Using Leveled Books In Guided Reading Debbra A

Using Leveled Books In Guided Reading Debbra A. Uttero

Structure of A Guided Reading Lesson(Pinnell & Fountas 2011)

Introduce the Text Activate or build necessary prior knowledge. Have students make connections to the topic. Reveal the genre of the text. Use new vocabulary words in conversation to reveal their meaning. • Have students make predictions about the text. • Draw attention to the authenticity of the text: author’s credentials, references, or presentation of other evidence. • Draw attention to the illustrations (pictures, charts, graphys, maps, etc. ) and information they present. • •

Reading the Text • Demonstrate or review the effective use of strategies (including word solving, using information, correcting errors, and adjusting reading). • Prompt for fluency and phrasing. • Each student reads the entire text in whisper voices (with whisper phones). • Teacher may take a running record on one child.

Discussing the Meaning • Observe what students say about the text (assessing their comprehension). • Help the students to discuss the meaning together.

Teaching for Decoding and Comprehension Strategies Revisit the text to demonstrate any area of reading, including: • Solving words • Monitoring and checking text meaning • Searching for and using information • Summarizing (remembering information) • Maintaining fluency • Adjusting reading rate

Teaching for Decoding and Comprehension Strategies (cont. ) • Predicting • Making connections • Synthesizing Information • Inferring • Analyzing • Critiquing Demonstrate (model) and explain the use of these strategies as they apply to the text that was read.

Word Work (optional) • Teach any aspect of word analysis, including letter-sound relationships, using analogies, or breaking words apart that would address your students’ instructional needs.

Extending the Meaning (optional) • Use writing, drawing, or extended talk to explore any aspect of text understanding.

• Getting Started with Guided Reading

Guided Reading and Assessment • Assessment, of each decoding and comprehension strategy (during guided reading) is essential.

Guided Reading Lessons • Guided Reading in Second Grade

References • Getting Started with Guided Reading http: //www. leb. k 12. in. us/Staff. Sites/boyetts/files /guidedreading/SDEGetting. Startedwith. Guided. Reading. pdf • Guided Reading Lessons https: //www. youtube. com/watch? v=R 0 h. Bek 4 KR ZA • Pinnell, G. S. & I. C. Fountas (2011). The continuum of literacy learning, grades prek-8: a guide to teaching. Portsmouth, NH: Heinemann.

Group Activity • Think back to all of the decoding and comprehension strategies that we have discussed so far. • With you group, construct an assessment sheet for evaluating students’ progress acquiring these skills. You may choose the grade or grade span level(s). • Using your own computers, or the ones in the ERC, construct a decoding and comprehension assessment sheet to track students’ skills acquisition progress.