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Doing What Matters Most

Doing What Matters Most. Staying Focused. Guided Reading Goals. • To teach comprehension skills and strategies • To teach children how to read all types of literature • To develop background knowledge, meaning vocabulary, and oral language • To provide as much instructional level reading

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Doing What Matters Most

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  1. Doing What Matters Most Staying Focused

  2. Guided Reading Goals • • To teach comprehension skills and strategies • • To teach children how to read all types of • literature • • To develop background knowledge, meaning • vocabulary, and oral language • • To provide as much instructional level reading • as possible • • To maintain the motivation and self-confidence • of struggling readers

  3. Teacher’s Work • What Things Do I Need to Remember? • Include grade level and easier materials. • Set purpose for reading. • Model skill/strategy. • Reread selections in different formats and for different purposes. • Use flexible grouping and strategic partnering. • Have a plan. (weekly)

  4. The Big Picture • What Does the Block Look Like? • Before Reading 10 minutes  • During Reading 20 minutes  • After Reading 10 minutes 

  5. Before Reading 10 minutes • What Does the Block Look Like? • Before children read: • Build and access prior knowledge. • Make text connections. (text/self; text/text; text/real world) • Develop vocabulary in context. (RIVET, highlight tape, GTCW) • Make predictions. (Picture Walks, Anticipation Guides) • Set a purpose for reading. (ERT, Sticky Notes, Prove It) • Start a Graphic Organizer. (KWL)

  6. Before Reading • Prior Knowledge + New Information = Comprehension“Having knowledge of the world is essential for comprehension, but it is useless if it is not connected to the passage being read. Readers need to know something about what they are reading; they also need to realize when their knowledge fits the text.” (Cunningham, Moore, and Cunningham, 1999)

  7. During Reading • Vary Formats and Methods During Reading: • Choral Reading • Echo Reading • Shared Reading • Partner Reading • Small, flexible groups • 3 Ring Circus

  8. After Reading • The teacher helps the students to: • Discuss the text. • Connect new knowledge. • Check predictions. • Discuss reading strategies used. • Complete a graphic organizer or KWL. • Respond in writing. • Assess their comprehension.

  9. Supplement your work • ..And for the Brave at Heart…….. • Book Clubs • Souvenir Bits • ERT (Everyone Read To…) • Sticky Note Reading • Prove It! (glitter sticks)

  10. 5 Steps • Teacher’s Checklist for Guided Reading • 1. __I presented a comprehension skill or strategy before reading and followed up after reading. • 2. __I introduced the text by previewing pictures, making predictions, or pointing out new vocabulary in context.

  11. 3..__I provided grade level (or easier text) using basals, trade books, content area text, magazines, or poetry. • 4.__I helped students make connections. (text/self; text/text; text/real world) • 5.__I established and stated a clear purpose for reading and followed up after reading.

  12. Design a Lesson • Work with 3 people • Choose a level (Green, Yellow, Blue) • Create a lesson for guided reading • Analyze the components

  13. Reflection • What do you think you should do next?

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