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Guided Reading

Guided Reading. Keys to Effective Independent work and Small Group Instruction. Mary Lillestol lillestol@gmail.com. Agenda . Balanced literacy (k-3 and 4-6) Independent work Small group instruction Personal Goal Setting. What does research tell us?. NRP report

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Guided Reading

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  1. Guided Reading Keys to Effective Independent work and Small Group Instruction Mary Lillestol lillestol@gmail.com

  2. Agenda • Balanced literacy (k-3 and 4-6) • Independent work • Small group instruction • Personal Goal Setting

  3. What does research tell us? • NRP report • Dimensions of Effective Instruction • Purpose • Higher Level Questions • Comprehension Strategy Instruction • Student Support vs. Teacher Directed • Active Engagement

  4. Gradual Release in Balanced Literacy • Read aloud • Shared • Guided • Independent Pearson and Gallagher, 1983

  5. Schedule for Balanced Literacy (K-3) • 30 minutes whole group – read aloud and shared reading • 60 minutes guided reading group rotations of 15 or 20 min. • Independent reading

  6. Schedule for Balanced Literacy(4-6) • 30 minutes whole group • 60 minutes small group rotations of 15 or 20 min.

  7. Schedule for Balanced Literacy(4-6) Mini lesson Independent Reading Reading Conferring 35 – 50 minutes Guided Reading 1st lesson 15 – 20 min. 2nd lesson 15 – 20 min. Literature Circles Book Club 20 – 30 min. Book Club 20 – 30 min. Group Share/Evaluation http://www.learner.org/vod/vod_window.html?pid=2200

  8. Independent Work • Turn to a partner • What has been successful ? • Why is it successful? • What are the continued challenges

  9. Independent Workers Purpose + Choice = Motivation • Setting the purpose for our instruction • Giving purpose for independent activity • Empowering kids to be purposeful • Incorporating purposeful content

  10. The Choices • Read to self • Read to partner • Listen to reading • Word work • Writing in response to text

  11. Responsive Classroom to establish routines for independence • Choosing books • Signals • Checking in • Modeling

  12. T Meet with Teacher Name _________________________ Date _____________________ Recording Sheet L Listen to story RS Read to Self RP Read to Partner WW Word Work ESL ESL Teacher Porter and Lillestol, 2007

  13. Debrief • Take two minutes to debrief with someone next to you. • What she said about independent work made me think _______________

  14. Preparing for Small Group Instruction • Assess and group • Select a focus • Select a text

  15. Materials for Guided Reading • Leveled books • Assessment kit • 6 sets of lower case letters (K – 2) • Dry erase boards and markers • Copies of lesson plans • High frequency word charts (K – 2)

  16. Materials for Guided Reading • Sound box templates in plastic sleeves • Response journals • Pictures for sound sorts • Post it notes/flags • Comprehension cards • Timer – a must!

  17. What are the different stages • Pre-emergent • Emergent • Early • Transitional • Fluent

  18. Lesson format • Before reading (3 - 5 minutes) • During reading (10 - 12 minutes) • After reading (3 – 5 minutes)

  19. What do we know about the Pre-Emergent Reader? • Knows fewer than 40 upper- and lower case letters • May not know left to right tracking • Confusions between letter and word

  20. Pre - Emergent (pre A) • Letter work • Sound work • Working with books • Interactive writing

  21. What do we know about the Emergent Reader? • Identifies 40+ letters • Identifies some letter sounds • Demonstrates basic concepts of print • Begins demonstrating one to one tracking • Recognizes some sight words

  22. Emergent (1 – 4 or A – C) 2 day rotation • BeforeBook introduction • DuringStudents read independently several times while teacher coaches • AfterDay 1 – Teach a sight word/Word studyDay 2 – Review sight word/Dictated sentence

  23. What do we know about the Early Reader(5 – 16 or D – I) • Able to read and write about 20-30 sight words • Problem solve new words using a variety of strategies • Remember and retell what they’ve read • Apply phonetic principles in reading and writing

  24. Early (5 – 16 or D – I) 2 day rotation • Beforebook intro • DuringCoaching, modeling, giving feedback • AfterTeaching point based on student needWord Study on day 1/Writing on day 2

  25. Transitional (17 – 22 or J – M) • Have a large bank of sight words • Still learning to decode big words • Continued work on fluency • Developing vocabulary and comprehension

  26. Transitional (17 – 22 or J – M) Multiple day rotation • Day 1 – Brief book intro, vocabulary, begin reading • Day 2 – Continue reading, discussion, (fluency and discussion) • Day 3 – Reread, guided writing

  27. The Fluent Reader (N +) • Have few decoding problems • Reading is smooth and full of expression • Continue to work on comprehension with challenging text

  28. Fluent (30 – 50 or N – S) Multiple day rotation • Before – text introduction, intro new vocab. • During – introduce focus strategy, read (silently) and respond • After - writing

  29. Setting personal goals • Assessment and grouping • Independent work • Small group instruction • Deepening comprehension • Literature circles

  30. Exit Slip Something that squared with my thinking 3 points to remember Something still circling around that I have a question about

  31. References • Richardson, Jan. The New Guided Reading Handbook. Arlington VA: Self Publish, 2006. • Bear, Donald. Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Columbus, Ohio: Merrill Prentice Hall. 2004 • Boushey, Gail & Moser, Joan. The Daily 5: Fostering Literacy Independence in the Elementary Grades. Portland, Maine: Stenhouse Publishers, 2006.

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