Guided Reading Elizabeth Olsen

1. Guided Reading Elizabeth Olsen Guided Reading Lesson Component Review Questions to Deepen Comprehension

2. Selecting, Introducing, and Using Leveled Texts The most important decisions in guided reading center on selecting and introducing the texts to readers. For the reader to use processing strategies to construct meaning, the text must be accessible, comprehensible, and offer the student opportunities to problem-solve and learn.

3. What is Gradient of Text? A gradient of text is an ordering of books according to a specific set of characteristics Some clarifications about Text Gradients: • not a precise sequence • individual students can not be categorized • there is probably a range of levels any given student will feel comfortable reading • no matter how interested students are in the topic, the text must be accessible to them • conversely, no matter how well they can read the text, it must be relevant or interesting CAUTION: students are not expected to read all the books at a level before going on • You are looking for broad patterns or reading behavior in your students as they change over time. The gradient is a rough guide for matching books to readers.

4. Characteristics of Texts • Book Print and Features • Words • Illustrations • Genre / Forms • Vocabulary • Sentence Complexity • Text Structure • Content • Language and Literacy Features • Themes and Ideas

5. Selecting Text: Select text for a group on the basis of a combination of 3 kinds of knowledge: 1. Detailed information about the readers in the group 2. Familiarity with the available texts 3. Knowledge of the reading process and the general principles of reading development

6. Selecting Texts: An Overview The text you choose must engage readers and at the same time provide opportunities to extend their reading ability. You must simultaneously consider: • readers’ strategies • readers’ interest and background knowledge • text complexity • language of the text • content of the text • multicultural diversity • match to instructional goals • overall quality of the text - language • illustrations, layout style

7. Guided Reading is……. …an instructional setting that enables you to work with a small group of students to help them learn effective strategies for processing text with understanding. The purpose of guided reading is to meet the varying instructional needs of all the students in your class, enabling them to greatly expand their reading powers.

8. Guided Reading • occurs in a small-group context • teacher selects and introduces texts to readers • provides support as needed • engages the reader in discussion • makes teaching points after reading • extends the meaning of the text through writing, text analysis or other learning experiences • the lesson will also include work with words

9. A Framework for Guided Reading Lessons • Selecting the text • Introducing the Text • Reading the Text • Discussing and Revisiting the Text • Teaching for Processing Strategies • Extending the Meaning of the Text (optional) • Word Work

10. Word Work One important aspect of being an effective reader is the ability to solve words rapidly and easily while reading continuous text. • 1-2 minute component of GR • students play with and practice words to discover how words work • analyze individual words in isolation, using only visual information • Analyze words using background knowledge and knowledge of word part meanings (prefixes, endings, etc.) • can relate/focus word study on something you are doing with the entire class

11. Word Work • Phonics: Teaching Students Word Solving Skills While Reading • Word Analysis: Using Word Patterns • Word Analysis: Using Syllables to Take Words Apart • Word Analysis: Using Letters in Sequence • Spelling: Teaching Students to Construct Words While Writing to Communicate • Connections, Visual Patterns, and Structure • Spelling Rules • Vocabulary: Learning the Meaning of Words • Learning Vocabulary from Reading • Explicit Teaching of Vocabulary

12. Introducing Texts: In guided Reading, students read the text for themselves with the support of your strong introduction, which is the key to students’ understanding and successful problem solving on a challenging new text. When you introduce a text, you: • engage the students attention and draw them into the activity • help them explore and access their knowledge • help them attend to critical features of the text • anticipate the features that may be difficult • make problem solving easier for them

13. PLAN THE INTRODUCTION: The introduction can notbe scripted. Jot down the important ideas that you want to be sure to mention. Notes might include: • 1-2 sentence - main idea of the book • page numbers you can use to discuss concepts • vocabulary that you want to use in conversation and/or explicitly define • words that might be difficult to solve • info about the author, illustrator or genre • processing strategies that you want to reinforce • text features or layout • unusual language structures • length of reading assignment • after reading assignment A strong introduction is a lively discussion that moves right into enjoyable reading.

14. Introducing the Text To Summarize… Planning for the Appropriate Level of Support The length of the introduction will depend on: • complexity of text • readers’ background knowledge • readers’ experience with text features • readers’ understanding of genre • reading skills The introduction is always planned in relation to the challenges and learning opportunities this particular text offers to the readers. What the student brings to the text has an inverse relationship to the level and kind of support you provide in the introduction.

15. Reading the Text Following the introduction, each student reads the entire text or a specified portion of it. • Students’ embrace the role of reading independently - work individually – higher levels usually read silently • Provide focus question • Sample oral reading - reinforce effective reading strategies - shift away from unproductive behaviors • note/record specific needs for review at the end of the reading or for use in planning the next lesson Caution - avoid constant interruption of the flow of reading

16. DECIDE HOW STUDENTS WILL READ THE TEXT There are many alternatives. The one you choose will depend on your readers’ experiences, their ability to read longer texts, and their need for support in reading the particular text. Ways in which you might proceed: • intro text - read whole text to the end - works best with short text • intro whole text - read first section - then provide a short intro to each remaining sections • intro first section and have students read it - intro second section and students read remaining sections • intro first section - students read first section and then discuss it- students read several more sections independently - come back together for final intro to last section - students read independently and then return to discuss the whole text. You decide when the introduction will be helpful and how much introduction they will need.

17. GIVE STUDENTS A FOCUS FOR READING Focus the reading by giving students aspects to notice as they read. CAUTION…a focus can artificially narrow the reader’s processing the whole meaning of a text. Be open and encouraging to other ideas while maintaining the focus. Having a focus will sometimes help them be more active readers because they are thinking of something specific as they read. Overall, a focus will prompt them to raise questions in their mind that: • open up the text and get them thinking • call up background knowledge • help them understand how the text is organized • help them to search for evidence to support their thinking

18. PLAN WHAT STUDENTS WILL DO WHEN THEY FINISH READING • Complete the reading and any related work at the table • Engage in after reading discussion • Co-write a shared written response • Independently write a written response – then share and discuss • Reread

19. Discussing and Revisiting the Text • talk with students about the meaning • invite them to make connections. • find evidence to support their thinking • draw attention back to the text and revisit the focus shared earlier in the lesson • develop students’ knowledge of vocabulary • clarify meaning • search for themes • notice the author’s use of language

20. Teaching for Processing Strategies • teaching arises from your observation of students’ reading behavior as well as ongoing assessment of their needs • highlight 1 or 2 important processing strategies • should be brief and explicit • apply to text just read • mini-lesson related to the text and to the problem solving actions that you want students to learn The purpose of this teaching is not to enable students to read the particular text but to develop strategies they can apply to all reading.

21. Teaching for Processing Strategies Includes… • Solving Words • Monitoring and Correcting • Gathering • Predicting • Maintaining Fluency • Adjusting The purpose of this teaching is not to enable students to read the particular text but to develop strategies they can apply to all reading.

22. Teaching for Deep Comprehension Sometimes you may want to ask students to write about the text or do some other activity designed to extend the understanding. • Making Connections • Inferring • Summarizing • Synthesizing • Analyzing • Critiquing Rememberthat you don’t need to plan for an extension activity after every book.

23. Deepening Comprehension • Within Text: Evidence that the reader is gaining the literal meaning of the text (Right There) • Beyond Text: Evidence that the reader is thinking beyond the text by predicting, connecting, inferring and synthesizing • About the Text: Evidence of thinking critically about literary elements (text structures, features, author’s craft)

24. Extending the Meaning of the Text (optional) Sometimes you may want to ask students to write about the text or do some other activity designed to extend the understanding. • Compare and contrast • analyze characters • explore concepts from different perspectives • role play • use graphic organizers • further reading • data gathering Rememberthat you don’t need to plan for an extension activity after every book.

25. Let’s Review… • DAY 1: • Familiar Rereading • Word Work (beg or end) • Introduce the Text • Read the Text • Revisit the Text • Word Work (beg or end)

26. Guided Reading Day 2 • Review Word Work, or move on to new Word Work. • Reread – running record with 1 student. • Write About Reading. • Send book home.

27. Guided Reading Guided Reading supports and encourages the development of strategies for independence in reading within a small group. Each child is a reader and the teacher facilitates by setting the scene, using skillful conversation, supporting strategies, and allowing the students to unfold the story. Guided reading is reading bychildren, guided by the teacher.

28. Q and A Time Elizabeth Olsen