Refining Your Reading Workshop Session 5 – Small Group Instruction
Transcript
Slide 1
Slide 2
Session 5 Small Group Instruction
Slide 3
Guided Reading purpose Preparing for the small group Book
Orientations Reading and conferencing Book discussion and teaching
point Creating a plan Agenda
Slide 4
Whole Group Differentiation Whole Group Interactive Read Aloud
Mini-Lesson Guided Reading Independent Reading and Journals Sharing
Conferencing Literacy Stations or Tasks Book Clubs Grade 2 +
Differentiated Tier 1 Instruction
Slide 5
Purpose of guided Reading
Slide 6
Guided Reading Guided reading plays a particular and very
important role in reading workshop. Extensive reading, even in
connection with individual conferences, will not produce continuous
reading progress. Most students require small-group reading
instruction. -Fountas & Pinnell Teaching for Comprehending and
Fluency p. 373
Slide 7
The purpose of guided reading is to meet the varying
instructional needs of ALL the students in your class, enabling
them to greatly expand their reading powers. Explicit instruction
is essential and will make reading more powerful for all students.
Fountas and Pinnell Why Guided Reading?
Slide 8
Why Do We Use Guided Reading? To improve fluency. To make
instruction more personalized. Guided reading enables children to
develop and use strategies of an independent reader. It allows
children to gain confidence in their ability to read on their own.
It allows for close observation of each student while reading.
Slide 9
Principles of Guided Reading Students are: Reading individually
and silently (or in whispers) Using sticky notes to mark their
thinking or strategy use. Clock reading mileage Teacher is:
Sampling their oral reading by listening in. Reinforce strategic
behaviors. Shift from unproductive behaviors BRIEF conference.
Making notes of strengths and areas for improvement
Slide 10
Using assessment data for your small group instruction Data
from running records, conferencing, and Fountas and Pinnell
Independent levels Instructional levels Strategic actions MSV
Fluency Comprehension Informing your small groups Decisions about
grouping Selecting texts for group lessons Preparing book
orientation Teaching points for lesson Matching teaching points in
guided reading Selecting ways to reread the text Book orientation
Discussion questions for deeper meaning Teaching points for the
guided reading Extending the meaning through writing.
Slide 11
Preparing for guided reading lessons
Slide 12
What instructional resources do you need? A designated place
where the teacher can monitor the group. Multiple copies of the
book. A clipboard or notepad to record observations. Various
teaching tools (sentence strips, white boards, paper, etc.)
Slide 13
What should students know before beginning guided reading? Some
early reading behaviors such as; directionality, sound- symbol
relationships and some high frequency words. Demonstrate
appropriate book handling abilities. These can be taught and
practiced during shared reading.
Slide 14
How do you organize your students for a guided reading lesson?
Students and teacher are seated at table together so teachers can
easily hear all students read. Establish groups of 4-6 students who
are reading at similar levels. Adjust groups OFTEN !
Slide 15
INDEPENDENT LEVEL: (A-K) 95-100% (L-Z) 98 100% High success
reading Book boxes INSTRUCTIONAL LEVEL: (A-K) 90-94% (L-Z) 95 97%
Guided Small Group Instruction Intervention groups FRUSTRATION
LEVEL: (A-K) less than 90% (L-Z) less than 95% To be avoided for
independent and small group instruction Read Aloud or Shared
Reading Experience Selecting Text
Slide 16
Handout - Gradient of Text Selecting the Text
Slide 17
Set strategy focus Select Text Introduce Text Read Text Discuss
and Revisit Text Respond to Text Essential Elements of Guided
Reading
Slide 18
Major Differences in guided reading from primary to
intermediate 1. Length of the text : Reading material at
intermediate grades is often longer and can not be completed in one
guided reading lesson. 2. Lesson focus : Lessons at the
intermediate grades focus on comprehension of text instead of
decoding skills. 3. Method of reading : Students read material
SILENTLY at the intermediate grades.
Slide 19
Book orientations
Slide 20
Students should get warmed up to read . Reread familiar text
builds fluency Teacher takes a running record on one student daily
and gives strategy instruction on-the-spot (teaching point). Guided
Reading Structure
Slide 21
The goal is to prepare students to read the text by creating a
supportive context for building meaning and applying processing
strategies. Orientation to the Book
Slide 22
Debugging the book What is going to get in the way? Might look
different for different groups of kids. Scaffolding of book
orientations - handout Book Orientations
Slide 23
The teacher provides an overview of the text and teacher and
students co-construct meaning by discussing the pictures. The
teacher also sets a purpose for reading the text. During the
discussion, the teacher: Uses specific language structures
Discusses relevant or new vocabulary Guides the children to locate
known and/or unknown words Points out important features within
text Orientation to the Book
Slide 24
What new or relevant vocabulary will the students need to know?
What text features or structures of language will be difficult? Set
the purpose for reading and comprehension. Practice writing your
own.
Slide 25
Reading the text and conferencing
Slide 26
Group A Why Move Away From Round Robin Reading? (Rasinski)
Group B Reading the Text (Fountas and Pinnell) Article Jigsaw
Slide 27
What do the students in this particular group need extra time,
support, or practice with? What are students in this group ready
for? Focus: within the text Focus: beyond the text Planning a
focus
Slide 28
What does teacher do during reading? Observes students fluency
and reading strategies used during reading Teaching points to
emphasize Listens for strong points to praise Listens and coaches
students to use reading strategies, prompting for strategic
behaviors
Slide 29
Retelling (if a longer book is being used) Listen to oral
reading Discussing what was read. Probing for strategic behaviors
Noting strengths Setting goals. Reading Conferences
Slide 30
Students read the entire text and practice problem-solving
strategies while focusing on meaning. Teacher conducts a reading
conference with each student and provides tailored support to meet
individual needs. Reading Conferences
Slide 31
Book discussion and teaching point
Slide 32
The goal is to enhance students comprehension through
thoughtful discussions and to lift strategy usage through explicit
teaching. Teacher and students discuss the book at the meaning
level. Teacher validates processing strategies used during reading.
Teacher explicitly teaches for strategy development if processing
strategies were neglected. Book Discussion and Teaching Point
Slide 33
Think critically about the text whats the BIG QUESTION? Search
for evidence to support their opinions or disprove their thinking.
Evaluate character development. Compare (or contrast) the text to
texts they have read. Discussion of the book
Slide 34
Write a CR question for your books. Whats your focus? What
questions could you generate to relate to the focus of the lesson?
Writing your own.
Slide 35
School Tube segment
http://www.schooltube.com/video/c73b68cace3e477b
8108/Primary-Guided-Reading Seed Folk - Teaching for Comprehending
and Fluency Video Guided Reading
Slide 36
Scenarios
Slide 37
Number off #2 7 Read your scenario and share with group. What
are the variations of guided reading? Jigsaw scenarios
Slide 38
Creating and planning
Slide 39
Look through the sample planners What would you want included
in your own template? Guided Reading Templates