Guided ReadingMonday, October 11, 2010

What is Guided Reading?

Guided reading is systematic and purposeful small group instruction designed to teach students strategies that they can then apply to their independent reading.

Guided Reading Is…

Small group instruction aimed at meeting students’ needs and accelerating their learning

An opportunity for students to work at their instructional level

A time devoted to helping children become as independent as possible

In Guided Reading…

A teacher works with a small group Children in the group are similar in

their needs and are able to read about the same level of text

Teachers introduce the text and help students develop strategies for processing the text

Each child reads the whole text Groups are flexible

What does Guided Reading Look Like?Basic Structure: What it looks like:

Before Reading: 1. Book Introduction2. Set Purpose3. Give Expectation

During Reading: 1. Students are Reading!2. You are listening in!* Have a plan for early finishers

After Reading: 1. Have a few questions planned ahead of time*

2. At least one question should relate back to your purpose

3. End by asking what they did as a reader today (Refer back to 5 domains/strategies)

Before Reading During Reading After Reading Teacher

selects an appropriate text, one

that will be supportive, but with a few problems to solve

prepares an introduction to the story

briefly introduces the story, keeping in mind the meaning, language, and visual information in the text, and the knowledge, experience, and skills of the readers

leaves some questions to be answered through reading

“listens in”

observes the reader’s behaviors for evidence of strategy use

confirms student’s problem-solving attempts and successes

interacts with individuals to

assist with problem-solving at difficulty (when appropriate)

records notes about the

strategy use of individual readers

returns to the text to discuss the story with the students and to clarify, if necessary, what was read

invites personal response returns to the text for one or two teaching

opportunities such as finding evidence, discussing problem-solving, phonics, word work, or review of reading strategies

assesses students’ understanding of what they read

sometimes engages the students in extending the story

records observations and evaluates students’ reading to determine what future support is needed.

Students

engage in a conversation about the story

raise questions

builds expectations

notice information in the text

read the whole text or unified part to themselves softly or silently (depending on whether the readers are emergent, transitional, or fluent)

request help in problem-

solving when needed

discuss the story

check predictions, and react personally to the story or information

revisit the text at point of problem-solving as guided by the teacher

may reread the story to a partner or

independently

sometimes engage in activities that involve extending and responding to the text

may engage in a few minutes of word work

Essential Elements of Guided Reading

Adapted from Guided Reading, Good First Teaching for All Children by Fountas & Pinnell

Guided Reading in Action….

- Notice the structure of the lesson

- Notice the role of the teacher and

students- Notice the use of skills and strategies

Fluent Readers Use….

Before moving any further….

Let’s examine our own reading strategy use… -- Mary Schulman Activity

Did you….

Reread or skip ahead when you realized meaning wasn’t clear?

Use text information to confirm your thoughts about the text?

Visualize? Connect? Question/ Wonder?

In Guided Reading, you are tasked with teaching students both:

SKILLS

Item Knowledge What-How? What you teach

STRATEGIES

Mental Processes When-Why? A way to do the skill

"Today I'm going to teach you that one way to (skill) is by (strategy).”--Lucy Calkins

Key Reading Strategies

SUSTAINING STRATEGIES Solving Words Monitoring/Self

Correcting Searching Predicting Maintaining Fluency Adjusting

EXPANDING STRATEGIES Making Connections Visualizing and

Inferring Summarizing/

Determining Importance

Synthesizing Analyzing Questioning Evaluating/Critiquing

Emergent Readers (K-1)

Characteristics of Emergent Readers:• Mainly use pictures• Know some sounds and letters• Know about 10 high frequency words• Beginning to use language pattern of book• May use some features of print• Responds by linking to personal experience• Limited retelling

If children do not know letters, there is no reason to delay

their reading of text. They can continue to learn more about

letters and words as they encounter them in texts!

(Fountas & Pinnell)

Approximately ages 2-7…..Preschool-Grade 1

Some Focus Skills and Strategies Directionality Voice-Print Match Book Front & Back First-Last Letter in a Word Locating Known & Unknown Information Letter Sounds Title, Title Page Where to start reading Basic Punctuation Get your mouth ready Word families Rhyming Endings (ing,er)

Early Readers (K-1)

Characteristics of Early Readers:• Rely less on pictures, and more on print• Knows most or all letters and sounds• Know about 20 high frequency words• Begins to integrate strategies, & use cueing systems• Fluent on familiar text• Begins to retell

Approximately ages 5-7… Kindergarten-Grade 1

Some Focus Skills and Strategies

Self Correcting Cross Checking Unknown Word Strategies Looking for chunks Word Families Endings (ed, s/es, ly) Blends/Vowel Sounds Extend understanding of punctuation

Transitional Readers (1-2)

Characteristics of Transitional Readers:• Notices pictures, but doesn’t rely on them• Can identify punctuation marks• Know about 40 high frequency words• Good control of early reading strategies, working on later strategies• Mostly fluent with phrasing• Begins to read longer, more complex texts• Retells; may include a more detailed beginning, including story elements.•Can chart information accessed in text

Approximately ages 5-7… Kindergarten-Grade 2

Some Focus Skills and Strategies

Solidify use of cross checking, self correcting, self-monitoring, and use of unknown word strategies

Phrasing, Fluency, & Expression Silent Reading More Complex Punctuation Extend Blends and Vowel

Combinations Story Elements/Genres

Fluent Readers (3-4)

Characteristics of Fluent Readers:• Flexible use of all sources of information• Independent problem solving• Can read and understand longer, more complex texts• Read for different purposes and adjust their reading as necessary• Read fluently with phrasing and expression• Read more genres, and have a deeper understanding of the text

Approximately ages 6-9… Grades 1-3

Some Focus Skills and Strategies

Vary Rate With Purpose Advanced Concepts About Print

( Charts, Captions, etc) Various Text Structures Vocabulary Development Advanced Word Solving Strategies Deeper Comprehension/ Response

Activities

When Should Guided Reading Occur?

Guided reading should occur on a daily basis…the strategies students learn will enable them to succeed in other content areas as well

Some groups will need more support than others…you need to plan for this in your schedule

Be flexible

How do I get started?

Designate a time for guided reading groups in your language arts schedule.

Gather and analyze data to form preliminary guided reading groups.

Establish routines for students. Just get started!

What materials do I need?

Have a small are where you can meet

Have materials such as dry erase boards/markers, sticky notes, highlighters, magnetic letters, counters, etc available

Set up your teacher materials based on your possible instructional focus (Think about the 5 Domains, or the Big 8!!)

What about the other kids?

Determine what the other students will be doing while you are pulling groups.

Establish routines early. ▪ Centers▪ Tickets▪ Task Boards

Find a technique that works for your students and for you!

A Few Good Center Ideas …

Buddy Reading Independent Reading (D.E.A.R.) Word Work

Sorting Activities Magnetic Letters

Journals Dialogue Book Big Books Sketch Book (Use for story starters.) Read the Room Listening Center Magazines / Newspaper Activities Class Reporter

Guided reading is a time during the day when you can

personalize instruction for your students, and make a REAL difference in their learning!

Please let me know how I can help you!