Reading Workshop How Does Guided Reading Fit Into

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Reading Workshop How Does Guided Reading Fit Into This Model

Reading Workshop How Does Guided Reading Fit Into This Model

Reading Framework 4 -5 THE TEACHING/LEARNING STRUCTURE INSTRUCTIONAL DELIVERY COMPONENTS BLOCKS WORD WORK READING

Reading Framework 4 -5 THE TEACHING/LEARNING STRUCTURE INSTRUCTIONAL DELIVERY COMPONENTS BLOCKS WORD WORK READING FOCUS LESSON Whole Group Instruction I DO GUIDED READING Small Group Instruction/ Guided Practice Independent Practice Intervention WE DO/YOU DO REFLECTION Whole Group 15 -20 minutes Whole group instruction o Word work o Spelling o Vocabulary o Greek and Latin Roots 15 -20 minutes Whole group instruction Comprehension strategy instruction Reading To Children o Read aloud o Reading demonstration o Interactive read aloud 50 -60 minutes Partner or independent reading, guided reading, and literacy stations Reading With Children o Interactive read aloud o Shared reading o Guided reading o Reading Workshop o Reading conferences o Intervention Reading By Children o Guided reading o Partner/independent reading o Reading Workshop o Literature circles Literacy Stations o Authentic reading & writing practice o Independent work time o Intervention 10 minutes (Whole class/individual/conferences) Word Work: Teacher and students interact and manipulate word parts in order to identify words, increase fluency, and develop comprehension Reading Workshop: Whole group focus lesson followed by partner/independent reading and reading conferences. Read To (Read Aloud)/ Read With (Shared Reading): Teacher and/or students read aloud in order to build background, develop vocabulary and literary concepts, and explore expository text structure. Read With/Read By (Guided Reading): Using teacher -selected text, the teacher works with small, flexible groups of students to develop comprehension and fluency of increasingly difficult texts. Read By (Independent Daily Reading): Students silently read books on independent levels and respond accordingly, depending on teacher directions. Literacy Stations (to also include Science/Social Studies): Students work independently to practice skills. Reflection: Students reflect on their own learning by discussing how they applied a skill or process, sharing reading selections, or thinking about growth as readers. This may happen in whole group discussions, small groups, or through independent responses in reading journals.

Guided Reading is the Heart of a Balanced Literacy Framework Presenter. Media. com support@presentermedia.

Guided Reading is the Heart of a Balanced Literacy Framework Presenter. Media. com support@presentermedia. com 4416 S. Technology Dr Sioux Falls, SD 57106 “When we understand the learning model, we begin to make different decisions. We recognize teaching as ‘a powerful, invitational relationship that pulls the learner in’. . . we think about teaching in terms of our students’ needs and interests. ” Regie Routman, Reading Essentials 3

What is Guided Reading? Guided reading is a strategy that helps students become good

What is Guided Reading? Guided reading is a strategy that helps students become good readers. The teacher provides support for small groups of readers as they learn to use various reading strategies (context clues, letter and sound relationships, word structure, and so forth). What is its purpose? When the proper books are selected, students are able to read with approximately 90% accuracy. This enables the students to enjoy the story because there is not an overwhelming amount of "road blocks" that interfere with comprehension. Students focus on the meaning of the story and application of various reading strategies to problem solve when they do hit a road block in their knowledge or reading ability. By providing small groups of students the opportunity to learn various reading strategies with guidance from the teacher, they will possess the skills and knowledge required to read increasingly more difficult texts on their own. Independent reading is the GOAL - guided reading provides the framework to ensure that students are able to apply strategies to make meaning from print.

The Ultimate Teaching Model

The Ultimate Teaching Model

The Purpose of Guided Reading “The ultimate goal of the guided reading lesson for

The Purpose of Guided Reading “The ultimate goal of the guided reading lesson for students is not just to read “this book” or even to understand a single text. The goal of guided reading is to help students build their reading power—to build a network of strategic actions for processing texts. ” You are teaching readers, not the text. ~ Fountas & Pinnell, Guided Reading: The Romance and the Reality, p. 272

Guided Reading IS: Word Bank: explicit effective similar instructional • an instructional context for

Guided Reading IS: Word Bank: explicit effective similar instructional • an instructional context for working with small groups of students with a ______literacy needs • using texts at the students’ _____level to provide the necessary support and challenges during the lesson • Involving_______, intensive teaching, with the teacher supporting students as they talk, read, and think their way through text • involves students practicing _____strategies that will ultimately enable them to read independently.

Guided Reading What it is not? What it is? � Read simultaneously � Flexible

Guided Reading What it is not? What it is? � Read simultaneously � Flexible grouping � Leveled Reading � Groups of no more than 6 � Preplanned lesson � On-going formative assessment � 1 -2 teaching points � Based on instructional needs of students � Round Robin Reading � Stay in the same group � Basal Reading � Whole Group � On the run lesson � Friday test � 30 minutes lesson on a skill � Generic lesson

Reading Workshop • Scope & Sequence • Oral and Written Focus Lesson Guided Reading

Reading Workshop • Scope & Sequence • Oral and Written Focus Lesson Guided Reading Reflections Literacy Workstations • Leveled Readers: Treasures, • Listening Workstation • Word Study Station • Buddy Reading • Science/Social Studies Work Station

How Does It Fit Into My Classroom? � Form your groups based on assessment

How Does It Fit Into My Classroom? � Form your groups based on assessment data � Identify a focus strategy/skill for each group � Manage rotation Monday Tuesday Wednesday Thursday Friday Very far below Far below On level Above level Advanced structure for

How do I group my students for guided reading lessons? 4 th Student Name-

How do I group my students for guided reading lessons? 4 th Student Name- Overall Reading Score April 1998 -1867 May 2011 -1876 August 1893 -1796 October 1919 -1814 December 1945 -1832

How To: � Look at your summary report � Find the overall reading score

How To: � Look at your summary report � Find the overall reading score for each student � Using correlation chart-identify the number range and follow across to identify the Guide Reading-Level (Fountas & Pinnell)-6 th column on The Reading Correlation Chart-yellow chart � With a pen, put the appropriate GRL beside each student’s overall score

Next Steps: � Group students according to a small range of a number sequence

Next Steps: � Group students according to a small range of a number sequence that would have the same GRLexample 235 -239 � This is the place to begin making academic decisions regarding the needs for each reading group based on their ISIP performance � What reading behavior /strategy/skill for this group should come next? � Let’s take a look back at a leveled reading behavior chart� **It is important to know your students reading habits and behaviors across time. You may have additional information such as a running record, CBA results, or DRA 2 results to alter a decision based on 1 number-ISIP

Principles for Effective Teaching in Guided Reading Bring children with similar reading ability together

Principles for Effective Teaching in Guided Reading Bring children with similar reading ability together in small groups for focused, efficient instruction. ü Students reading the same book (Instructional Level) ¨ � � Select texts that are “just right” in that they allow children to solve problems against a backdrop of accurate reading. Provide introductions that show children how the texts “works, ” explain difficult words or concepts, and prepare them to read independently and comprehend the meaning behind the selected text.

Structure of A Guided Reading Lesson Planning Selection of Text The teacher selects a

Structure of A Guided Reading Lesson Planning Selection of Text The teacher selects a text that will be just right to support new learning for the group – at the instructional level Small Group Guided Reading Before the Lesson During the Lesson After the Lesson Introduction to the Text The teacher introduces the text to scaffold the reading, but leaves some problem-solving for readers to do. Word Work The teacher provides explicit teaching to help students become flexible and efficient in solving words. Reading the Text Students read the entire text softly or silently. If students are reading orally, the teacher may interact briefly to *teach for, prompt, or reinforce strategic actions. Solve words Monitor and Correct Search and Use Information Summarize Maintain Fluency Adjust *Teaching Points The teacher make explicit points grounded in the text, and directed toward expanding the students’ systems of strategic actions. *Word Work The teacher provides explicit teaching to help students become flexible and efficient in solving words. Discussion of the Text The teacher invites students to discuss the text, guiding the discussion and lifting the students’ comprehension. Predict Make Connections (personal, world, text) Synthesize Infer Analyze Critique Teaching Points The teacher make explicit points grounded in the text, and directed toward expanding the students’ systems of strategic actions. Word Work The teacher provides explicit teaching to help students become flexible and efficient in solving words. Extending Understanding (optional) If further work with the meaning is needed, students extend their understanding of the text through writing and/or drawing (may be independent).

Structure of a Guided Reading Lesson After Reading: Before the Reading: v SELECTION OF

Structure of a Guided Reading Lesson After Reading: Before the Reading: v SELECTION OF TH E TEXT v DISCUSSION OF T HE TEXT v TEACHING POINTS v EXPLICIT WORD WO RK v INTRODUCTION T O THE TEXTODUCTIONO T HE TEXT v EXTENDING UNDERSTANDING During Reading: (optional) v READING THE T E XT (

What do the reading behaviors of a fourth grader look like for Level S?

What do the reading behaviors of a fourth grader look like for Level S? � Behaviors to Notice and Support ◦ Reads silently with attention to meaning. Solves words quickly ◦ After reading silently, demonst 5 rates understanding ◦ Demonstrates flexibility in reading many different kinds of text ◦ Reads with expression and fluency

What do the reading behaviors of a fourth grader look like for Level S?

What do the reading behaviors of a fourth grader look like for Level S? � Suggest Teaching Points (choose one) ◦ Readers revise predictions as they learn about new events in the texts ◦ Readers use context clues to help them figure out the meaning of a words ◦ Readers use text features and text structures to help them understand nonfiction ◦ Readers think about the plot of a story (setting, conflict, character traits and resolutions) ◦ Readers use the comprehension strategies as they read ◦ Readers go beyond the text to interpret characters’ thoughts and feelings ◦ Readers infer theme of the story and support their thinking with evidence from the text

How To Deliver Reading Instruction? � Handout Wheel

How To Deliver Reading Instruction? � Handout Wheel

Putting the Pieces of the Puzzle Together Thinking ABOUT the Text SK: Jigsaw TA

Putting the Pieces of the Puzzle Together Thinking ABOUT the Text SK: Jigsaw TA s of into group e id iv D o 5 the ember of o Each m l read one of group wil ed areas the assign ts of ss key poin u c is D hin o ection wit assigned s p your grou s with reflection e r a h S o up whole gro : ACTIVITY 25 min. Thinking WITHIN the Text Thinking BEYOND the Text

How Do I Manage?

How Do I Manage?

Where does Guided Reading fit in with. Treasures? Where does guided reading fit in

Where does Guided Reading fit in with. Treasures? Where does guided reading fit in Treasures? 22

Today’s Goals � What is guided reading � How does it fit in with

Today’s Goals � What is guided reading � How does it fit in with the Reading Workshop Approach � How to get it started-classroom management � Resources � How to deliver reading instruction for a specific group, grade level and reading level � What if I need more help

Wrap Up � We have created a survey so that we can elicit feedback

Wrap Up � We have created a survey so that we can elicit feedback from all of the participants about the Saturday Professional Learning. Please visit the website below and complete the appropriate survey(s). � � http: //schools. birdvilleschools. net/surveys � � The surveys will be open until April 18, and reminders will go out through Mark Thomas next week. � It would be great to complete them before you leave for the day using your SMART phone if available. �