What’s Next in GUIDED READING? COOR ISD December 7, 2015 Barbara Mick, COOR ISD Jackie Fry, COP ESD.

What’s Next in

GUIDED READING?

COOR ISD

December 7, 2015

Barbara Mick, COOR ISD

Jackie Fry, COP ESD

WELCOME!

✿ Be sure to sign in.

✿ Help yourself to a snack.

✿ Use a sticky note to write down one question you have about Guided Reading tonight.

✿ Post your sticky note on the chart paper at the front of the room.

Growing Readers Kathy Collins

“We teachers have a huge responsibility to know our subject matter, our students, and our teaching. These three things are always evolving, and it’s our job to keep up with the changes.”

“…we have to be sure our knowledge base about reading is ever-growing and that it leads us to more inquiries in our teaching. The best teachers I know never feel like they’ve mastered it, and so they keep trying to figure things out.”

Resources for Tonight’s Session

The Next Step in Guided Reading Jan Richardson

Teaching Reading in Small Groups Jennifer

Serravallo

Interventions That Work Linda Dorn & Carla Soffos

The Reading Strategies Book Jennifer Serravallo

The Art of Teaching Reading Lucy Calkins

What is Guided Reading?

According to Fountas and Pinnell (1996), “guided reading is a context in

which a teacher supports each reader’s development of effective

strategies for processing novel text at increasingly challenging levels of

difficulty.”

What is Guided Reading?

According to Lucy Calkins, guided reading is:

✿ Especially effective with emergent and beginning readers (and struggling readers who read at these levels) who are still learning to take both meaning and print into account and to cross-check these two sources of information.

✿ Useful when we want to help any group of children move up a notch to books that are a bit harder for them.

✿ Very effective when we’re trying to ensure that proficient readers construct an integrated, comprehensive understanding of a text.

Strategy Lessons Lucy Calkins

✿ When your intention is to help a group of readers develop more skill in using a particular reading strategy

✿ Pull together a small group of readers for no more than fifteen minutes of work

✿ Tell the readers what you want to teach, connect the lesson to their ongoing work, model your own reading to demonstrate proficient use of the strategy, then ask the readers to practice the strategy while you listen in and scaffold where necessary

Small Group Instruction(Jennifer Serravallo)

✿ Should match individual readers

✿ (Small-group instruction in reading is really conferring, if we think of conferring as a structure that offers opportunities to meet with a student or student to support them as they work to acquire new learning and to support them as they transition to their own independent practice.)

✿ Should teach toward independence

✿ Should teach strategies explicitly

✿ Should value time spent, volume, and variety of reading

✿ Should follow predictable structures and routines

Balanced Literacy

Making sure we have a variety of text levels throughout each

day

The Gradual Release of Responsibility

from Comprehension and Collaboration (Harvey and Daniels)

TEACHER MODELING

GUIDED PRACTICE

COLLABORATIVE PRACTICE

INDEPENDENT PRACTICE

APPLICATION OF THE STRATEGY

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”

Collaborative

Independent “You do it alone”

A Structure for Instruction that Works

The Zone of Proximal Development (ZPD)

Developmentally Appropriate Practice

• Daily experiences of being read to and independently reading meaningful text.

• A balanced program that includes systematic code instruction along with meaningful reading and writing activities.

• Daily opportunities and teacher support to write.

• Writing experiences that move from invented spelling to conventional forms.

• Opportunities to work and collaborate in small groups.

• A challenging curriculum that expands children’s knowledge of the world and vocabulary

• Adaptation of instruction or individualized instruction if a child fails to make expected progress.

…our goal is to build a sense of AGENCY

HAPPY PEOPLE ARE BETTER LEARNERS

Fundamental human needs:

- autonomy

- sense of competence

- belongingness

- meaningfulness

It’s all about building AGENCY!

Turn and Talk

With your elbow partner, talk about the intersection of ZPD,

GRR, and Agency. What does this all have to do with GUIDED

READING?

Where does Guided Reading Go?

✿ Embedded in the reading workshop

✿ Part of the 90 minute Literacy Block

✿ Tier I instruction

✿ Provides a spot for differentiation and intervention (both Tier I and Tier II by the classroom teacher)

Tier I Instruction

“Tier I should be like a fortress of best practices to prevent students from moving out to Tiers 2 & 3.”

William Brozo

George Mason University

“From RtI to Responsive Instruction”

Take a step back…

Within the 90 minute Literacy Block, everyone gets differentiated instruction:

Whole Group (spelling/word study, shared reading, interactive reading, strategy-based mini-lesson)

Small Group (guided reading, strategy groups, literature circles, assisted writing)

One-to-One (reading and writing conferences)

Independent (easy or familiar reading, word study, writing in response to reading)

Also within the guided reading segment

✿ the CLASSROOM TEACHER adds additional classroom intervention!

✿ For struggling readers, the teacher might add a word study intervention and a writing-about-reading intervention to the traditional guided reading lesson.

A word about WRITING…

Writing plays a special role in lifting reading achievement, as writing slows

down the reading process and increases the reader’s orthographic

and phonological knowledge through motor production.

“If you want to increase comprehension, put a pencil in their

hand as they read!”

Understanding the Reading Process

✿ Research indicates that the struggling reader has developed an inefficient system for solving problems during reading.

✿ This inefficiency has led to unthinking, guess reactions that are in contrast to the reflective and intentional thinking that is associated with good readers.

✿ Poor readers must unlearn inefficient and inappropriate responses that are preventing them from making literacy progress.

What about learning disabilities?

Marie Clay (1987) has argued that learning disabled and low-achieving readers are indistinguishable groups.

She insisted that there is no evidence to suggest that children with learning disabilities should be taught any differently than children with reading difficulties.

Many of the programs developed for poor readers, generally by specialists in the field of reading, might also be highly appropriate for children with reading disabilities.

If a student isn’t responding to intervention, most likely the

problem is the instruction, not the student.

The best defense is good Tier I instruction for all students!

Assess

Decide

Guide

First step: Know your Readers!

START WITH ASSESSMENT

✿ Running Records – decoding and miscue analysis, as well as whether they can Monitor their own reading

✿ Fluency Probes

✿ Retelling – use this as a “level 1” assessment for simple comprehension

Target these four areas in your instruction first to get them to grade level quickly.

Then add…

✿ Vocabulary Strategies

✿ Deeper Comprehension

The Stages of Reading

Think about your students as we review these stages. What

reading behaviors do you notice at each stage?

The Pre-emergent Reader

• Enjoys listening to and talking about stories.

• Understands that print carries a message and notices environmental print.

• Uses picture cues and predictable patterns in books to retell the story.

• Makes text to self connections.

• Recognizes 5 - 20 familiar or high frequency words.

• Identifies some letters and makes some letter-sound matches.

• Uses known letters or approximations of letters to represent written language.

The Emergent Reader

• Enjoys playing with language and books and wants to read.

• Knows how stories and books work and has one to one correspondence.

• Identifies letter names and sounds fluently and can segment and blend simple words.

• Identifies 20 – 100 sight words.

• Applies knowledge of cueing systems to monitor reading though often relies on one at a time.

• Hears sound sequence in words and is starting to use beginning, middle, and end sounds to decode text.

The Developing Reader (Transitional)

• Fluently reads appropriately-leveled text independently.

• Recognizes 100 – 300 high frequency words.

• Figures out unknown words using letter/sound knowledge, analogy, and/or other decoding strategies.

• Integrates cueing systems to monitor and comprehend text.

• Makes text-to-self and text-to-text connections.

• Makes predictions, retells, and recall main ideas and details of narrative and expository text.

The Fluent Reader

• Identifies most words automatically.

• Reads with expression at a rate of 100 words per minute or more.

• Prefers to read silently.

• Uses strategies to identify unfamiliar words.

• Integrates cues and flexibly adapts reading strategies to fulfill a range of purposes.

• Uses knowledge of text structure and genre to support comprehension.

• Makes text-to-self, text-to-world, and text-to-text connections.

• Uses higher level strategies to comprehend text (i.e., inferring, visualizing).

How fast can a child move to the next level? It depends…

✿ How much time does the child spend reading in school each day?

✿ How much time does the child spend reading at home?

✿ Does the child read on the weekends? Vacations?

✿ Is the student engaged during reading workshop?

✿ Does the child read “just right” books?

✿ Does the child get helpful, explicit instruction?

✿ Is the child an English Language Learner (ELL)?

✿ Does the child have any learning disabilities?

It’s not a perfect science, but…

Level How many months to move?

A/B ½ - 1 month per level

C/D/E/F/G 1 – 1 ½ months per level

H/I/J/K/L 2 months per level

M/N/O/P/Q/R/S/T/U 3 months per level

V/W/X/Y/Z 3-4 months per level

When a reader needs to move, what can we do?

1. Get to know the level (what are the features of this level?)

2. Get to know the expectations of readers within that level (what are the Common Core Standards for readers at this grade?)

3. Get to know the reader (assess and evaluate)

4. Teach!

It’s not a wait-and-see game…

✿ Start with a clear goal

✿ Strategy lessons

✿ Guided reading (one-on-one or in a group)

✿ Text level introduction groups

✿ Get child in a series, release scaffold across series

✿ Give the support of a book club

Guided Reading or Strategy Lesson?

✿ Use GUIDED READING when you are trying to teach the foundations of reading or when you are trying to move them to the next level.

✿ Use STRATEGY LESSONS to support them at the level where they’re working.

✿ Jennifer Serravallo tells us not to do guided reading beyond Frog and Toad, about K and up.

Start with a Conference

…because a strategy lesson is just a conference with a group!

TWO TYPES OF CONFERENCES

Compliment Conference

Coaching Conference

COMPLIMENT CONFERENCE

Research that reader! (What is within that child’s goal area?)

Decide (What will you focus on?)

Compliment

What have they done well? (explicitly name it)

Why is it important to do?

Example from their own work

…a Compliment Conference

✿ Builds trust and motivation, especially at the beginning of the year when you’re getting to know your students.

✿ Lets you get around the room.

✿ Re-centers them.

✿ Each compliment is only about 90 seconds.

✿ Good place to start as you practice conferring.

Coaching Conferences (a small group of one!)

Remind the student of the goal

Teach

Active engagement

Link

…a Coaching Conference

✿ Is about 3 minutes long.

✿ Good precursor to small group time.

✿ Teacher rarely demonstrates in a coaching conference; make the student their own model by catching them doing it right.

✿ Then say, “See what you did there? Do it again!”

✿ Student does the work.

What is a strategy?

✿ Step-by-step; a “how-to”

✿ Temporary, removable

✿ Authentic

✿ Generalizable

(To create your own, ask yourself how you did it and break down each step.)

…a Strategy Lesson

✿ No more than 2-3 students per Strategy Group

✿ Connect (good place for a compliment) “Remember yesterday when we…?”

✿ Teach

• State the strategy

• Explain/example; QUICK! Demo (Optional)

• Active engagement

✿ Link

Let’s watch Jennifer Serravallo

https://www.youtube.com/watch?v=azi2iASKv3I

Time for you...

Find your grade-level “peeps”.

Spend some time just talking...what does guided reading look like in your classroom now?

Look over the resources you received tonight.

How might you make one or two tweaks or changes to what you are currently doing to nudge your readers to “the next step”?

Be ready to share.

Thank you!

✿ Thank you for your participation and professionalism tonight!

✿ Be sure to fill out your TICKET OUT THE DOOR and leave it by the sign-in sheet.

✿ Look around and clean up your space…recycle your water bottles.

✿ See you soon!