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Guided Reading. What does it look like: …at the table?. What materials will I need?. Materials needed…. Response sticks Highlighters Letter Tiles Word Cards Desk Reference Notebook for anecdotal notes. Leveled Readers Teaching Wall Sticky Notes
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Guided Reading What does it look like: …at the table?
What materials will I need? Materials needed… • Response sticks • Highlighters • Letter Tiles • Word Cards • Desk Reference • Notebook for anecdotal notes • Leveled Readers • Teaching Wall • Sticky Notes • Pencils • Stopwatch • Calculator
Guided Reading Components… 3-6 Day 1 Day 1 Whole Group Basal Before Reading: (20 min) • Mini lessons: comprehension strategy and skill focus, • Introduce vocabulary, • Activate prior knowledge (prediction), • Establish a purpose for reading During Reading: (20-30 min) • Read basal: choral reading (girls/boys…), shared reading (with teacher), CD recording (identify points to pause for discussion, answer questions, and check for understanding) After Reading: (5-10 min) • Check for understanding: (Summarizing, Share examples of strategy work, skill practice)
Guided Reading Components…3-6 Days 2-5 Small Group Leveled Readers 1. Recap/Review of Comprehension Strategy and Skill • Introduce New Book • Strategy Check “listening in” and anecdotal notes (Teacher can do a Running Record during this time.) 4. Return to Text “check for understanding” 5. Response/Extension (Teacher is doing a Running Record at the reading table!) Days 2-5
Transitional Readers (levels I/J-P) • Have large bank of sight words • Still learning to decode big words • Increase fluency • Expand vocabulary • Improve comprehension Can be found at any grade level Grade level Text Level Instructional Needs K & 1st above level I vocabulary and comprehension 2nd J-M decoding, fluency, vocabulary, retell 3rd-6th J-P self-monitoring, decoding, fluency, vocabulary, and retell
Components of GR for Levels I/J-P:Transitional Readers • Introduction to book: predictions, new vocabulary, text • features • Teaching Points (choose 1-2 based on skill & • strategy focus) • Students Read Quietly or Silently- • Teacher takes anecdotal notes/running record • Discussion of book- refocus on teaching points • Word Study (if appropriate) • Follow-up
Fluent Readers(Levels Q-Z) • Independent use of comprehension • strategies • Vocabulary • Discussion and responses to reading
Components for Fluent GR (levels Q-Z): • Introduction to text: preview, predict, new vocabulary • Teaching Points (strategy/skill)- teacher models • Students Read Silently & Respond- Teacher observes and checks- in and may question students • Discussion: share examples of teachingpoints
Running Records How do I know what level book I should be using with my students? Running records can be done during guided reading lessons, but should not consume the entire guided reading block.
Running Records Progress Monitoring RR • Done anytime • Use any text • Less formal; used for • day-to-day instruction • Helps analyze errors • Fluency rate is not always done, but should be done periodically • Comprehension is not always done, but should be done periodically • Should happen during daily routine • Benchmark RR • Done three times a year (initial, ongoing, summative) • Use secured text • Formal assessment • Helps analyze errors • Fluency rate is done every time! • Comprehension/retell done every time! • Should happen with little disruption of daily routine Benchmark Running Records MUST include accuracy, fluency (rate), and comprehension/retell
Historical Overview Daily Five
What will this look like in my classroom? • Routines should be in place. • Students should be working independently: reading to self/someone, working with words, listening to books, writing,… • Small groups should be meeting with teacher at reading table for guided reading lessons (with some exceptions) • May be doing Running Records…
Center Rotation Management Previewing and Setting Purpose Leveled Readers Non-verbal cues for management
Daily Five Management System /Structure Teaches/ Fosters Independence 5 Components: Read to Self Read to Someone Word Work Writing Listening to Reading The Daily Five does NOT hold content, it is a structure. Content comes from your curriculum. Daily Five is not a replacement for guided reading- it Is the structure in place so that guided reading can work effectively.
Guided Reading in Action Cross Checking for Understanding Checking our Word Wall for Support
Lesson Formats… Focus Walls
“By following lesson plans and selecting a purpose for your guided reading groups, you will see radical improvements in children’s reading progress. Your focus will determine your effectiveness.” -Jan Richardson
The Next Step in Guided Reading Grades K-8 by Jan Richardson, published by Scholastic, 2009Guiding Readers and Writersby Irene Fountas and Gay Su Pinnell, Heinemann Publishers References:
Questions… ? Mia_Johnson@catawbaschools.net Lora_Drum@catawbaschools.net