Guided Reading Objectives General Understanding of Guided Reading

Guided Reading

Objectives • • General Understanding of Guided Reading Essential Elements of G. R. Dyer-Kelly’s G. R. Book Club Structure Lesson Planning

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 (sentence strips, white boards, paper, etc. )

What should students know before beginning guided reading? Some early reading behaviors such as; directionality, soundsymbol relationships and some high frequency words. Demonstrate appropriate book handling abilities. These can be taught and practiced during shared reading.

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 4 -6 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 (Plan of action) Predict/Infer Monitor/Clarify Question Evaluate Summarize Skill (ability that has be acquired by training) Predicting Outcomes Story Structure Cause and Effect Fact/Opinion Drawing Conclusions Author’s Viewpoint Fantasy and Realism Problem Solving Making Judgments Generalizations

Text Selection Choose 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 Word Work 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…. Review sight words

Next 5 – 7 minutes Introduce new book or chapter Discuss the cover – title, author, short summary, make predictions from cover Take a picture walk – activate prior knowledge Review reading strategies Establish a purpose for reading.

Next 5 – 7 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.

What does teacher do during reading? ☺Observes students’ fluency and reading strategies used during reading ☺Teaching points to emphasize ☺Listens and coaches students to use reading strategies ☺Listens for strong points to praise

Next 5 -7 minutes When students are finished reading they should… íRetell the story. íShare their favorite part íDiscuss story using higher level thinking questions. íDemonstrate reading strategies.

View Video Focus on: Activities • Teacher Interactions • Prompts • Proximity •

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

Guided Reading Lesson Plan

Pacing Guide Date/ Selection Week 5/6 Sept. 17 – 26 Mrs. Brown Goes to Town R 1. 1, R 1. 3 Reading (90 – 110 mins) Phonics Long vowels, CVCe, using a, i R 1. 1, R 1. 3, LC 1. 8 Comprehension Skill Predict outcomes R 2. 5, R 3. 2 Word Work (30 – 40 mins) High Frequency Words different, floor, letter, move, poor, word LC 1. 7 Spelling Vowel consonant e spellings LC 1. 7, LC 1. 8 Vocabulary R 1. 1, R 1. 3 Comprehension Predict/infer R 2. 5 R 2. 7 Story commotion, delivered, feathers, tire, released, wearing Lesson Multiple meaning words R 1. 10

Create Sample Lesson Plan • As a group use the selected book and your grade level pacing guide to create a guided reading lesson. • Share out with whole group.

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

Questions?