Implementing a before, during and after guided reading lesson

1. Implementing a before, during and after guided reading lesson Christine Manfredonia REED 775

2. “Guided reading is the bridge between direct reading skills instruction and independent reading” (Burns, 2001, pg. 2). Guided Reading Why do you think guided reading is the link between direct reading skill instruction and independent reading? Idependentreadinng Direct Reading skill instruction

3. What is the purpose of guided reading? • ….”guided reading provides a setting where teachers can focus on reading strategies for particular students as the evolve into independent readers. This teaching strategy provides the opportunity for students to read a wide variety of texts; to problem solve while reading for meaning; to use strategies to complete and extend text; and to attend to words in text. In addition, guided reading requires that teacher selection of text, guidance, demonstration, and explanation be made explicit to the reader” (Braunger & Lewis, 2001, pg. 118).

4. Research Based Program • Introduced in 1980’s in New Zealand and Australia • Came to United States in 1996 since then the average rate of student learning increased by 16% over the course of the first implementation year-28% in the second year-and 32% in the third year (data was from 8,5000 children grades k-2. Taken from DIBELS, other reading assessment) • Teacher reading knowledge increased

5. Research Based Program • Guided reading is one of the best practices in today’s literacy instruction • It is the most important contemporary reading instructional practices in the U.S.

6. Research Based Program • “Comprehension is strengthened when the proficient reader strategies are scaffold with an explicit description of the strategy, teacher modeling, collaborative use, guided practice, and finally independent use of the strategy” (Duke & Pearson, 2002). Think about… What parts of our reading instruction do we use these components?

7. Guided Reading and the Gradual Release of Responsibility Model Explicit teaching of strategy-Shared Reading Shared reading into the before stage of guided reading During part of guided reading Students apply strategies during S.S.R

8. Firm Fixed Price Contract (FFP) This type of contract provides for a price that is not the subject to any adjustment based on the cost experience of the contractor in the performance of the contract. This type of contract places maximum risk upon the contractor. Because the contractor assumes full responsibility in the form of profits or losses for all costs under or over the firm fixed price, he has a maximum profit incentive for effective cost control and contract performance. An FFP contract imposes a minimum administrative burden upon the contracting parties. An FFP contract is suitable for use in the procurements when reasonably defined design or performance specifications are available and whenever fair and reasonable prices can be established at the outset. Comprehension check- Answer the following question: Would a firm fixed price contract be appropriate when the design specifications are poorly defined?

9. Before Reading Stage“Setting the stage” • Engagement! • Activate prior knowledge • Picture walk/vocabulary • Predict • Connect • Ask questions • Model/think aloud of strategy • Provide purpose or mission for reading-focus on strategy or skill

10. During Reading Stage“Active reading” • Summarize sections • Think about before reading questions • Connect • Confirm/adjust predictions • Monitor reading • Teacher is facilitator • Students discuss • Students are actively reading by engaging in a during reading activity

11. After Reading Stage • Summarize • Draw conclusions • Main idea • Check for understanding- higher level questioning • Students engage in an after reading activity • Students discuss text and strategy or skill • Assess use of strategy or skill and content

12. 1 Minute Reflection • Looking back at the pre-assessment, what can you add/change about the importance of implementing these 3 stages?

13. How do you implement these stages? • Look at the candy next to you! If have a Butterfinger start at before reading stage. • If you have a piece of Double Mint Gum start at the during reading stage • If you have Almond Joy start at the after reading stage Teachers love to share!

14. References Braunger, J., & Lewis, J. P. (2001). Building a knowledge base in reading. (2 ed., p.118). Newark, DE: International Reading Association. Burns, B. (2001). Guided reading. (p. 2). Thousand Oaks, CA: Corwin Press. Duke, J., & Pearson, P.D. (2002). Effective practices for developing reading comprehension. In A. Farstrup and J. Samuels, Eds. What research has to say about reading instruction. Newark, DE: International Reading Association. Fisher, D. (2008). Effective use of the gradual release of responsibility model. Author Monographs, Retrieved from http://www.macmillanmh.com/connectED/mkt/HTMLFiles/pdf/do uglas fisher.pdf Iaquinta, A. (2006). Guided reading: a research-based response to the challenges of early reading instruction. Early Childhood Education Journal, 33(6), doi: 10.1007/s10643/006/0074-2