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Teaching Guided Reading Catch a Falling Reader

Teaching Guided Reading Catch a Falling Reader. Edgewood Independent School District October 10, 2011. Introduction. Welcome from Phyllis Glassman and Michele Rodgers Our topic : Teaching Guided Reading. Who’s here?. Cisneros Gardendale H.B. Gonzalez L.B. Johnson Las Palmas Loma Park

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Teaching Guided Reading Catch a Falling Reader

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  1. Teaching Guided ReadingCatch a Falling Reader Edgewood Independent School DistrictOctober 10, 2011

  2. Introduction • Welcome from Phyllis Glassman and Michele Rodgers • Our topic: Teaching Guided Reading

  3. Who’s here? • Cisneros • Gardendale • H.B. Gonzalez • L.B. Johnson • Las Palmas • Loma Park • A. Perales • Roosevelt • Stafford • Winston

  4. Thank you • EISD Literacy Coaches • 1st and 2nd grade teachers • Principals District level ~ • Dr. Jose Cervantes • Dr. Mary Miller • Sandra Lomas • Anna Nieto • Elizabeth Martinez • Erlinda Rodriguez

  5. Handouts Please look at the handouts in your folder. • Agenda • References • Note pages • Resources

  6. Goals • Acknowledge your existing literacy teaching and learning beliefs • Discuss teaching the essential elements of reading instruction • Support your guided reading instruction using the EISD Literacy Framework for grades 1 and 2 • Share strategies for teaching guided reading to striving readers

  7. Norms • Start and end on time • Cell phones on vibrate • Respond to the quiet hand signal • Other suggestions ~

  8. References • Current literacy research by Gay Su Pinnell and Irene C. Fountas • Edgewood ISD Literacy Framework • Texas Journeys/Senderos • Scholastic Guided Reading

  9. Additional References

  10. Sharing Experiences Inside/Outside Circle - • Please form two circles, an inside circle facing out and an outside circle facing in to talk to different partners. • On the signal, tell each other your names and take turns answering the questions. • Partners share with each other and recognize the quiet hand signal.

  11. Striving Readers • Students not reading on grade level as identified by TPRI/TEJAS and other assessments • Usually identified in K -3rd grade • 8 million striving readers across 4th - 12th grade

  12. Catch a Falling Reader • Please write the name of a striving reader on your star. • Find someone to share information on that student. • Reflect on strategies during the session. • Write new strategies.

  13. What is Guided Reading? ”Guided reading is a highly effective form of small group instruction. Based on assessment, the teacher brings together a group of students who are similar enough in their reading development that they can be taught together. They read independently at about the same level and can take on a new text selected by the teacher that is just a little more challenging. The teacher supports the reading in a way that enables students to read a more challenging text with effective processing, thus expanding their reading powers.” ~ Irene Fountas and Gay Su Pinnell

  14. Guided Reading… • is a teacher-directed activity for small groups of students with a similar need. • uses texts at the student’s instructional level to provide the necessary support and challenges during the lesson. • involves intensive teaching, with the teacher supporting students as they talk, read and think their way through a text. • involves students practicing strategies that will enable them to read independently.

  15. Purpose of Guided Reading • Teachers select books that students can read with 90-94% accuracy. • Teachers use focus or teaching points. • Students focus on comprehension, vocabulary and fluency. • Students use problem-solving strategies.

  16. Matching Books to Readers Teachers choose leveled books that… • Match their knowledge base. • Help them take the next step in learning to read. • Are interesting to them. • Offer enough challenge to support problem solving while still supporting fluency and meaning.

  17. Dynamic Grouping • Allows children to support each other • Grouped by assessments for strengths • Grouped by appropriate level of text difficulty • Promotes temporary & flexible groups • Uses a variety of leveled books • Provides for evaluation based on daily observations

  18. Teaching Tips • Please watch Modeling Guided Reading FAQ. • Take notes on the tips that would enhance your teaching.

  19. Modeling Guided Reading FAQ

  20. Teaching Tips DVD Table Discussion ~ • Which teaching tips were helpful? • How could you use the suggestions to enhance your guided reading instruction for striving readers?

  21. Edgewood ISD Literacy Framework • Purpose of Instructional Reading: To engage students in learning or acquiring reading proficiency at their instructional level. • Definition of Instructional/Guided Reading: Using carefully selected materials based on students’ instructional reading levels, interests, and needs, teachers work with small groups of students on things such as specific comprehension skills, reading strategies and fluency.

  22. Texas Journeys/Senderos Leveled Readers:On, Above, Below and ELL Purpose ~ • Support for small group placement. • Use readers that provide leveled Guided Reading instruction and practice comprehension skills, vocabulary and fluency.

  23. Scholastic Guided Reading Programs • Support a comprehensive reading program by integrating guided instruction, assessment, and independent practice into your classroom. • Utilize books leveled from A to Z according to the Fountas & Pinnell system.

  24. EISD Guided Reading Sequence Lesson Plans ~ • Monday- Vocabulary Readers • Tuesday- Leveled Readers: Build Background Knowledge, Introduce the Text and the Read the Text • Wednesday- Leveled Readers: Read the Text again, Respond to the Text, Phonemic Awareness or Word Work

  25. EISD Guided Reading Sequence Lessons Plans ~ • Thursday - Leveled Readers: Read the Text again then Writing About the Text • Friday - Running Record Form

  26. EISD Lesson Plans Please highlight the Below Level Plans for the informational texts. Grade 1–The Sun • Selection Summary • Characteristics of the Text Grade 2 – Staying Healthy In Space • Selection Summary • Characteristics of the Text

  27. Tuesday • Build the Background • Introduce the Text • Words to Know • Read the Text What did you highlight?

  28. Wednesday • Reread the Text • Respond to the Text • Personal Response • Ways of Thinking • Choices for Support • Concepts of Print • Phonemic Awareness or Word Work What did you highlight?

  29. Thursday • Reread the Text • Writing About Reading • Critical Thinking • Responding • Target Comprehension Skill • Practice the Skill • Writing Prompt What did you highlight?

  30. Friday Running Records • Weekly assessment for vocabulary, comprehension, and decoding, weekly fluency plan

  31. Appropriate Levels for Grouping Instructional Level • Levels A – Z • 90% to 94% accuracy and Satisfactory Comprehension Independent Level • Levels A – Z • 95 % accuracy and Satisfactory Comprehension ~Fountas and Pinnell

  32. Anecdotal Records • Document an informal observation of what students are learning. • Record observations as anecdotal notes while the student reads the text during guided reading. • Allow teachers to assess children's understanding of specific reading. • Guide the teacher’s planning.

  33. Kidwatching • What strategies do they use? • What are their strengths and weakness? • What do they do when they get stuck? Do they give up easily? • Do they learn from the lessons? • Do they read with understanding? ~ Yetta Goodman, Kidwatching: Documenting Children’s Literacy Development

  34. New Teacher Scenario Think, pair and share ~ • Read the scenario on page 5. • Imagine that you are the veteran teacher. • What are the positives and challenges for each day? • What suggestions would you give to Paul, the new teacher?

  35. Lesson Plans Discussion • What are the positives of the EISD sequence? • What are the challenges? • What are your suggestions for the new teacher?

  36. Note to Self • What does this mean to you? • How can you use the information to support your striving readers?

  37. Steps to Effective Guided Reading • Keep groups interchangeable. • Select appropriate and purposeful text. • Engage in ongoing assessments. • Set only one or two teaching goals for each lesson. • Engage children in talking, reading and thinking. Source: Min Hong, Teaching First Grade: A Practical Guide

  38. Scholastic Teaching Cards Please highlight important points. Book Title –Chocolate Fever –Level O • Summary & Standard • Making Connections • Vocabulary • Genre • Supportive Book Features • Challenging Text Features • ELL Bridge

  39. Scholastic Teaching Cards Please highlight important points. Teaching Options • Developing Comprehension • Identifying Problem/Solution • Developing Phonics and Word-Solving Strategies • Developing Fluency • Oral Language/Conversation • Extending Meaning Through Writing • Other Books

  40. Comparisons • Grade 1- look at a Scholastic Guided ReadingTeaching Card for level B, D, E, or F. • Grade 2- look at level G, H, I, J, K, M or N. • Read the strategies for ELLs. • Scholastic- Look at the Implementation or Teacher’s Guide for Prompts to Support Problem-Solving Strategies and the Running Records for the level. • Make comparisons using a Texas Journeys/Senderos lesson plan for the same level.

  41. Comparisons • Chart the similarities and differences. • Literacy Coaches - record and report out for 1st grade teachers. • 2nd grade teachers - select a recorder and a reporter.

  42. Comparisons - Grade 1 • Cisneros and Gardendale – Trip to the Rock and Fishing - Level B • H. B. Gonzalez and L.B. Johnson –Dogs and Baby Animal Learn – Level B • Las Palmas and Loma Park- Bear Swims and A Bug, a Bear and a Boy – Levels E and F • A. Perales and Roosevelt – In the Sea and Little Turtle – Level D • Stafford and Winston –A Chunk of Cheese and A Bug, a Bear and a Boy – Level F

  43. Comparisons - Grade 2 • Cisneros and Gardendale - Aldo and Abby and Shoo, Fly Guy! – Level I • H. B. Gonzalez and L.B. Johnson – Our Library and Andy Shane and the Very Bossy Dolores Starbuckle – Levels I and K • Las Palmas and Loma Park – Coyote and Rabbit and Fables - Levels M and N • A. Perales and Roosevelt - A Snowy Day and What will the Weather Be Like – Levels G and H • Stafford and Winston – From Sheep to Sweater and All About Things People Do - Levels J and K

  44. Gallery Walk • Post the ComparisonCharts. • Please notice the similarities and differences for the lesson plans and teaching cards. • Reflect on how you can use the information.

  45. Comprehension Strategies in Texas Journeys and Scholastic Systems of Strategic Actions Thinking Within the Text • Solving words • Monitoring/ Self-correcting • Gathering • Summarizing • Maintaining Fluency • Adjusting

  46. Comprehension Strategies in Texas Journeys and Scholastic • Thinking Beyond the Text • Predicting • Connecting • Inferring • Synthesizing • Thinking About the Text • Analyzing • Evaluating

  47. EISD Teacher Behavior Please refer to page 7. • Administer a diagnostic assessment. • Establish flexible reading groups. • Engage students in the reading process (Predicting, clarifying, questioning, summarizing, and responding/reflecting). ~Edgewood ISD Literacy Framework Part 7. Component Descriptions- Grade Level: First and Second Grade Section 2: Instructional/Guided Reading

  48. EISD Teacher Behavior • Provide explicit instruction to teach reading skills. • Record observations as anecdotal records during guided reading. • Connect reading to writing, speaking and listening.

  49. Student Strategic Behavior • Reading aloud/whisper reading • Solving the words • Self-monitoring their reading • Self-correcting when necessary • Answering questions • Remembering information • Sustaining fluent and phrased reading • Adjusting their reading

  50. Student Strategic Behavior • Asking relevant questions • Practicing the reading process (predicting, clarifying, summarizing, responding, reflecting) • Synthesizing new information • Making connections • Reading “between the lines” • Think analytically about a text • Think critically about a text

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