Guided reading in the Elementary

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

Lisa ShawLiteracy Consultant, CKSEC

[email protected]