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Guided Reading

Learn about the research-backed strategies for balanced literacy, independent work, and small group instruction. Explore the purpose, questioning techniques, comprehension strategy instruction, and gradual release in balanced literacy. Discover schedules and materials for guided reading and independent work. Gain insights on setting goals and establishing routines for independent work, as well as preparing for and conducting small group instruction.

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Guided Reading

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  1. Guided Reading Keys to Effective Independent work and Small Group Instruction Mary Lillestol lillestol@gmail.com

  2. Agenda • Balanced literacy (k-3 and 4-6) • Independent work • Small group instruction • Personal Goal Setting

  3. What does research tell us? • NRP report • Dimensions of Effective Instruction • Purpose • Higher Level Questions • Comprehension Strategy Instruction • Student Support vs. Teacher Directed • Active Engagement

  4. Gradual Release in Balanced Literacy • Read aloud • Shared • Guided • Independent Pearson and Gallagher, 1983

  5. Schedule for Balanced Literacy (K-3) • 30 minutes whole group – read aloud and shared reading • 60 minutes guided reading group rotations of 15 or 20 min. • Independent reading

  6. Schedule for Balanced Literacy(4-6) • 30 minutes whole group • 60 minutes small group rotations of 15 or 20 min.

  7. Schedule for Balanced Literacy(4-6) Mini lesson Independent Reading Reading Conferring 35 – 50 minutes Guided Reading 1st lesson 15 – 20 min. 2nd lesson 15 – 20 min. Literature Circles Book Club 20 – 30 min. Book Club 20 – 30 min. Group Share/Evaluation http://www.learner.org/vod/vod_window.html?pid=2200

  8. Independent Work • Turn to a partner • What has been successful ? • Why is it successful? • What are the continued challenges

  9. Independent Workers Purpose + Choice = Motivation • Setting the purpose for our instruction • Giving purpose for independent activity • Empowering kids to be purposeful • Incorporating purposeful content

  10. The Choices • Read to self • Read to partner • Listen to reading • Word work • Writing in response to text

  11. Responsive Classroom to establish routines for independence • Choosing books • Signals • Checking in • Modeling

  12. T Meet with Teacher Name _________________________ Date _____________________ Recording Sheet L Listen to story RS Read to Self RP Read to Partner WW Word Work ESL ESL Teacher Porter and Lillestol, 2007

  13. Debrief • Take two minutes to debrief with someone next to you. • What she said about independent work made me think _______________

  14. Preparing for Small Group Instruction • Assess and group • Select a focus • Select a text

  15. Materials for Guided Reading • Leveled books • Assessment kit • 6 sets of lower case letters (K – 2) • Dry erase boards and markers • Copies of lesson plans • High frequency word charts (K – 2)

  16. Materials for Guided Reading • Sound box templates in plastic sleeves • Response journals • Pictures for sound sorts • Post it notes/flags • Comprehension cards • Timer – a must!

  17. What are the different stages • Pre-emergent • Emergent • Early • Transitional • Fluent

  18. Lesson format • Before reading (3 - 5 minutes) • During reading (10 - 12 minutes) • After reading (3 – 5 minutes)

  19. What do we know about the Pre-Emergent Reader? • Knows fewer than 40 upper- and lower case letters • May not know left to right tracking • Confusions between letter and word

  20. Pre - Emergent (pre A) • Letter work • Sound work • Working with books • Interactive writing

  21. What do we know about the Emergent Reader? • Identifies 40+ letters • Identifies some letter sounds • Demonstrates basic concepts of print • Begins demonstrating one to one tracking • Recognizes some sight words

  22. Emergent (1 – 4 or A – C) 2 day rotation • BeforeBook introduction • DuringStudents read independently several times while teacher coaches • AfterDay 1 – Teach a sight word/Word studyDay 2 – Review sight word/Dictated sentence

  23. What do we know about the Early Reader(5 – 16 or D – I) • Able to read and write about 20-30 sight words • Problem solve new words using a variety of strategies • Remember and retell what they’ve read • Apply phonetic principles in reading and writing

  24. Early (5 – 16 or D – I) 2 day rotation • Beforebook intro • DuringCoaching, modeling, giving feedback • AfterTeaching point based on student needWord Study on day 1/Writing on day 2

  25. Transitional (17 – 22 or J – M) • Have a large bank of sight words • Still learning to decode big words • Continued work on fluency • Developing vocabulary and comprehension

  26. Transitional (17 – 22 or J – M) Multiple day rotation • Day 1 – Brief book intro, vocabulary, begin reading • Day 2 – Continue reading, discussion, (fluency and discussion) • Day 3 – Reread, guided writing

  27. The Fluent Reader (N +) • Have few decoding problems • Reading is smooth and full of expression • Continue to work on comprehension with challenging text

  28. Fluent (30 – 50 or N – S) Multiple day rotation • Before – text introduction, intro new vocab. • During – introduce focus strategy, read (silently) and respond • After - writing

  29. Setting personal goals • Assessment and grouping • Independent work • Small group instruction • Deepening comprehension • Literature circles

  30. Exit Slip Something that squared with my thinking 3 points to remember Something still circling around that I have a question about

  31. References • Richardson, Jan. The New Guided Reading Handbook. Arlington VA: Self Publish, 2006. • Bear, Donald. Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Columbus, Ohio: Merrill Prentice Hall. 2004 • Boushey, Gail & Moser, Joan. The Daily 5: Fostering Literacy Independence in the Elementary Grades. Portland, Maine: Stenhouse Publishers, 2006.

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