Guided Reading Staff Development for Rockdale County

• What? Trainer of Trainers in the area of Guided Reading and Reading Comprehension

• Goal? All teachers in grades 3-5 will be consistent in understanding, assessing and teaching reading in guided reading groups.

• When? Four half day sessions (8:00 -!2:00) in July, October, January, March

• For whom? Third – Fifth grade EIP teachers

• Program?– Session 1 - Overview of Guided reading,

Management, and Demonstration Lesson

– Session 2 – Assessment, Grouping, Running Records, Materials

– Session 3 – Comprehension Strategies for Upper Elementary

– Session 4 – Strategies for going beyond Guided Reading Groups

YOUR JOB?

After each session the EIP teachers will redeliver the

workshop to the teachers in their schools using the

materials provided.

GUIDED READING

MIMI HOLLAND

A Balanced Literacy ProgramRead Aloud

Shared ReadingWord Study

Guided ReadingIndependent Reading

Writing

What do fluent readers look like?They----• use meaning to

decode• anticipate• predict• guess(educated)• combine meaning

with visual cues

• combine meaning with phonic cues

• use efficient directional movement

• use innate rules of language

• self-correct

WORD RECOGNITION SKILLS

4. Phonics• initial consonants• short vowels• final consonants• long vowels &

combinations• consonant

combinations• r-controlled vowels• syllabication• auditory blending

1. Meaning Clues . expectancy clues . picture clues . context clues2. Visual Analysis . configuration . striking characteristics3. Structural Analysis . variants . compounds . derivatives

Semantics

knowledge & experience

Key Question: Does this make sense?

Graphophonics

visual & auditory

Key Question: Does it look right?

Syntactic

language structure

Key Question: Does it sound right?

MEANING

THREE TYPES OF CUES READERS USE

Reading is easy for fluent readers. The fluent reader uses many strategies. The fluent reader is willing to take risks when reading.

BUT:

Poor readers--- • have few strategies • do not attend to the

visual details • do not use meaning• rely on what can be

invented from memory

• guess(uneducated)• do not self-correct

Reading is hard work for poor readers. If the poor reader is

allowed to practice these ineffective strategies, they

become a habit. Once these ineffective strategies become a habit the student is a “disabled

reader”.

What are some effective practices for at-risk readers?

• Give many opportunities for phonemic awareness.• Give many opportunities to read easy material.• Practice reading using real books.• Never waste time on unnecessary activities.• Practice skills used by fluent readers.• Tell them everything they need to know.• Respect individual differences.• Teach on instructional level in guided reading

group.

DEFINITION FOR GUIDED READING

Guided reading is a procedure used with small groups or individual children who are grouped and taught according to their instructional level. They are taught and continuously monitored for progress and further needs.

Components Unique to a Guided Reading

Lesson• There is continuous assessment of readers to

keep them on their instructional edge with increasingly difficult texts.

• There are small groups (6 or less) on similar reading level and taught at a table within touching distance.

• Each student has a real book on his level.• Each student reads entire text silently.• Guided Reading is (must be) done DAILY!

Struggles that most teachers have include:

dividing students in their instructional levels

deciding on the appropriate materials reading with all groups knowing when to move children in and out

of groups managing the students not in the small

group

LIKE A PHYSICAN

WE MUST

DIAGNOSE

AND THEN

PRESCRIBE!

Methods of Assessment and Monitoring

• Basic Literacy Test (BLT)• S.T.A.R. test• State and county mandated

tests• Generated Word List• Dictated Sentences• Running Records/Miscue

Analysis

Five components of a Balanced reading

lesson

Number One: Teacher maintains appropriate over-all classroom

environment.

• Students are trained to work independently without interrupting the teacher (broken pencil points, restroom breaks, equipment failure, fast finishers, etc.).

• Students are given meaningful work and clear directions.

• Students are already assigned to small GR groups.

• Books and materials are ready and handy.

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Number Two: Teacher activates prior knowledge.

Teacher connects new learning with prior knowledge by

• a picture walk;• a vocabulary walk;• questioning to relate to

personal experiences, other subject areas, feelings;

• a discussion related to the topic.

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Number three: Teacher introduces the text to support student problem

solving during student reading.

The teacher supports students by• setting the purpose for reading;• teaching specific vocabulary and

concepts necessary to comprehend the material;

• reminding students of particular strategies or skills that may be needed.

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Number Four: Teacher observes, coaches, and supports students as they read the selection silently at

their own pace.The teacher• observes students as they read

entire selection silently.• has each child read a passage

individually aloud;• offers hints as needed (COACH);• takes individual running records;• takes notes on reading behaviors;• has students search for answers to

questions.

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Number Five: Teacher engages students in meaningful conversation after the

reading to support a teaching point and develop comprehension.

The teacher and the students• check comprehension through questioning,

retelling or summarizing;• check predictions through questioning;• discuss strategies used (tell them);• revisit interesting or troublesome passages;• reread to locate answers, important concepts or

vocabulary;• write a short response to the text as needed.

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1. INSPIRE

2. ASSESS

3. COACH

WHY IS GUIDED READING MORE

EFFECTIVE THAN OLD READING GROUPS?

OKAY, OKAY, BUT WHAT ABOUT

THOSE OTHER DARLINGS

RUNNING AROUND THE ROOM?

LET’S GET REAL!!!!!!!

HOW DO I GET ALL OF THIS IN DURING MY LANGUAGE ARTS TIME?

LET’S REVIEW

Boggle• Look over notes and think.• Write down everything you can

remember in 2 minutes.• Share with a partner for 2 minutes.• Share with another group for 2

minutes.• Share with the entire group in

circle.

1. INSPIRE

2. ASSESS

3. COACH