Guided Reading Session II September 17 2018 Lisa

Guided Reading Session II September 17, 2018 Lisa Davis Leann Lowry Megan Ray Jennifer Reese Anna Nichols

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 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

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 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 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 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 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, 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 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 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 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 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

Guided Reading: Implementation with Fidelity

Pre-A Lesson Format

Emergent Format

Early Format

Transitional Format

Fluent Format

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

The Next Step Forward in Guided Reading p. 289 -290

Pre-A & Level A

Levels E & H

Levels J & K+

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 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?

Directions for use of DWKI

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) 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: Scholastic https: //learningattheprimarypond. com/ https: //www. teachervision. com