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Guided Reading

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

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  1. Guided Reading What does it look like: …at the table?

  2. 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

  3. 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)

  4. 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

  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

  6. 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

  7. Fluent Readers(Levels Q-Z) • Independent use of comprehension • strategies • Vocabulary • Discussion and responses to reading

  8. 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

  9. 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.

  10. 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

  11. Historical Overview Daily Five

  12. 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…

  13. Center Rotation Management Previewing and Setting Purpose Leveled Readers Non-verbal cues for management

  14. 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.

  15. Guided Reading in Action Cross Checking for Understanding Checking our Word Wall for Support

  16. Anchor Charts- the heart of teaching structure

  17. Reading to Someone

  18. Lesson Formats… Focus Walls

  19. “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

  20. 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:

  21. Questions… ? Mia_Johnson@catawbaschools.net Lora_Drum@catawbaschools.net

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