Kimball guided reading day 1

• 1. Jennifer EvansAssistant Director ELASt. Clair County [email protected]://www.protopage.com/evans.jennifer

2. AgendaWhat:? Guided Reading Why? Guided ReadingHow? Start with LessonPlansObservation/AssessmentDrives Instruction 3. WHAT IS GUIDED READING? Guided reading is a teachingapproach designed to help individualstudents learn how to process a varietyof increasingly challenging texts withunderstanding and fluency. Fountas and Pinnell 4. Why Guided Reading?Students have ahigh accuracy ratein reading when theappropriate leveltext is chosen forthem.Students areprovided with thenecessary strategiesto overcomereading roadblocks.Students have theopportunity toapply independentreading strategieswith the guidanceand support of theirteacher and observeproper readingstrategies, asmodeled by theirteacher and peers. 5. Guided Reading IS.. Small group Leveled text Homogeneous groups Students are reading Flexible groups Essential component of areading program IS NOT.. Whole group From the basal reader Heterogeneous grouping Teacher reading Inflexible grouping Optional 6. Guided Reading is not http://www.schooltube.com/video/a9540582c0a5418ab1ca/Introduction%20and%20Guided%20Reading:%20What%20It%20Is%20Not (7 min) 7. Chips In:Name one example from the videoand share how you feel about it.Explain why it is not an example ofGuided Reading. 8. Examples from the video of whatGuided Reading is not:1. Whole class readingwith the same novel2. Meeting with thesame small group allyear3. Isolatedskill/vocabularylessons that take upmost of the grouptime4. is not vocabularyintroduced inisolation5. in not round robinor popcorn reading6. Guided Reading isnot lead by students7. in not silentreading andworksheets8. in not teacherfocusing only on thebook and follow-upquestions9. is not a teacherintroducing the textand then sending thestudents back to theirdesk to read silently 9. Daily Reading ProcessMini-lesson: teacher modeling and explanationguided practiceindependent practice accompanied by feedbackapplication of the strategies in real reading situationsDr. Pearson emphasizes that comprehension instruction mustbe embedded in texts rather than taught in isolation throughworkbook pages. 10. Essential Elements for Effective Guided ReadingBring children with similar reading ability together in small groups forfocused, efficient instruction.Select texts that are just right.Provide introductions that show children how the text works, explaindifficult words or concepts, and prepare them to read independently (Before).Support independent reading with brief, specific prompts to helpchildren 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 ReadersEmergentEarlyTransitionalSelf-ExtendingAdvancedSee Reading Strategies Flip Book 12. EmergentPre K 1 (Levels A-B)Rely on language and meaning as they read simple textswith only one or two lines of print.Are beginning to control reading behavior, such asmatching spoken words, one by one, with written wordson the page. 13. EarlyK-2 (Levels B-H)Have achieved control of early behaviors such as reading from left toright (directionality) and are beginning to do some reading withoutpointing.Have acquired a core of frequently encountered words.Can read books with several lines of print, keeping the meaning inmind and solving simple words. 14. Transitional2-3 (Levels H-M) 3-4(Levels M-R)Have early behaviors well under control and can read texts with manylines 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 andeasily.Are working on solving more complex words through a range of wordanalysis techniques. 15. Self-Extending4-6 (Levels R-Y)Make use of all sources of information flexibly in a smoothly orchestratedsystem.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 whatthey know to longer, more difficult text. 16. ActivityTalk about how the teaching ofstrategies will differ for emergent, early,transitional, and self-extendingreaders. Take notes as necessary.Discuss the role of word work and howto integrate it into the lessons. 17. Practice At the Zoo James and the Giant Peach reading The Big Bad Wolf Strategies Flip Book 18. Small GroupName ReadingLevelInterests Strengths Skills/StrategiesNeededQSILevel 19. Lesson PlansChooseappropriatelyleveledlesson planfor yourgroup 20. Guided Lesson FormatBefore theReading:FluentReading /WritingIntroducethe TextNewVocabulary /ConceptsDuring theReading:SupporteffectivereadingAfter theReading:Discuss andrevisit thetextTeach forprocessingstrategiesExtend thetextConductword work 21. Before Reading: Picture walk Text Structure Genre Share Reading response from day before toreview/connect learning Purpose for reading Preview/ Review Vocabulary Discussion build prior knowledge Book introduction Prediction Chart Reread previous guided reading book (k-2) Build sentences from a previous guided readingbook(k-2) KWL Chart , Thinking Map etc. to activate schema 22. During Reading:Focus on ComprehensionStrategy While Students read / rereadtext through: Choral Echo Partner Independent Paraphrase SummarizeThe comprehension strategy used duringguided reading should have been taught tostudents, whole group; during guidedreading students are able to practice thestrategy with teacher support and ininstructional level text.As children independently whisper readthe text, teachers will record anecdotalrecords and interact briefly with studentsto prompt, facilitate, and encourage theiruse of strategies and problem-solvingactions.The primary purpose of reading is toobtain meaning from text. Even at the K-2level students need to be reading to makemeaning from text.NOT ROUND ROBIN! 23. After Reading: Independent reading Graphic organizer Questioning Summarize Discussion of text Graphic Organizer Sort Redo the ending of the story Act out the story Rebuilding/rereading sentences from text Draw or write a response to the story Extend learning Appropriate Learning Centers 24. Starting a Guided Reading Lesson https://www.youtube.com/watch?v=17mnwPrCTFQ(3 min Overview Q & A) 25. First Grade Lesson http://www.schooltube.com/video/c73b68cace3e477b8108/Primary%20Guided%20Reading (1st grade guided reading lesson8min) 26. Before Reading: Video ObservationsWhat is thepurpose of theintroduction?What are thecharacteristicsof effectiveintroductions?How can yousupportstrategiesthrough textintroductions?What aspectsof the textshould younotice, thinkabout, andintroduce?What do youneed to knowabout thechildren in thegroup?Turn and Talk Continue to think about these points in every lesson you watch 27. Observations to Focus On: The introduction is a conversation about the book. Teachers plan introductions to support problemsolving. Introductions are planned with particular readers inmind. Introductions may focus on meaning, languagestructure, and/or visual information in the text. 28. General Principles for Introductions to Focus onShowing children how thebook works how itsorganized.Include:Give children an idea ofwhat the entire story isabout.Draw attention tolanguage structures andvocabulary children willneed to use and point outnew and important words.Build interest in the story.Help children makeconnections with theirown backgroundexperiences andknowledge.Point out aspects of printor layout that areimportant.Show how illustrationssupport the meaning. 29. Second Grade Lesson https://www.youtube.com/watch?v=3AHxqggc-yI&index=1&list=PL95DC4FBFA0DC457C (9 min. inference guidedlesson in 2nd grade) 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) 30. During Reading Video ObservationsHow did the teacherprompt children tobuild backgroundknowledge for thetext they will bereading?How did the teacherweave pertinentvocabulary andconcepts to supportreaders inunderstandingwords in context?How does theteacher support andreinforce effectivereading?How do theelements of thelesson work togetherto support effectivereading? 31. Observations to Focus On: During reading the teacher interacts briefly withstudents to prompt and encourage their use ofstrategies. During reading the teacher records observations tohelp guide instruction. This is a perfect time for reciprocal teaching. These brief conversations are very powerful. Teachers use specific language to facilitate the readersuse of problem-solving actions. 32. After Reading Video ObservationsHow do theelements of thelesson work togetherto support effectivereading?Whatcomprehensionstrategies are usedto supportunderstanding andextending meaningin text?What relevantactivities will thestudents continuedoing to supporteffective readinginstruction?How does/will theteacher connecttodays learning? 33. Observations to Focus On:After reading, teachersdiscuss and revisit the textwith children.They engage children inreflecting on the meaningof the text and bringingtheir own interpretations tothe process.Teachers are askingchildren to be active insharing meaning with thegroup.Teachers reinforce effectiveprocessing strategies.Teachers may also providepurposes for rereading textbased on observations andask students to extend thetext in different ways.It is important for studentsto respond to what theyhave read in many differentways. 34. Other Video Lessons to Watch http://www.janrichardsonguidedreading.com/video-clips http://vimeo.com/tcrwp/albums (Teachers College Reading and Writing ProjectVideos) http://www.youtube.com/watch?v=NBy6Bgo7lvg( 3rd grade Heinemann 7 min) http://www.teachertube.com/video/227526 (Teacher Tube Level 2013 min) http://www.youtube.com/watch?v=jk0RWfD59yQ (13 minLevel 28) https://www.teachingchannel.org/videos/teaching-guided-reading-groups (Guided Reading with Jenna 5th grade 6 min.) 35. Skillful Teachers1. Base grouping on assessment of childrens strengthsand needs in reading and regroup periodically asthey continue to observe childrens progress. 36. Skillful Teachers2. Plan text introductions by considering the supportsand challenges in texts, in relation to particularreaders. (Before) 37. Example: Water Works 38. Skillful Teachers3. Base lesson interactions on careful, systematicobservation of childrens reading behaviors. (During) 39. Example: 40. Skillful Teachers4. Plan to extend meaning of texts in ways that helpchildren think in different ways about their readingand to connect writing and reading. (After) 41. Example: 42. Skillful Teachers5. Help children become more knowledgeable about howwords work by engaging in brief, explicitdemonstrations that are tailored to the particulargroup of children. 43. Example: Silent e: Like (p 13)When I was reading this book _________________ lastnight, I noticed the word Like was in it. I alsonoticed __________ that has a silent e too. Lets lookthrough this book _____________ to see if we can findany more examples of words with silent e. 44. Skillful Teachers6. Work for authentic, interesting conversations withchildren; listen to what they have to say and respond. 45. Example:Determining importance in text. Think aloud: I know that people drink water every day. I knewwater was important to people, but when I wasyounger; I didnt realize that people needed water tolive. I never really thought about that. My motherwould hand me a glass of water and I would drink itnot really thinking about why I was drinking it. As you read this story, I want you to place a sticky noteon the page that you think is the most important.When you are done reading, you are going to write whyyou think that page is the most important on thesticky note. 46. Review Teacher Self-Reflection for ReadingWorkshopHighlight 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 tosuccessfully implement all components of a guidedreading lesson including before, during, and afteractivities. Or Grouping: I am just beginning to observe studentsreading behaviors and to think about forming groupsbased on levels of text; I have not identified other waysthat I use to group students. Usually I teach the wholeclass 47. Plan how you willintegrate this chosengoal into every lessonyou plan. 48. Keep This in Mind: 49. Guided Reading PD PlanDay One:Introduce conceptDay Two: ModelLessonsDay Three:Observe/Supportteachers teachingguided readinglessons 50. Questions?