Guiding Readers and Guiding Readers and WritersWriters Book Book DiscussionDiscussion
Chapters 20 - 22Chapters 20 - 22
ChaptersChapters
Twenty: Teaching for Sustaining Twenty: Teaching for Sustaining Strategies in Guided ReadingStrategies in Guided Reading
Twenty-One: Teaching for Connecting Twenty-One: Teaching for Connecting and Expanding Strategies in Guided and Expanding Strategies in Guided ReadingReading
Twenty-Two: Teaching for Word Solving: Twenty-Two: Teaching for Word Solving: Phonics, Spelling, and Vocabulary Phonics, Spelling, and Vocabulary
Chapter Twenty: Teaching Chapter Twenty: Teaching for Sustaining Strategies in for Sustaining Strategies in
Guided ReadingGuided Reading Guided reading plays a central role in teaching Guided reading plays a central role in teaching
students to use reading strategies to become students to use reading strategies to become effective readerseffective readers
Two challenges facing young readersTwo challenges facing young readers Some students will work on very basic reading skills Some students will work on very basic reading skills
such as word analysis and comprehending simple such as word analysis and comprehending simple textstexts
All students need instructional support so they can All students need instructional support so they can expand their competence across a greater variety of expand their competence across a greater variety of increasingly challenging texts.increasingly challenging texts.
Teaching within a Guided Teaching within a Guided Reading LessonReading Lesson
It is important to begin guided reading by It is important to begin guided reading by introducing the workintroducing the work
Strategies before Guided Reading:Strategies before Guided Reading: Author biographyAuthor biography PredictionsPredictions InferenceInference Genre characteristicsGenre characteristics Connections to background knowledge Connections to background knowledge Clarify the connectionClarify the connection
During Guided ReadingDuring Guided Reading While reading silently, While reading silently,
instructors are conference instructors are conference with individual studentswith individual students
During the conference, During the conference, studentsstudents Read a short piece of the Read a short piece of the
text aloud softlytext aloud softly Offers examples of Offers examples of
interesting languageinteresting language Asks questionsAsks questions Converses with instructorConverses with instructor
After the ReadingAfter the Reading
Teacher calls groups together for Teacher calls groups together for discussiondiscussion
This discussion is used to:This discussion is used to: Check for understandingCheck for understanding Share interesting languageShare interesting language Make literary and personal connectionsMake literary and personal connections
Teacher mediates and steers discussion Teacher mediates and steers discussion in the right direction for analysisin the right direction for analysis
Teaching for Strategies Teaching for Strategies Using Accessible TextUsing Accessible Text
Choose works that fit the goal or skill that will Choose works that fit the goal or skill that will be emphasized, as well as the amount of be emphasized, as well as the amount of teacher mediation teacher mediation
Teacher MediationTeacher Mediation Show students effective reading behaviorsShow students effective reading behaviors Support students’ early attempts at effective reading Support students’ early attempts at effective reading
behaviorsbehaviors Prompt students to engage in effective reading Prompt students to engage in effective reading
behaviorsbehaviors Reinforce effective reading behaviorsReinforce effective reading behaviors Observe students using effective reading behaviorsObserve students using effective reading behaviors
What skills do students What skills do students learn using reading learn using reading strategies?strategies?
DecodingDecoding Monitoring and Monitoring and
CorrectingCorrecting Information Information
GatheringGathering PredictingPredicting Phrasing and Phrasing and
FluencyFluency Adjusting IdeasAdjusting Ideas
Chapter Twenty-One: Teaching Chapter Twenty-One: Teaching for Connecting and Expanding for Connecting and Expanding Strategies in Guided ReadingStrategies in Guided Reading
Literary and personal connections to Literary and personal connections to reading increase understanding and reading increase understanding and meaningmeaning
Connection is an important step towards Connection is an important step towards higher order thinking skills (Bloom’s higher order thinking skills (Bloom’s Taxonomy)Taxonomy)
Connection to Other Connection to Other Reading TextsReading Texts
Connections between text often involve reading skills Connections between text often involve reading skills such as:such as: ContentContent GenreGenre AuthorAuthor SettingSetting CharactersCharacters PlotPlot StructureStructure ThemeTheme LanguageLanguage ToneTone InferenceInference
SummarizingSummarizing
Summarizing is taking all of the text and Summarizing is taking all of the text and taking out the important ideas, events, taking out the important ideas, events, and details from the story and and details from the story and reorganizing them in a shorter mannerreorganizing them in a shorter manner
Can be used for synthesizing and Can be used for synthesizing and analyzing, depending on the stance of analyzing, depending on the stance of the perspective of the summarythe perspective of the summary
Analysis and CriticismAnalysis and Criticism
Analysis – looking below the surface to Analysis – looking below the surface to figure out what the author’s purpose and figure out what the author’s purpose and viewpointviewpoint
Criticism – evaluation of text Criticism – evaluation of text Both of these skills are used to create Both of these skills are used to create
“critical citizens” – those who question “critical citizens” – those who question what is heard and read and evaluate what is heard and read and evaluate accuracyaccuracy
Critical CitizensCritical Citizens
Theory that students who analyze text and Theory that students who analyze text and what is read create better citizen.what is read create better citizen. Address social issuesAddress social issues Understand themUnderstand them Address them using that knowledge Address them using that knowledge
Literacy – tool for changing society, where Literacy – tool for changing society, where education empowers others to improve their education empowers others to improve their own lives and those around themown lives and those around them
Chapter Twenty-Two: Teaching for Chapter Twenty-Two: Teaching for Word-Solving: Phonics, Spelling, Word-Solving: Phonics, Spelling,
and Vocabularyand Vocabulary Word study isn’t about Word study isn’t about
leaning individual words, leaning individual words, but rather how written but rather how written language is organized. language is organized.
This process involves This process involves decoding and deriving decoding and deriving meaning. meaning.
Like all learning, reader Like all learning, reader and writers learn more and writers learn more while actually doing it while actually doing it themselves.themselves.
Strategies for Word Strategies for Word SolvingSolving
PhonemicPhonemic Sounding it outSounding it out
VisualVisual Visual patterns making up words or letter clusters that make Visual patterns making up words or letter clusters that make
a different sound– i.e.. -eigh (long a sound)a different sound– i.e.. -eigh (long a sound) MorphemicMorphemic
Using affixes, root words, etc. in compound wordsUsing affixes, root words, etc. in compound words LinkingLinking
Linking to similar words (example – equivalent is close to Linking to similar words (example – equivalent is close to equal and value)equal and value)
ResearchResearch Using dictionaries, word lists, thesauruses, glossaries – any Using dictionaries, word lists, thesauruses, glossaries – any
tool at their disposal to find wordstool at their disposal to find words
PhonicsPhonics
Whole WordsWhole Words Rapid, automatic word recognitionRapid, automatic word recognition
Word PatternsWord Patterns Chunking words Chunking words
SyllablesSyllables Close to morphemicClose to morphemic
Letter by LetterLetter by Letter
Spelling and VocabularySpelling and Vocabulary
Spelling and vocabulary teach students words as well as how to Spelling and vocabulary teach students words as well as how to spell common words and pronounce new words based on spell common words and pronounce new words based on connections with other wordsconnections with other words
Spelling rules are highly usefulSpelling rules are highly useful Always put Always put uu after after qq Every syllable has a vowelEvery syllable has a vowel Write Write ii before before ee except after except after cc or when sounded like or when sounded like a a as in as in neighborneighbor
or or weighweigh Vocabulary Vocabulary
Increasing vocabulary is basic to educationIncreasing vocabulary is basic to education In order to know a wordIn order to know a word
Read it in different contexts, understanding every timeRead it in different contexts, understanding every time Use it in a decontextualized way Use it in a decontextualized way Realize connotationsRealize connotations Use metaphoricallyUse metaphorically
VocabularyVocabulary
Learning vocabulary occurs one of two waysLearning vocabulary occurs one of two ways ReadingReading Explicit teachingExplicit teaching
Vocabulary listsVocabulary lists Dictionaries, thesauruses, etc.Dictionaries, thesauruses, etc. Need to have students use the word, not just define wordsNeed to have students use the word, not just define words
Those who most need to expand vocabulary Those who most need to expand vocabulary are likely the slowest and most reluctant are likely the slowest and most reluctant readersreaders
Active Word StudyActive Word Study
Interactive word study is suggested one or two Interactive word study is suggested one or two times a weektimes a week Word websWord webs Wall chartsWall charts Writing assignmentsWriting assignments
Using Phonics, spelling, and vocabularyUsing Phonics, spelling, and vocabulary TypesTypes
Making WordsMaking Words Word SortingWord Sorting
Making WordsMaking Words
Students construct words with magnets or Students construct words with magnets or letter cardsletter cards
Can make words thatCan make words that Start and end the sameStart and end the same Feature silent lettersFeature silent letters Are contractionsAre contractions Are compound wordsAre compound words Contain prefixes and suffixesContain prefixes and suffixes Are homonyms (homophones, homographs)Are homonyms (homophones, homographs) Have the same roots (Greek or Latin)Have the same roots (Greek or Latin) Contain the same number of syllablesContain the same number of syllables
Word SortingWord Sorting
Definition – “a way to help students compare and Definition – “a way to help students compare and contrast words according to specific features.” contrast words according to specific features.”
Enables students to form hypotheses, concepts, and Enables students to form hypotheses, concepts, and generalizations about written wordsgeneralizations about written words
Definition – a way to help students compare and Definition – a way to help students compare and contrast words according to specific features. contrast words according to specific features.
Enables students to form hypotheses, concepts, and Enables students to form hypotheses, concepts, and generalizations about written wordsgeneralizations about written words
Divide words into open and closed sorts Divide words into open and closed sorts Sort these words by sound, spelling, or Sort these words by sound, spelling, or
concept/meaningconcept/meaning
Effective Word StudyEffective Word Study
Fun, not tediousFun, not tedious demonstrate students what they already know demonstrate students what they already know
about wordsabout words Don’t obstruct with reading and writing timeDon’t obstruct with reading and writing time Create discussion and negotiation Create discussion and negotiation
opportunitiesopportunities persuade students to relate their own persuade students to relate their own
background to knowledgebackground to knowledge Encourage connections between study and Encourage connections between study and
understandingunderstanding
Using Word StudyUsing Word Study
Students must then put what is learned Students must then put what is learned into action during reading and writing into action during reading and writing workshopsworkshops
Throughout literature study and then Throughout literature study and then writing, such as independent, guided, writing, such as independent, guided, and investigative writing. and investigative writing.