Guided Reading. Expectations
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1 Guided Reading Expectations
2 Guided Reading Basics: Organizing, Managing, and Implementing a Balanced Literacy Program in K-3 by Lori Jamison Rog, 2003
3 Guided Reading Basics: Organizing, Managing, and Implementing a Balanced Literacy Program in K-3 by Lori Jamison Rog, 2003
4 Keys to Guided Reading working with small, flexible groups of students with similar instructional needs; using texts that are carefully chosen to provide the right balance of support and challenge; providing instructional support through scaffolding to build reading strategies and develop the habits of independent, lifelong readers.
5 It doesn t matter how you take notes or plan, but you need to have a plan (at least for book intro. and what word work you might want to do), and you need to be writing down observations for formative assessment.
6 Guided Reading Essentials: Appropriate book selection Select a book that is challenging but not frustrating. Connecting to previously read books is very helpful. Books should meet students needs, regardless of theme. A variety of genres and publishers should be used to work for flexibility. Planned Book Introduction Plan an introduction that prepares them for a successful first read but also leaves some reading work for the student to do. (Teacher plans this before the lesson.) The teacher may select 2 or 3 words to have students locate in the text prior to reading. These words should be words students might have difficulty decoding. Book /Picture Walk Introduce the book to students at the beginning of the lesson. Allow THEM to make predictions and discuss illustrations. Teacher will introduce specific concepts ( towing winch, chrysalis, tornado ), and use book language/pattern in conversation. Teacher plants language as students discuss the book ( drop words from the book into the conversation).
7 First Read of the Book Each student should get the opportunity to read the entire text (or a selected portion pre- determined by teacher) independently. All students should be engaged in reading on their own as teacher listens to individuals and makes notes. A combination of silent and whisper reading is appropriate when texts are longer (such as chapter books) and when students are becoming more independent readers (usually at higher levels like 2nd grade levels). LOOK for 2 teaching points to point out after the 1st read. These will be things all the students can learn from. Discussion/Respond to the Book Discuss ideas and feelings about the story. Make connections to personal lives, other stories, etc. Retell the story. Discuss literary elements (characters, setting, plot, problem/solution, etc.) Mini-lesson (may be done on Day 2) Highlight concepts of print, sight words, or language structures. Discuss strategy development ( get your mouth ready, go back and re-read, etc.) Focus on a phonics skill or comprehension skill or vocabulary development.
8 Each child should read the book (or the part the teacher has planned for) on Day 1 of the lesson. Day 2 can begin with a re-read and then deal more with one of the components of reading. Word work, some kind of comprehension work, vocabulary, or re-reading selected passages for fluency are all excellent Day 2 activities. (The Big Five from the National Reading Panel: Phonemic Awareness, Phonics, Vocabulary, Comprehension, or Fluency.) Students should be reading EVERY day in group with either the teacher or teacher assistant.
9 Day One Book introduction Picture Walk (heavier at first, then lighten up and let them do more) 1st read of book-each student reads the book on his own (teacher may take a RR on first read, or just record notes on all readers) Wrap up with 2 teaching points (things you noticed as they were reading), and something about comprehending the story (even if it is very quick). Day Two Re-read the book (teacher may take an informal RR-doesn t have to be the entire book) Work on one of the big five from National Reading Panel. COMPREHENSION is our ultimate goal, so this day should be very much about that. Day Three (if necessary) Writing activity, comprehension sheet related to story, Reader s Theater of the story for fluency, etc. Some stories lend themselves to this; some don t.
10 Expectations for Literacy Instruction at Snow Hill Primary Every student will receive direct reading instruction every day (in guided reading groups). Teachers and/or assistants may call groups, with teachers assuming primary responsibility for planning and implementing instruction and gathering resources, with the aid of the assistant. Reading instruction will address each of the five components of reading in a consistent manner: Phonemic Awareness Phonics Vocabulary Comprehension Fluency
11 Teachers will integrate science and social studies content into literacy instruction through writing and through the use of big books, interactive read-alouds, and leveled nonfiction text. Teachers will use formative assessment such as informal running records, guided reading observation notes, writing portfolios and other teacher created assessment tools to assess progress and make decisions about instruction. Teachers will maintain high time on task for instruction, reserving non-instructional use of laptops for times when students are not in the classroom. Teacher assistants will be actively involved in classroom management and instruction, reserving most paper work or other clerical duties for times when students are out of the classroom.
12 Expectations for walk-throughs: -Teacher actively engaged in instructing students -Text on students instructional levels -Teacher assistant monitoring seatwork, centers, etc., OR assisting with groups -Lesson takes place at scheduled time on a consistent basis -Students have opportunities for listening, speaking, reading, and writing (when appropriate)-see WIDA Consortium objectives for ELL students -Reading in the Content Area Strategies; Thinking Maps, evidence of higher order thinking skills/questioning -Book introductions include building background knowledge and expanding vocabulary and setting a purpose for reading -First read of book after book introduction; all students involved in reading the entire or a selected portion of the text
13 Expectations for walk-throughs, continued: -Some element of reading is directly addressed after/during reading (phonemic awareness, phonics, vocabulary, comprehension, fluency) -Minimum expected reading group times for grade levels at mid-year (as appropriate for the instructional level of the group): K-15 to 20 min. (up to 25 or so by end of year) 1 st -20 to 30 min. (up to 30 by end of year) 2 nd minutes -Teacher is familiar with Bloom s Taxonomy/Marzano s hierarchy of thinking skills and poses questions spanning the levels, including the higher order thinking skills
14 Our Goal: Independent, fluent readers who: -comprehend what they read -make connections to their own lives, other texts, and the world around them -enjoy reading
15 Resources to support guided reading instruction: Guided Reading: Good First Teaching by Fountas and Pinnell; available in professional library Guided Reading videos by Fountas Pinnell in professional library Literacy Notebook-Guided Reading section elementary/ general/best-practices-library.html
16 Guided Reading is one of our main instructional tools, but there are others we don t need to neglect: Interactive Read-Aloud and Shared Readingbecause students need to be exposed to at or above grade level material that will expose them to vocabulary they won t encounter in text on their level. Also provides opportunity to build comprehension skills (students need stories with more in-depth plots or more meat to them to build comprehension skills.)
17 Other tools, continued: Independent Reading: because students need opportunities to practice the skills they are learning in guided reading group. Also builds fluency, which aids comprehension. Research shows the amount of time that students spend reading for fun is a key predictor of students academic achievement. AR should be used to encourage students to read independently, but be careful not to call non-ar books fun books. AR reading should be fun, too!
18 AR should be monitored by the teacher every week or two weeks at the latest. Reading improves with practice, but research tells us that the practice needs to be at 90% or higher (we ll say 85% since we only have 5 questions on most tests) to be productive. Practicing at only 40 or 60 percent accuracy can develop bad habits, and it just isn t productive for our students. Focus on: Book Level Average and Percent Accuracy
19 Vocabulary kits make great lessons for interactive read-aloud. The biggest determiner of reading progress for grades 3 and up is VOCABULARY. Phonics Kits-even though we do Fundations, all phonics elements aren t covered at every grade level. Activities from Phonics Kits make great after reading activities and provide ways to differentiate instruction. The biggest predictor of reading progress K-2 is Hearing Sounds in Words (phonics/phonemic awareness).
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