Guided Reading Session II September 17 2018 Lisa
![Guided Reading Session II September 17, 2018 Lisa Davis Leann Lowry Megan Ray Jennifer Guided Reading Session II September 17, 2018 Lisa Davis Leann Lowry Megan Ray Jennifer](https://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-1.jpg)
Guided Reading Session II September 17, 2018 Lisa Davis Leann Lowry Megan Ray Jennifer Reese Anna Nichols
![](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-2.jpg)
![Today’s Agenda Guided Reading recap Read-Aloud v. Shared Reading Implementing Guided Reading with fidelity Today’s Agenda Guided Reading recap Read-Aloud v. Shared Reading Implementing Guided Reading with fidelity](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-3.jpg)
Today’s Agenda Guided Reading recap Read-Aloud v. Shared Reading Implementing Guided Reading with fidelity Using assessment results to form guided reading groups • Strategies to use at each guided reading level • Video Resources • Set next meeting date • •
![Guided Reading Recap • Does not stand alone • GR lessons build on lessons Guided Reading Recap • Does not stand alone • GR lessons build on lessons](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-4.jpg)
Guided Reading Recap • Does not stand alone • GR lessons build on lessons taught during whole class instruction • A scaffold between modeling and independence • One piece of a balanced literacy program Whole-Class Instruction Guided Reading Independent Practice
![Read-Aloud & Shared Reading Read-Aloud & Shared Reading](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-5.jpg)
Read-Aloud & Shared Reading
![What’s the difference? “In a nutshell, during a read aloud, you read a book What’s the difference? “In a nutshell, during a read aloud, you read a book](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-6.jpg)
What’s the difference? “In a nutshell, during a read aloud, you read a book TO students, and during shared reading, you read WITH students. ” --Alison, Learning At The Primary Pond
![Read-Aloud • A whole-class activity in which students listen for enjoyment as the teacher Read-Aloud • A whole-class activity in which students listen for enjoyment as the teacher](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-7.jpg)
Read-Aloud • A whole-class activity in which students listen for enjoyment as the teacher reads • Takes advantage of the fact that the student listening level significantly surpasses their reading level • As a common book is read aloud, a classroom community with shared experiences is created which supports all students • Provides a base from which to discuss themes and ideas or model reading and thinking strategies • Focuses on meaning within the text, about the text, and beyond the text • Engages students in texts they might not be able to read on their own • Teacher driven involving modeling • Feeds naturally into shared, guided, and independent reading as teachers demonstrate for students the ways the reading process works
![Benefits of Read-Aloud • Builds vocabulary • Develops understandings of story structure • Supports Benefits of Read-Aloud • Builds vocabulary • Develops understandings of story structure • Supports](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-8.jpg)
Benefits of Read-Aloud • Builds vocabulary • Develops understandings of story structure • Supports developing connections between print elements • Encourages high levels of comprehending • Teaches the reading process in a meaningful context • Models fluency • Motivates students to read • Exposes children to rich literature at a level beyond their independent level
![Selecting a Read-Aloud Text • • • Select texts that match your instructional goals Selecting a Read-Aloud Text • • • Select texts that match your instructional goals](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-9.jpg)
Selecting a Read-Aloud Text • • • Select texts that match your instructional goals Choose texts that most of the class might be interested in Select texts from all subject areas and genre Read-aloud texts are usually a grade or two above grade level Increase complexity of the text as the year progresses Selection criteria to keep in mind: • Will students enjoy it? • Is there big idea or a theme to explore? • Do students have necessary background knowledge? • What are the vocabulary demands? • Are the illustrations compelling?
![During & After Read-Aloud • Quickly introduce any vocabulary in the text that might During & After Read-Aloud • Quickly introduce any vocabulary in the text that might](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-10.jpg)
During & After Read-Aloud • Quickly introduce any vocabulary in the text that might be unfamiliar • Read the text aloud fluently • Stop and ask questions throughout the reading • Allow students to discuss with partners and share with group • Support students as they make connections Teacher Read-Aloud
![Shared Reading • Instructional strategy used to teach reading skills including comprehension, fluency, decoding, Shared Reading • Instructional strategy used to teach reading skills including comprehension, fluency, decoding,](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-11.jpg)
Shared Reading • Instructional strategy used to teach reading skills including comprehension, fluency, decoding, and vocabulary • Teacher actively models and students actively participate by reading and examining a text together • Requires that the words of the text be visible to both the teacher and students • Is typically done with a text that is 1 -2 reading levels higher than what most students in the class are reading • The step just before guided reading
![Benefits of Shared Reading • Exposes students to text that they are growing into Benefits of Shared Reading • Exposes students to text that they are growing into](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-12.jpg)
Benefits of Shared Reading • Exposes students to text that they are growing into and improves ability to read at the next level • Guides students through difficult text • Fosters oral fluency • Develops concepts of print, phonemic awareness, letter and sight word recognition and understanding of author’s craft through repeated readings of stories, songs, and poems • Supports the targeted instruction you provide in small groups
![Selecting a Shared Reading Text • Select a text more difficult than one you Selecting a Shared Reading Text • Select a text more difficult than one you](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-13.jpg)
Selecting a Shared Reading Text • Select a text more difficult than one you would use for guided reading but simpler than one you would read during teacher read-aloud • Make sure text is one that will be visible to all students including big books, poems written on chart paper, or actual text enlarged via Smartboard or Elmo • Preread the text, identifying teaching points of focus • Plan for these teaching moments to identify the lesson’s most important points • Selection criteria to take into consideration: • Print features • Patterns in text • Comprehension opportunities • Text for shared reading can be either fiction or non-fiction
![During Shared Reading • Provide mini lesson for whole group prior to guided reading During Shared Reading • Provide mini lesson for whole group prior to guided reading](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-14.jpg)
During Shared Reading • Provide mini lesson for whole group prior to guided reading groups • Model print concepts (cover, title, author/illustrator, turning pages, reading from left to right) • Introduce/teach decoding strategies (model how to use visual, syntax, and meaning clues to decode words; cover part of a word with sticky note and have students use first letter and picture to figure out what word says) • Teach fluency skills (point out punctuation marks, model how to pause, change voice to match punctuation mark; get students actively involved in practicing fluent reading by chorally reading part of text you’ve already read aloud) • Always teach comprehension during shared reading (talk about meaning of the text being read) • Introduce and discuss unfamiliar vocabulary Shared Reading Lesson
![Shared Reading In Kindergarten • Tuesday • Read a big book all the way Shared Reading In Kindergarten • Tuesday • Read a big book all the way](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-15.jpg)
Shared Reading In Kindergarten • Tuesday • Read a big book all the way through, focusing on comprehension and maybe vocabulary • Wednesday • Choose a decoding point (may not get through entire book that day) • Thursday • Read part book again, choosing different teaching point • Fluency • Vocabulary • Different decoding strategy • Friday • Reread book together • Students can draw a picture and write about the book and/or reread the book with partner
![Read Aloud v. Shared Reading Read Aloud v. Shared Reading](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-16.jpg)
Read Aloud v. Shared Reading
![](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-17.jpg)
![Guided Reading: Implementation with Fidelity Guided Reading: Implementation with Fidelity](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-18.jpg)
Guided Reading: Implementation with Fidelity
![Pre-A Lesson Format Pre-A Lesson Format](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-19.jpg)
Pre-A Lesson Format
![Emergent Format Emergent Format](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-20.jpg)
Emergent Format
![Early Format Early Format](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-21.jpg)
Early Format
![Transitional Format Transitional Format](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-22.jpg)
Transitional Format
![Fluent Format Fluent Format](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-23.jpg)
Fluent Format
![What you have done to this point… • Assessed all students using the Next What you have done to this point… • Assessed all students using the Next](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-24.jpg)
What you have done to this point… • Assessed all students using the Next Step Kit • Analyzed results of the assessment • Grouped students based on guided reading level based on assessment results • Began guided reading groups & literacy stations
![Strategies & Skills by Level Strategies & Skills by Level](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-25.jpg)
Strategies & Skills by Level
![The Next Step Forward in Guided Reading p. 289 -290 The Next Step Forward in Guided Reading p. 289 -290](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-26.jpg)
The Next Step Forward in Guided Reading p. 289 -290
![Pre-A & Level A Pre-A & Level A](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-27.jpg)
Pre-A & Level A
![Levels E & H Levels E & H](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-28.jpg)
Levels E & H
![Levels J & K+ Levels J & K+](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-29.jpg)
Levels J & K+
![Guided Reading Reference Videos Pre-A • Tracing an Alphabet Book • Interactive Writing Emergent Guided Reading Reference Videos Pre-A • Tracing an Alphabet Book • Interactive Writing Emergent](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-30.jpg)
Guided Reading Reference Videos Pre-A • Tracing an Alphabet Book • Interactive Writing Emergent • Sight Word Review • Teaching Point • Word Study: Picture Sorting With Medial Vowels Early • Teaching Point • Word Study: Sound Boxes • Word Study: Make and Break a Big Word Transitional • Using Assessment Data to Guide Teaching ** • Introducing New Vocabulary in Four Steps • Prompting for Phrasing and Fluency • Word Study: Make and Break a Big Word Fluent • Discussing the Text: Identifying Important Events That Support the Central Message • Adding Words to the New Word List **Videos and other resources found here: http: //www. scholastic. com/NSFresources/
![Word Study Videos, Etc. Word Study Level D: Making Words-Digraphs Sound Boxes with Blends Word Study Videos, Etc. Word Study Level D: Making Words-Digraphs Sound Boxes with Blends](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-31.jpg)
Word Study Videos, Etc. Word Study Level D: Making Words-Digraphs Sound Boxes with Blends Poem In Group Analogy Chart: Vowel Patterns Balanced Literacy: Word Study Whole Class Lesson Guided Reading: Level A 1 st Grade Guided Reading Lesson Taking a Running Record Analyzing a Running Record (S-M-V) This Photo by Unknown Author is licensed under CC BY-NC-ND
![How do I determine word work activities for my students? How do I determine word work activities for my students?](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-32.jpg)
How do I determine word work activities for my students?
![Directions for use of DWKI Directions for use of DWKI](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-33.jpg)
Directions for use of DWKI
![Analysis of Assessment Results • Take out your DWKI • Analyze it for a Analysis of Assessment Results • Take out your DWKI • Analyze it for a](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-34.jpg)
Analysis of Assessment Results • Take out your DWKI • Analyze it for a minute • Take a look at your students and think about their guided reading levels • See if there any similarities in the students you have in each group and their DWKI assessment results • Determine what skills you should focus on with these students during guided reading
![Final Note • • Any questions? Mid-year NSGR Assessment--DECEMBER Date of next (and final) Final Note • • Any questions? Mid-year NSGR Assessment--DECEMBER Date of next (and final)](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-35.jpg)
Final Note • • Any questions? Mid-year NSGR Assessment--DECEMBER Date of next (and final) session for this year Please contact any of us if there is anything you need or with any questions that might have
![References Richardson, J. (2016) The Next Step Forward In Guided Reading. New York, NY: References Richardson, J. (2016) The Next Step Forward In Guided Reading. New York, NY:](http://slidetodoc.com/presentation_image/95c2c36d698f09cca1b81b18b053a88b/image-36.jpg)
References Richardson, J. (2016) The Next Step Forward In Guided Reading. New York, NY: Scholastic https: //learningattheprimarypond. com/ https: //www. teachervision. com
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