Responsive Guided Reading

1. Responsive Guided Reading Jennifer Berne & Sophie Degener With support from International Reading Association Gertrude Whipple grant National-Louis University

2. Where Does Guided Reading Fit into the Balanced Literacy Program? • Shared reading • Guided reading • Independent reading • Read aloud • Word work • Writing

3. Shared Reading • Whole class instruction • Time for introducing or reinforcing skills or strategies • Vocabulary strategies • Comprehension strategies • Decoding skills • Teacher does the reading; can use challenging texts • Teacher explains and models • Students observe and interact with teacher support

4. Guided Reading • Small group instruction in homogeneous groups • Time for students to practice, with support, what they have learned during shared reading • Student reads instructional level texts and teacher provides support as needed • Rest of the class is working independently

5. Independent Reading • Students read independent level texts on their own, though teacher may conference with students during this time • Time for students to practice skills and strategies learned during shared reading and reinforced during guided reading

6. Read Aloud • Teacher reads while students listen. • Goal is to encourage enjoyment of literature • Learning occurs through exposure to vocabulary, talk about book, introduction to new structures, but enjoyment/engagement is the emphasis

7. Word Work • Vocabulary, spelling, decoding multisyllabic words, prefixes, suffixes, etc. • Can be learned in large group, small group, or in centers

8. Writing • Process writing and other kinds of writing • Can also be whole group (mini-lessons), small group, and independent work.

9. Different Guided Reading Models

10. Characteristics of RGRGs A predictable, transparent structure Students understand how RGRG’s operate, and they operate in the same specific ways every time.

11. Characteristics of RGRGs The teacher waits for students to miscue before determining the cue or instruction There is minimal planning associated with these groups. Children get customized instruction that, for the most part, cannot be anticipated.

12. Characteristics of RGRGs The books selected for RGRGs are selected for level, not high interest or theme The content of the book is subordinated, in this teaching context, to the form.

13. Characteristics of RGRGs High instructional level is key in efficient use of texts in responsive guided reading groups. If the child doesn’t miscue or have a comprehension breakdown rather quickly, then instruction is limited.

14. Characteristics of RGRG’s Responsive guided reading groups should be brief--20 minutes maximum Longer groups tax the ability of the rest of the class and puts the consistency of the groups at risk.

15. Characteristics of RGRGs Responsive Guided Reading groups are most beneficial as sites for practicing that which has been previously introduced, not for introducing new strategies Instruction that can be done whole group should continue to be done whole group.

16. Structure of RGRGs • Guided reading done everyday (often 2 groups per day) • Groups of 4-6 students • Group meet 1-3 times per week • Group duration should be less than 20 minutes • Other children engaged in independent work: centers or independent literacy activities

17. What matters • Hearing each child read • Using correct level text • Having them leave with something “In their pocket” • Engaging the rest of the class in independent literacy activities • Doing it the same way every time • Hearing children make errors • Teaching reading, not teaching a particular text

18. What doesn’t matter • Finishing the text • High interest in the text • Thematic links to anything • Long introductions to the book

19. Responsive Guided Reading Groups for beginning and fluent readers Beginning Readers Fluent Readers Word recognition Decoding Strategies Comprehension strategies Vocabulary strategies

20. Beginning readers: Most common cues *Try again, this time take a running start . . . *Do you see a little word inside that big word that you might know? *Does this start/end like a word you do know? *What happens if I cover up this part, what do you see then? *Look at the picture, then the first sound, and see if you can guess. *What word that fits there might make sense? *Does that look like a word on your word wall?

21. Fluent readers: What to listen for • Pace (slow or fast) • Monotone diction • Reading through punctuation • Mispronunciation without self-correction

22. Teacher “cheat sheet” for fluent readers • Pace of reading • Too fast • Too slow • Expression • Present • Absent • Pausing • Stops at punctuation • Doesn’t stop at punctuation • Self monitors • Stops to correct • Doesn’t stop to correct • Body language • Comfortable • Not comfortable

23. How to tell if meaning has broken down Fiction Informational What just happened? What do you predict will happen and on what basis are you making that prediction? What other stories are like this and in what ways? Can you retell the passage? What information is being discussed? What did you just learn about (frogs, Helen Keller, the American West)? What do you think the next section will cover? Can you summarize the most important information?

24. Cues for fluent readers Attending cues Meaning cues Go back and reread Write or take notes Connect or ask questions Image Read in smaller chunks Vocabulary strategy Connect to other knowledge Do further research Use text structure

25. Parts and timing • Brief intro (less than 30 seconds). • Teacher reads (30 seconds). • Children chorally read with teacher (30 seconds). • Children are directed to continue to read silently or to whisper read (30 seconds). • Teacher circulates to each child listening to them read (2 minutes per child/ 5 children = 10 minutes). • Teacher asks children to stop reading (30 seconds). • Teacher summarizes the strategy she worked on with each child and asks them to say it back (5 minutes). • Teacher calls the next group and repeats 1-7.

26. Brief Introduction (30 seconds) Beginning Readers Fluent Readers I found this book and I think we will have lots of opportunities to practice figuring out words we don’t know. This will have lots of sections. Remember to use the section headings to help you along.

27. Teacher reads (30 seconds)

28. Students read chorally (30 seconds)

29. Teacher reminds students what to do while they wait. (30 seconds) Beginning readers Fluent Readers While you wait for me, take a look at the text and see if you can figure out the words based on the pictures and/or the sounds. If you cannot figure out all the words, see which you can. Remember I picked this because it was hard, so don’t feel badly about the words you don’t know. While you wait for me or after I have read with you, make a list of all the words you have trouble understanding. Remember I picked this text because it is hard, so don’t be too worried by all those big words.

30. Teacher circulates (2 mins./student) Beginning Reader Fluent Reader I know that is a hard word. Why don’t you see if you can figure out the beginning sound, then look at the picture to see if you know a word that might fit that begins with that sound. I heard you reading and I see that you could say all those words but your tone made me think you were a little confused, can you tell me what you think just happened?

31. Teacher asks students to stop reading (30 seconds)

32. Teacher puts something in students’ pockets (5 minutes) Beginning reader Fluent reader You told me to try to find a little word in a big word You told me to look at the picture for a clue Now for the rest of the week I want you to try to do that every time you see an unknown word. We used the bold words to try to figure out the main points We took extra pauses at the punctuation. Now for the rest of the week I want you to try to do that every time you have trouble understanding what you read.

33. A new group is called(one way to think about this) • 25 students: 5 groups of 5 • Monday: Groups 1 and 2 • Tuesday: Groups 3 and 4 • Wednesday: Groups 5 and 1 • Thursday: Groups 2 and 3 • Friday: Groups 4 or 5 and 1

34. What is great • Minimal planning • Hearing each child each week • Ad hoc teaching

35. What is a challenge • Fighting the urge to change the practice • Occupying the other students • Text selection

36. Modeling:Note these parts • Brief intro • Teacher reading • Group reading • Individual reading • Wrap up • Take away