Guided Reading Objectives General Understanding of Guided Reading Essential Elements of G.R. Dyer-Kelly’s G.R. Book Club Structure Use of Icons to build.

Guided Reading

Objectives

• General Understanding of Guided Reading

• Essential Elements of G.R.

• Dyer-Kelly’s G.R. Book Club Structure

• Use of Icons to build Comprehension (Eric)

Goal of Guided Reading?

The ultimate goal in guided reading is to help children learn how to use independent reading strategies successfully.

Fountas & Pinnell, Guided Reading

What is Guided Reading?Guided reading is teacher-supported reading of the text

that are on the children’s instructional level.

It is done in small groups of children (4-6) who share common instructional needs and reading abilities.

Texts are teacher selected.

Each child hold his/her own copy of the text.

The teacher acts as a guide. The students are primarily responsible for the reading.

During guided reading the teacher introduces the text, observes the students and oversees retelling.

Why Do We Use Guided Reading?

To improve fluency.

To make instruction more personalized.

Guided reading enables children to develop and use strategies of an independent reader.

It allows children to gain confidence in their ability to read on their own.

It allows for close observation of each student while reading.

What instructional resources do you need?

A designated place where the teacher can monitor the group.

Multiple copies of the book.

A clipboard or notepad to record observations.

Various teaching tools (chart paper, white boards, paper, etc.)

How do you organize your students for a guided reading lesson?

Students and teacher are seated at table together so teachers can easily hear all students read.

Establish groups of 6-8 students who are reading at similar levels.

Adjust groups OFTEN!

Essential Elements of Guided Reading

• Set strategy focus

• Select Text

• Introduce Text

• Read Text

• Discuss and Revisit Text

• Respond to Text

Select a Focus: Comprehension Strategies and Skills

Strategy Skill (Plan of action) (ability that has be acquired by training) Predict/Infer Predicting Outcomes Monitor/Clarify Story Structure Question Cause and Effect Evaluate Fact/Opinion Summarize Drawing Conclusions

Author’s Viewpoint Topic, Main Idea, DetailsFantasy and RealismProblem SolvingMaking JudgmentsGeneralizations

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%)

Dyer-Kelly’s Reading Structure

First 5 minutes

Students should get warmed up to read….

Reread familiar text – builds fluency

Teacher takes a running record on one student daily and gives strategy instruction “on-the-spot” (teaching point).

Next 5-7 Minutes

Review new phonic element students need to know to read new text.

AND/OR….Review phonic element students had trouble with from the day before.

AND/OR…. Ah-Ha Vocabulary, SIPPS Challenge (polysyllabic decoding)

Word Work

Introduce new book or chapter

Take a picture walk – activate prior knowledge (levels 1-24)

Discuss-- cover, title, author, short summary, chapter titles, table of contents, charts, graphs, index, glossary and make predictions

Establish a purpose for reading.

Next 5 – 7 minutes

Review reading strategies

Next 7-9 minutes

Students read text on their own out loud.

Students continue to read and reread the assigned text until the teacher brings students back together.

Ways to Read the Text

• Introduce then read whole text (used for short texts- levels 1-14 some 16-24)

• Introduce whole text, read first section then give a short introductions to each of the remaining sections. (levels 16-24)

• Introduce and read a chapter of section of text each day. • Introduce first section of the text, read and discuss. Read

several more sections independently. Introduce and read the last section then discuss the whole text.

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

When students are finished reading they should…

Retell the story.

Share their favorite part

Discuss story using higher level thinking questions.

Demonstrate reading strategies.

Next 5-7 minutes

Assessment

• Observational check lists• Anecdotal Notes• Running Records• Fluency Rubrics• Retellings• Comprehension Questions• Written Response• DRA

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/ Selection Reading(90 – 110 mins)

Word Work(30 – 40 mins)

Week 5/6Sept. 17 – 26

Mrs. Brown Goes to Town R 1.1, R 1.3

Phonics Long vowels, CVCe, using a, iR 1.1, R 1.3, LC 1.8

Comprehension Skill Predict outcomesR 2.5, R 3.2

Comprehension Predict/infer R 2.5R 2.7

High Frequency Words different, floor, letter, move, poor, word LC 1.7

Spelling Vowel consonant e spellings LC 1.7, LC 1.8

VocabularyR 1.1, R 1.3

Story commotion, delivered, feathers, tire, released, wearing

Lesson Multiple meaning words R 1.10

Pacing Guide

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.

Resources to Support Guided Reading

• Internet• Houghton Mifflin• Scholastic.com • Guided Reading By Fountas & Pinnell• Lori Oczkus

– Super Six Comprehension Strategies – Reciprocal Teaching At Work

• Network with Greer, Howe, Kingswood

Handouts

• What is Guided Reading?• Running Guided Reading Groups• Prompts to Support In-The-Head Strategies

• Strategy Ideas/Charts• Sample Lesson Plan Formats• Observational Recording Sheets• Month at a Glance