Guided Reading. An Important Component in Balanced Literacy. Carol Bennett WRESA

Transcription

1 Guided Reading An Important Component in Balanced Literacy 1

2 Guided Reading Is: The skillful teaching that helps young readers learn the effective strategies they need to become independent. 2

3 Guided Reading Is the heart of a balanced literacy program. 3

4 The Purpose of Guided Reading The idea is for children to take on novel texts, read them at once with a minimum of support, and read many of them again and again for independence and fluency. 4

5 Children Who are Learning to Read Need to: Enjoy reading even when texts are challenging. Be successful even when texts are challenging. Have opportunities to problem-solve while reading. Read for meaning even when they must do some problem solving. Learn strategies they can apply to their reading of other texts. Use their strengths. Have their active problem solving confirmed. Use what they know to get what they do not yet know. Talk about and respond to what they read. Expand their knowledge and understanding through reading. Make connections between texts they have read and between their own world knowledge and reading. 5

6 Guided Reading - How To: The teacher meets with a small group of children guiding them through material at their instructional level, assessing and documenting their progress. 6

7 A Predictable Framework Teacher explains why she called the group together. Teacher introduces the text. Teacher demonstrates the strategy. Teacher provides opportunities for students to read the text silently (early readers read out loud softly.) 7

8 Guided Reading - How To Specifics Teacher works with a small group of students who use similar reading processes. Teacher introduces text to the group. Teacher works briefly with individuals in the group as they read the text. Teacher selects one or two teaching points to present after the reading. 8

9 Practicing the Strategy With Guidance Teach appropriate reading strategies. Encourage students to use the reading strategy as needed. Elicit discussion. Encourage silent reading (unless reading to teacher.) Watch and give instruction as needed. Encourage the use of context to figure out unfamiliar words. 9

10 The Process of Dynamic Grouping Maintain heterogeneous whole-group activities for reading aloud, shared reading, literature circles, readers workshop, science and social studies, interactive writing, and other curricular activities. Promote heterogeneous small group activities in these same areas. Convene interest groups around literature and curriculum study. 10

11 Dynamic Grouping Grouping allows children to support each other in reading and feel part of a community of readers. It also allows for efficient use of a teacher s time. 11

12 Specifics of Dynamic Grouping: Assess individual students using a wide range of measures. Form small guided reading groups of students who have similar reading processes and can read about the same level of text. Meet with these small guided reading groups about 3 to 5 days a week. Use running records to assess children in guided reading regularly. Re-form guided reading groups based on this ongoing evaluation. 12

13 Be Flexible and Re-Group Often! What were the strengths in each child s processing of the text? What did each child do when he or she encountered difficulty or made an error? What will each child need to do to process a new text more successfully? How did children in each group compare with each other? Were the results consistent? Is the composition of the group workable? 13

14 When Planning Groups: Remember that a student s self-confidence and selfesteem can be damaged by his or her assignment to a low group. No matter how carefully we name groups, everyone always knows which is low and which is high. 14

15 Points to Keep in Mind: 1. There will be a wide range of experience, knowledge, and skills among the students. 2. Every child will be different from every other child in the group. 3. Children will progress at varying rates. 15

16 Using Assessment to Inform Teaching The primary purpose of assessment is to gather data to inform teaching. For the teacher of reading, assessment is an essential daily activity. During guided reading, the teacher can systematically assess the child s strengths and knowledge. Such information can result in improved teaching. 16

17 On Being Systematic Be systematic, but in wise ways in ways that make sense to children. 17

18 Guided Reading Assessment : Observation Letter Identification Word Test Concepts About Print Writing Vocabulary Hearing Sounds in Words Running Record Retelling Comprehension Questions Written Response Fluency Rubric 18

19 *Selecting Appropriate Texts for Guided Reading The text should be one that offers the children a minimum of new things to learn: that is, the children can read it with the strategies they currently have, but it provides opportunity for a small amount of new learning. 19

20 Finding Time for Guided Reading While you meet with small groups, other children are doing : Reading independently Buddy reading Listening center Activities from read-aloud Artistic response to book Dramatic response to book Literacy center activities *Use what works best for you! 20

21 Why Management is Important It creates independence because it frees both teacher and children from constant distractions related to management. It helps children sustain productive behavior on their own, which is not only a literacy skill but a life skill. 21

22 Guided Reading Resources: Guided Reading, Good First Teaching for All Children by Irene C. Fountas and Gay Su Pinnell, Heinemann - ISBN # Guided Reading: The Four Blocks Way by Patricia M. Cunningham, Dorothy P. Hall, and James W. Cunningham, Carson-Dellosa Publishing Co. - ISBN # X The Art of Teaching Reading by Lucy McCormick Calkins, Pearson Education - ISBN #