Designing & Organizing the Learning Environment for Guided Reading

1. Designing & Organizing the Learning Environment for Guided Reading Rachel Pinkepank

2. Theory • All Children can learn to read and write • Children learn about written language in an environment that is print-rich • Learning is a social process • Learning is a constructive process

3. Theory • An organized environment supports the learning process • Powerful demonstrations are an important part of the learning process • Children learn best when they are responsible for their own learning

4. Large Group Area An area for demonstrations and meetings Common supplies: Pointers Easel Chart paper Markers Sentence Strips Small Group Area An area for small group, partner, and independent work Common supplies: Shared work space Needed supplies are organized and readily available Space

5. This small group area can be used for group work during stations, and buddy reading. This large group area is used for meeting and modeling strategies with a whole class.

6. Independent Work Area A space in the classroom designated for quiet work Common supplies: Dividers readily available Personal materials (book boxes, writing utensils) Guided Reading Area An area where the teacher meets with a small groups of Students Common Supplies: Clipboard/ binder with necessary forms Leveled books White board/ dry erase markers Space

7. The guided reading area should be a place to meet to practice reading strategies in a small group. This independent work area is a quiet place for students to work. Notice book boxes are easily accessible and can be used as a divider for even more independence.

8. Psychologist Lev Vygotsky proposes that learning is made easy when children have: • “Opportunities to participate in literacy activities that are guided and paced by an more capable person…” • “Opportunities for learning that enable the child to actively participate…” • “Support form someone who knows the child well enough to make appropriate judgments about when and what the next learning steps should be…”

9. Print-Rich Environment

10. Work Centers A physical area set aside for specific learning purposes. Centers should be heavily modeled when first introduced. It is best to introduce one center at a time. Students can be rotated through centers or can be given choice. Literacy Centers

11. Daily Five/ C.A.F.E. Students work throughout entire classroom based on choice. (floor, desks, tables, carpets, pillows) Structure and expectations for all five choices are demonstrated, practiced, and stamina is built each day for the first six weeks of school. Students choose one of five independent literacy tasks and teacher meets/confers with individual students/ strategy groups. Literacy Centers

12. Debbie Diller’s thoughts on literacy work stations: “The best way to guarantee success at literacy workstations is through lots of modeling, with teachers gradually releasing more responsibility to the children…” “The emphasis at literacy workstations is on practice-meaningful, independent practice. It is a time for children to practice all that the teacher has been modeling.”