Date post: | 18-Jan-2016 |
Category: |
Documents |
Upload: | sharleen-goodwin |
View: | 215 times |
Download: | 0 times |
BalancedLiteracy
GUIDED READING: Expanding on instruction Grades K-2
FLEX Workshop for 2008-09
Overview of Workshop
1. Quick review of Components of Balanced Literacy
2. Guided Reading : Strategy instruction and purposes
3. Guided Reading Guidelines and procedures
4. Viewing and reflection
Components of Comprehensive Balanced Literacy
Shared Reading
Read Aloud Guided Reading
Independent Reading
Shared/modeled Writing
Guided Writing
Independent Writing Word Work
Guided Reading
Guided Reading
Guided Reading is a context in which a teacher supports each reader’s development of effective strategies for processing texts at increasingly challenging levels of difficulty.
- Some teacher support is needed
- The reader problem solves a new text in a way that is mostly independent and at their instructional level
- The teacher informally assesses students use of strategies and skills.
Guided Reading: Fountas and Pinnell
It’s about differentiation
- Differentiation matches student learning needs to instruction and assessment. Teachers adjust the teaching process, content, and product to allow students access to the same classroom curriculum.
- Guided Reading is one of the most powerful instructional tools we have to adjust for student reading needs. It assures that students read regularly at their instructional level – the level at which there is just the right amount of challenge for the student to practice new skills and strategies.
Why Strategies???
Activity: Read “Salvador, Late or Early”
Discuss:• What kind of person is Salvador? What makes you
think that?• Did you relate to this story? In what ways?• Why do you think the author wrote the story?
Discuss• What did you do during reading to help you
understand?
Use Decoding/PhonicsSelf-Correct
Make and Confirm PredictionsCreate Mental Images
Self-QuestionSummarizeRead Ahead
Reread to ClarifyUse Picture Clues and Context to Confirm Meaning
Use Text Structure and FormatAdjust Reading Rate
Make InferencesSequence and Summarize
Kindergarten Skills
Letters and sounds
Same and different
Title, author, illustrator
Matching speech to text
Concept of word
Words/ words in a sentence
Making connections/Comparing texts
Questions and answers
Story characters
Setting
Sentences are made of words
Following directions
Categorizing
Action words/ naming words
Text patterns
Main idea/details
Beginning, middle, end
Summarize
Making judgments
Picture details/cues
Syllables in words
Sequence
Real/make believe
Problem/solution
Making predictions
Rhyming words
Drawing conclusions
Retelling
Visualizing
Using prior knowledge
Making inferences
Fact/fantasy
Cause and effect
Focus SkillsGrade 1
Sequence
Predict Outcomes
Details
Draw Conclusions
Setting
Cause and Effect
Character
Fact/Fiction
Alphabetize
Classify/Categorize
Fantasy/Reality
Plot
Main Idea
Grade 2
Main Idea
Author’s Purpose
Narrative Elements ( setting/ Characters)
Compare and Contrast
Sequence
Predict Outcomes
Synonyms
Details
Reading Diagrams
Fact and fiction
Make Inferences
Cause and Effect
Antonyms
Narrative Elements (Plot)
Multiple Meaning Words
Summarize/Restate
Locate Information
Homophones
Focus SkillsGrade 3
Prefixes and Suffixes
Main Idea/Detail
Decode Long Words
Compare/Contrast
Locate Information
Sequence
Fact and Opinion
Summarize
Cause and Effect
Elements of Non-Fiction
Authors Purpose
Word Relationship
Grade 4
Narrative Elements
Prefixes and Suffixes
Cause and Effect
Draw Conclusions
Sequence
Locate Information
Elements of Non-Fiction; Text Structure
Word Relationships
Main Ideas and Details
Summarize
Fact and Opinion
Author’s Purpose
Compare/Contract
Focus SkillsGrade 5
Prefixes and Suffixes
Cause and Effect
Graphic Aides
Compare/Contrast
Connotation/Denotation
Narrative Elements
Fact and Opinion
Author’s Perspective/Author’s Purpose
Summarize/Paraphrase
Main Ideas/Details
Grade 6
Prefixes and Suffixes
Cause and Effect
Author’s Purpose/Author’s Perspective
Fact and Opinion
Graphic Aids
Literacy Devices
Word Relationships
Draw Conclusions
Narrative Elements
Main Ideas/Details
Skills and StrategiesSKILLS STRATEGIES
Definition
Automatic procedures that do not require thought, interpretation, or
choice
Definition
Conscious plans under the control of the user, who must make decisions about which strategies to use and
when to use them.
Instruction
Stresses repeated practice until the skill becomes a habitual response to a
particular task
Instruction
Stresses the reasoning and critical thinking process that readers undergo as they interact and comprehend text.
Example: Word Recognition
How to use word patterns
How to use picture clues
How to use context clues
Example: Word Recognition
When to use word patterns
When to use picture clues
When to use context clues
Strategies – yOUR TURN
1. Choose a strategy table.
2. Read the information in the packet at your table provided on that strategy
3. As a table, create a visual representation on chart paper to represent the teaching/learning of the strategy. Be sure to assign a recorder, reporter, timekeeper, and researchers.
4. You may want to consider a kinesthetic/visual representation (cue) of the strategy
(refer to article in packet).
5. Report Out
“The major difference, then, between skills teaching and strategy teaching concerns the presence or absence of self-direction on the part of the learner.”
Don Holdaway
Guided Reading Supports the Path To Independence
Guided Reading
The Reading Instruction PyramidAnother Way to Look at the
Path to Independence
I DO
WE DO
YOU DO
Shared Reading: Large group strategy instruction Modeling and demonstration
Guided Reading: Guided Practice Instructional-level textFlexible groups: Small, needs -based groups
Independent application: Individual or pairs Independent text
Source: Lori Jamison
What are the Purposes of Guided Reading?• Observation of children as they practice new skills and strategies in
a new text. Individual attention to a student to observe how the student uses the strategies and self corrects.
• Practice of strategies so children can read increasingly difficult texts independently
• Students actively apply good reading behaviors with teacher support by reading text just beyond what the child can read on his/her own, but not at the frustration level.
• Provides a small group setting for the teacher to coach for reading strategies and evaluate a child’s text processing and take running records
• Provides opportunity for a teacher directed review of skills and strategies
• Opportunity for students to interact in small groups
Grouping and Composition of the Group
• 3-6 students
• Determined by need of students. Fragile groups should be smaller.
• Students reading at the same instructional level and exhibiting the same need.
• Dynamic or fluid
• Remain intact until the intended outcome is achieved.
Frequency • 3 groups a day.
• Fragile readers • Five days a week. • A minimum of three of those days should be for guided reading.
The other two days could be for skill-based flex groups.
• On-Level Readers• A minimum of two days should be for guided reading. The other
three days could be for skill-based flex groups, as needed.
• Above-Level Readers • Minimum of one day should be for guided reading. • The other days could be skill-based flex groups, as needed,
literature circles, authentic application of literacy skills and strategies.
• Students above grade level still need guided reading to learn how to “scuba dive” rather than snorkel.
Guided Reading Grouping
A Below
B On
CAbove
A1 A2
B3
B4
5
If there are more than 5 students at a level (below, on, above), create two groups.
The picture shows students of similar need divided into smaller groups, if needed, for instruction.
Lesson Frequency: One Suggestion with Emphasis on Guided Reading on Days 3,4,5
Days
1 2 3 4 5
1Flex
1
Flex A1 A1 A1
Flex Flex A2 B4 A2
Flex C5 B3 B3 B4
A2
When to Begin Guided Reading Groups
• Kindergarten:• Guided Reading groups should begin in January. • In Kindergarten Guided Reading begins with one
homogenous group of 4-6 children who:• Demonstrate sufficient “bottom” power• Have the concepts of print in place• Know most of the letters and most of the sounds• Know some sight words
• First Grade: Begin by the end of October once rules, classroom procedures are in place, and baseline assessments have been administered.
• Second through Sixth Grades: Begin by the end of September once rules and classroom procedures, baseline assessments are in place.
Tools
• Books: Books for All Learners and Leveled Readers
Leveled Books Manual to use as a resource
• Suggested Supplies: • Sticky notes• Student reading journals• Pencils, highlighters or highlight tape• Strategies posters/ packet • Charts or bookmarkers for reference• Way to keep anecdotal notes
Time Recommendations
Kindergarten
10 minutes
Grade 1
10 – 15 minutes
Grades 2-6:
15 – 20 minutes
Where Do I Find Guided Reading in Trophies?
• Look at the 5 Day Planner.• Find the sections labeled “Books for All
Learners”• Use the lesson plans on these pages to help
guide your lesson planning, focusing on reinforcing skills and strategies.
You can also use the Intervention Readers during Guided Reading
A Framework for Guided Reading Lessons• 1. Identify students• 2. Determine lesson focus • 3. Select an Appropriate Text • 4. Introduce the Text and Set the Purpose• 5. Read the Text• 6. Discuss and Revisit the Text and
Strategies• 7. Extending the Meaning of the Text or
Word Work (Optional, or as needed)
The Reading Process and Guided Reading• BEFORE READING
• Prepare students for reading: Text Introduction; Guided preview
• Help students anticipate meaning: Strategy Reminder
• DURING READING• Guide students through the silent reading process• Help students realize meaning
• AFTER READING• Refocus students’ attention: Discussion/strategy use• Help students react to meaning; responding• Word Work
Procedure for Guided Reading Groups1. Identify students
• Students should be reading at approximately the same level or exhibit the same need.
2. Determine lesson focus • The initial guided reading objective should be the focus
skill and /or strategy from the Trophies weekly planner, anthology read aloud, and shared reading.
• Previously taught skills / strategies are re-taught, reviewed, or extended. New skill / strategies should not be introduced.
Procedure for Guided Reading Groups3. Select an Appropriate Text
• Use Books for All Learners to support skills and strategies.• Using these books will shorten the time needed to prepare
for reading, since the skills, strategies, vocabulary, and theme will match the lesson focus of the week.
On-line access to readers : http://readers.eharcourtschool.com/hlro/start.do
• The books used in the Guided Reading lesson should be on the student’s instructional level, not their independent level.
• He/she should have moderate challenge to practice the strategies. However, if the book is too difficult, the task of reading will be frustrating and not allow for practice of the skills and strategies.
Procedure for Guided Reading Groups4. Introduce the Text and Set the Purpose
• Review (from shared reading) background knowledge, vocabulary, skill/strategy.
• Invite predictions – a “picture walk”, particularly at the primary grades, will help to set the purpose of the story/text and review/implant vocabulary.
• Focus attention on details of the text that will support students’ understanding of the text. For example, a non-fiction text will have headings and/or graphics.
• Make predictions
• Discuss strategy taught during shared reading
• Encourage students to jot down questions, thoughts and/or ideas for discussion while they’re reading. (Post-its, reading journal, graphic organizer, etc.)
Procedure for Guided Reading Groups5. Read the Text
• Students read the text silently and whisper read.
• Students can write questions, thoughts and/or ideas for discussion in their journal while reading. If text is longer, they can read it over several days.
• The teacher moves from one child to the next listening and lightly coaching that child. The teacher makes observations and notes or records any strategies used by the student. This individual 3-4 minute interaction also gives the teacher an opportunity to offer individual help to improve specific reading behaviors.
• NOTE: Round Robin / Popcorn reading is not an effective instructional strategy, as students need to attend to and read the entire text. It is essential that students have “eyes on text”. Limit teacher talk during this phase of instruction.
Procedure for Guided Reading Groups6. Discuss and Revisit the Text and Strategies
• Students should have the opportunity to talk about what was read, discussing what was noticed, interesting, or confusing.
• Focus on the skill /strategy and review how it helped students to problem solve and gain meaning. Think of this as a mini-lesson to confirm and extend understanding.
• Encourage students to provide evidence from text of how/where they applied the skill / strategy. This will foster independence and transfer of the learning by providing them with the opportunity to articulate their use of a strategy.
• Invite students to make connections and examine words.
• Rereading for fluency will help to support comprehension.
• NOTE: The purpose of this teaching is not to focus on a particular text but to develop strategies that can apply to all reading. Discussions should have a teaching point and reflect the focus for the lesson.
Procedure for Guided Reading Groups7. Extending the Meaning of the Text or Word Work
• Word work is one or two minutes (Optional, or as needed, for grades 3-6)
• Analyze individual words or highlight phonic/decoding skill such as letter sounds at the primary level or prefixes at the intermediate level.
• Extend the meaning (Optional or as needed)• Compare/contrast• Analyze characters• Incorporate art as a response• Further reading or data gathering• Graphic organizers for extension activities• Could complete in a learning station
What are the Other Students Doing? KEEPING the focus on Literacy
Consider whether they are engaged in CHOICE activities or TEACHER ASSIGNED activities:
Choice could be…• Self-selected reading with a purpose • Writing in Response Journals• Engaging in related readings
Teacher assigned could be:• Literature Study Groups or Literature Circles, especially in grades 3-6• Guided Reading Extension or Follow-up Activities• Engaging in related readings• Writing in Response Journals• Retelling• Practice Book – Differentiated by need
Center Activities related to Reading/ Language Arts goals such as:• Writing Center• Listening Center• Readers’ Theatre• Technology Center
What are the Other Students Doing?Five essential questions if using centers:
• Are the centers/stations purposeful and meaningful?
• Are the centers/stations engaging?• How will I manage the centers/stations?• How will the students know what to do at the
centers?• How will I evaluate the students’ work ?
Assessment / Record Keeping
Use assessments to determine fluid placement throughout the year. • In September
• Review student grouping cards and literacy folders.• Discuss the needs of the fragile readers with Title I/Reading
Support teacher or reading specialist.• Administer the “Beginning of the Year” assessment,
Placement Inventory, or running record
• During the Year / Ongoing• Reading Journals• Running Records• Anecdotal Notes (in journal, cards, label, etc.)• Checklists for Reading Behaviors (found in the back of the
teacher manual)
An Assessment idea for anecdotal notes
Post- it notesOne per studentDate comments
Other ways to keep anecdotal notes
Labels
Flip charts
Notebook
Opitz/Ford 2001
Formative vs. summativeAssessment
Ball control
Kicking
Passing
Resilience
Position
Speed
Teamplay
creativity
Score
Standing at the end of the season
Personal improvement from game to game
Personal improvement from season to season
• Formative assessment provides a continuous stream of information about each student.• Formative assessment done well leads to good news on summative assessment.
“ Accountability is measured by a single test on a single day, but accountability is accomplished with daily, useful assessment that informs
instruction.” Peter Afflebach
Let’s take a closer look…..
Use the Power Point slides as note-taking pages while viewing….
Before you begin to view various components of guided reading, let’s take a look at students engaging in a reread of a familiar text.
Guided Reading: Before Reading – Introducing a New Text
Guided Reading: During Reading: Coaching Reading
Guided Reading: After Reading: Returning to the Text
Teacher Self-Reflection Questions• Teacher Self-Reflection Questions
• Were children placed at their instructional level?• Was the lesson related to the direction of the entire
group and was there a clear focus?• Were the children making thinking public, indicating
good use of during reading strategies such as questioning, clarifying, connecting, summarizing, and predicting?
• Was there on-going observation that informed instruction?
• Were there many interruptions during guided reading?• Were the other children actively engaged in student
directed work?
Essential Elements of Guided Reading: The Reading Process
Before Reading
Teacher Role
Select texts that will help expand processing skills
Prepare an introduction
Introduce the whole text or a unified portion
Leave some problem solving for the readers
Student Role
Engage in conversation about the text
Understand purpose
Access schema
Raise questions
Build expectations
Notice information
Make connections
During
Reading
May listen to individuals
Assist with problem solving
Observe and make notes
Read to themselves
Use schema and strategies to construct meaning
Think about comprehension and any questions
After Reading
Lead discussion about the text
Invite personal response
Assess student understanding
Invite students to ask questions
Sometimes engage in word work
Talk about the text
Check predictions
Clarify confusions and expand understanding
Express connections
Revisit the text
Find evidence for opinions
Sometimes respond through writing or visual arts
Sometimes engage in word work
Resources for classroom use
Resources for Guided Reading
Let’s Summarize: A quick check for understanding
Complete the Crossword Puzzle with a partner…
You can find this at:
www.readwritethink.org
A few words of wisdom…• “The way a book is read-which is to say, the qualities a reader brings to
a book- Can have as much to do with its worth as anything the author puts in it.”
Norman Cousins
“To read without reflecting is like eating without digesting.”Edmund Burke
“Force yourself to reflect on what you read, paragraph by paragraph.”Samuel Taylor Coleridge
“The more that you read,The more things you know.
The more that you learn.The more places you’ll go.”
Dr. Seuss