

WHY DO IT?WHY DO IT?

GRADUAL RELEASE OF RESPONSIBILITY

MODEL THEORY

Purpose of Guided Reading

“Enable children to use and develop strategies ‘on the run.’” Fountas & Pinnell

Constructing meaning using problem-solving to:

figure out unknown wordstricky sentence structureunderstand concepts or ideas

WHY DO IT?WHY DO IT?

Ultimate Goal of Guided Reading

WHY DO IT?WHY DO IT?

Help children learn how to use independent reading strategies successfully so they can read for meaning.

You are teaching readers, not the text.

WHAT DOES IT LOOK WHAT DOES IT LOOK LIKE?LIKE?

• Small, homogeneous, flexible groupsChange as neededReading the same book (92-97% accuracy)

• Introduce the text• Observe/listen to each & coach

as they read independently(record anecdotal notes)

• Make one or two teaching points

WHAT DOES IT LOOK WHAT DOES IT LOOK LIKE?LIKE?

• Part 1 Choosing the group and book– Based on

•observation • assessment

Keep charts for books with intro & usual tricky parts

Text (or Book): Level:

Genre

Text structure

Literary Features

Sentence Complexity

Ideas/Concepts

Vocabulary

Introduction:

WHAT DOES IT LOOK WHAT DOES IT LOOK LIKE?LIKE?

Part 2 – Introduction 3-4 min– Short --Sweet -- To the

Point80% of Guided Reading is the introduction

– Overview of the text– Discussion of key concepts and new

vocabulary words – Specific pages that might pose some

difficulties.

WHAT DOES IT LOOK WHAT DOES IT LOOK LIKE?LIKE?

• Part 3 – Reading the Text •Everyone reads selection to themselves,

either silently or aloud •Observation and support

Too distracting?

Reading phones

Finish early?

Find your favorite part.

Read the story again.

WHAT DOES IT LOOK WHAT DOES IT LOOK LIKE?LIKE?

• Part 4 Brief Book Talk

How did you like the story?What was your favorite page?

WHAT DOES IT LOOK WHAT DOES IT LOOK LIKE?LIKE?

• Part 5 -- Teaching Point– What was the tricky part?– Where did you do some really good reading?– Work on what several had difficulties with – a

specific word, punctuation, etc. – Then have children go back & reread the page

whole part whole– Whole (students read text)– Part (work on tricky spot)– Whole (reread sentence with tricky spot)

WHAT DOES IT LOOK WHAT DOES IT LOOK LIKE?LIKE?

Assessment

• Anecdotal notes

– guided reading

– individual conferences

• Running Records

WHAT DOES IT LOOK WHAT DOES IT LOOK LIKE?LIKE?

Stages of LiteracyEmergent: Begins to recognize conventions of

print, words, and books (*levels A-D) *Based on Fountas and Pinnell leveling

Early : Develops vocabulary; begins to use reading strategies (*levels E-G)

Transitional : Integrates meaning, syntax, and phonics; uses more complex strategies (*levels H-J)

END OF FIRST GRADE – Level IFluent : Uses many strategies; becomes an

independent reader of many texts (*levels K-M) --Guided Reading in Grades K-2

by Anthony D. Fredericks

HOW DOES IT HOW DOES IT WORK?WORK?

• First month of school– Teaching procedures– Assessing

– Teaching more procedures– Assessing

HOW DOES IT HOW DOES IT WORK?WORK?

• Your Turn!!Your Turn!!

•Read your book –not the teacher’s page

•Think about how you would introduce Overview Key Concepts New Vocab Page/s that might pose difficulties

•Find someone else with the same book

•Share together•Share with another group

HOW DOES IT HOW DOES IT WORK?WORK?

Running Records

Developmental Reading Assessment (DRA)

Anecdotal Notes

Informal Reading Inventory

WHAT ARE THE WHAT ARE THE OTHER KIDS DOING?OTHER KIDS DOING?

WHAT ARE THE WHAT ARE THE OTHER KIDS DOING?OTHER KIDS DOING?

Literacy Work Literacy Work StationsStationsClassroom Library

Big Book Station (easel & big books)

Listening Station

Writing Work Station

Drama Station

WHAT ARE THE WHAT ARE THE OTHER KIDS DOING?OTHER KIDS DOING?

Abc/Word Study Station

Poetry Station

Other Stations

Computer Station

Overhead Work Station (overhead projector, whiteboard, markers)

Buddy Reading Work Station

WHAT ARE THE WHAT ARE THE OTHER KIDS DOING?OTHER KIDS DOING?

Independent Reading

Extension activities from:

Daily Lesson Guide Guided Reading

session word study

Responding to text they have read

SO. . . HOW DO I SO. . . HOW DO I START?START?

• VISIT THE NAD EDUCATION WEBSITE: PATHWAYS

• ORDER PATHWAYS MATERIAL

• GATHER OTHER MATERIALS

• ORGANIZE YOUR LIBRARY & READING MATERIALS

BEFORE SCHOOL

SO. . . HOW DO I SO. . . HOW DO I START?START?

VISIT NAD EDUCATION LINKS:• Adventist Pathways• Conceptual Framework• Guided Reading, Leveled Reading &

Decodable Book Sources• Multi-Grade Helpful Hints• Overview of Pathways• Pathway Components• Suggested Schedule and Language Arts Block• Themes and Content Areas• Scope and Sequence Grades 1-4

BEFORE SCHOOL

SO. . . HOW DO I SO. . . HOW DO I START?START?

ORDER PATHWAYS MATERIAL

• READ PATHWAYS MATERIAL

BEFORE SCHOOL

SO. . . HOW DO I SO. . . HOW DO I START?START?

FIND BOOKS OR MONEY $$ GROWING ON TREES

BEFORE SCHOOLBEFORE SCHOOL

FUNDRAISE

FUNDRAISE

FUNDRAISE

FUNDRAISE

SO. . . HOW DO I SO. . . HOW DO I START?START?

GATHER MATERIALS1) Guided Reading Resource Book/s2) Leveled Books for Guided Reading

(5 copies each title) (10 titles per level)

READ MATERIALS

BEFORE SCHOOLBEFORE SCHOOL

SO. . . HOW DO I SO. . . HOW DO I START?START?

Guided Reading in Grades K-2 by Anthony Fredricks. Rigby Best Teachers Press, 2003.

GATHER MATERIALS

Guided Reading: First Good Teaching for All Children. By Fountas and Pinnell. Heinemann, 1997.

1)Guided Reading Resource Books

SO. . . HOW DO I SO. . . HOW DO I START?START?

GATHER MATERIALS

Literacy Work Stations: Making Centers Work by Debbie Diller. Stenhouse Publishers,2003.

On Solid Ground: Strategies for Teaching Reading K-3 by Sharon Taberski. Heinemann, 2000.

More Guided Reading Resource Books

SO. . . HOW DO I SO. . . HOW DO I START?START?

MORE MATERIALS

*Choice Words by Peter Johnson

What Really Matters for Struggling Readers by Richard Allington

SO. . . HOW DO I SO. . . HOW DO I START?START?

• Read Guided Reading in K-2

• Read Pathways Guided Reading Chapter

• Read Guided Reading: First Good Teaching for All Children.

SO. . . HOW DO I SO. . . HOW DO I START?START?

2) Leveled Books for Guided ReadingGATHER MATERIALS

*The Booksource*Heinemann-Raintree Classroom *Lerner Classroom *Metro Nonfiction Book Bag*Perma-Bound Books*Red Brick Learning*Seedlings from Pathways *Wright Group

5 copies each title

*NAD Website

SO. . . HOW DO I SO. . . HOW DO I START?START?

– A Reason for Reading • areasonfor.com

– A-Z Books readinga-z.com– Rigby

harcourtachieve.com– Scholastic scholastic.com– Public Library– Basal Readers

Leveled Books: Other Sources

10 titles per level

SO. . . HOW DO I SO. . . HOW DO I START?START?

• Tubs for genre, authors, series

• Level some of the books:– Fountas and Pinnell Matching Books to

Readers– Google searches: leveled book lists

Fry’s Readability Formula

BEFORE SCHOOL

•ORGANIZE YOUR LIBRARY

SO. . . HOW DO I SO. . . HOW DO I START?START?

1) Assessments2) Record Keeping3) Reading Response Journals 4) Reading Phones

BEFORE SCHOOL•ORGANIZE READING MATERIALS

SO. . . HOW DO I SO. . . HOW DO I START?START?

BEFORE SCHOOL

NETWORK AND COLLABORATE

SO. . . HOW DO I SO. . . HOW DO I START?START?

Teach procedures– Teach procedures. . .– Teach procedures. . .

Assess StudentsDuring Reading and Writing Workshop times the first month

WHEN SCHOOL BEGINS

SO. . . HOW DO I SO. . . HOW DO I START?START?

•Keep your goal in mind

it’s all about the kids

A journey of A journey of a thousand a thousand

miles begins miles begins with a single with a single

step.step.