Guided Reading Plus: providing additional instruction

1. Guided Reading Plus: providing additional instruction Kim Miller, Price Laboratory School- UNI, Cedar Falls Jodi Janssen, Lincoln Elementary School, Waterloo Leslie Tripp-Rieks, Lincoln Elementary School, Waterloo

2. Partnerships in Comprehensive literacy (pcl) Model of school transformation that focuses on improved literacy for all children. Dr. Linda Dorn, University of Arkansas-Little Rock System level approach that integrates assessment, instruction & learning Professional Development Literacy Coaches Response-To-Intervention Model using a Comprehensive Intervention Model Jacobson Center for Comprehensive literacy: jccl@uni.edu

3. Comprehensive intervention model (cim) Evidence-based interventions for struggling readers/writers Reading Recovery Guided Reading Plus Assisted Writing Writing Process Groups Comprehension Focus Groups

4. Guided reading plus intervention is based on the following principles: 1. Specialized procedures and predictable routines free the reader�s attention to focus on problem solving. 2. Strategy-based prompts during reading and writing promote self-monitoring, searching and self-correcting behaviors within whole texts. 3. Writing about reading is an effective way to increase reading achievement. 4. Progress monitoring provides systematic data for studying change over time in student�s learning and informing teaching decisions. 5. One-to-one conferences during independent reading and writing events enable teachers to tailor instruction to meet the strengths and needs of the learner. 6. Instruction is continually adjusted to accommodate the shifts in student�s learning. Reference: Interventions That Work by Linda J. Dorn and Carla Soffos

5. Guided Reading Plus Phase One Word Work Orientation to Book- Leveled Text Discussion Questions Phase Two Running Record-Independent Reading Writing Prompt Individual Conferencing

6. Phase one Teacher provides word study: Words for Fluent Writing Phonological/Phonemic Awareness Phonics (letter/word work) Personal Dictionary or Word Pattern Chart

7. Phase one Teacher provides orientation to the guided reading text: An Overview Unfamiliar Language Structures Relevant Vocabulary New and Important Word/s

8. Phase one Students read text independently while teacher conducts one-to-one reading conferences with each student.

9. Phase one Teacher convenes the group for a follow-up discussion that includes one or two teaching points.

10. Phase two Teacher takes a running record on two students while the other students read independently.

11. Phase two Teacher provides a group prompt for responding to the reading on yesterday�s guided reading text. Each student composes orally a personal response to the teacher�s prompt. Each student writes a response in a writing journal, and the teacher conducts one-to-one writing conferences with each student.

12. Contact information Kim Miller- kim.miller@uni.edu Jodi Janssen- janssenj@waterlooschools.org Leslie Tripp-Rieks- tripprieksl@waterlooschools.org www.uni.edu/coe/pcl