Fitting Guided Reading into the Balanced Literacy Puzzle

1. Fitting Guided Reading into the Balanced Literacy Puzzle

2. Getting Started • What do you know about guided reading? • What do you want to know about guided reading? • What is the level of implementation of guided reading at your school? • K-2 • 3-5

3. PhysicalCulturalSocial Emotional Cognitive Modeled Shared Vocabulary & ConceptDevelopment Strategies Guided Collaborative Classroom Environment Word Recognition Strategies Foundational Literacy Skills Strategies Strategies Fluency Strategies Comprehension Reading Model for the Wake County Public School System Independent

4. What is Guided Reading? • Guided Reading is a context in which a teacher supports each reader’s development of effective strategies for processing text at increasing levels of difficulty. Fountas and Pinell Guided Reading: Good First Teaching For All Children

5. Scaffolding Support for Reading Instruction Student Responsibility Independent Collaborative Modeled Shared Guided Teacher Responsibility

6. Providing a Balanced Reading Program Modeled, Shared, Guided, Independent All are necessary but None are sufficient

7. Where does Guided Reading fit in? • Modeled Reading – whole group, teacher models the strategy or skill, often includes “think aloud” to model the thinking good readers do. • Shared Reading – (usually whole group) students see the text that the teacher is using, students can join in but teacher still does most of the work

8. Where does Guided Reading fit in? • Guided Reading – opportunity for students to practice a previously taught skill or strategy, teacher is there to support their practice. • Independent Reading – students read texts of their own choice, often they are expected to keep a record of their reading and may be asked to respond to their independent reading by completing a response journal or dialogue letter.

9. Learning Zone What the learner can do independently What the learner can do with the support of an expert other Learning Zone

10. Guided Reading Module for K-2:Planning for Guided Reading • Review running records, journal writing, anecdotal notes • Determine a focus for instruction • Select a text that both matches the instructional level AND provides opportunities for students to practice the focus

11. Selecting Guided Reading Texts Does the book: • allow the child to construct meaning? • contain structural patterns that are within the child’s language control? • include letters and some words that the child can use to monitor his/her reading?

12. Selecting Guided Reading Texts Does the book: • allow the child to use his/her current strategies and skills to problem-solve? • promote fluency? • have supportive features? • have a few challenging features?

13. Instructional Decisions for Guided Reading • Read the book with your readers in mind. • Plan your introduction by writing a few sentences or making notes. • Make sure materials are organized and available.

14. Guided Reading Module for K-2:The Guided Reading Lesson Before Reading • Main idea statement • Activate prior knowledge • Book Walk • Set a purpose for reading • Focus statement

15. Guided Reading Module for K-2:The Guided Reading Lesson During Reading • Students whisper read • Teacher “listens in” and prompts individual students at point of difficulty using specific language to reinforce strategy work

16. Guided Reading Module for K-2:The Guided Reading Lesson After Reading • Reinforce the appropriate use of strategies observed during the reading • Model a strategy that was needed but not used • Focus on comprehension

17. Seeing It In Action • Grade specific videos • Kindergarten • First Grade • Second Grade • Student work samples anecdotal notes on which the decisions were made for the instructional focus

18. Who has this module? • Presented to K-2 Literacy Teachers in the Spring of 2004 • Please let us know if someone at your school has this module and when was the last time it was presented to teachers

19. What I would like to see more of in K-2 Guided Reading…. • A clear instructional focus • Not just reading another book on their level • Selecting both a reading strategy focus and a comprehension focus • Being sure that struggling students are seen every day in the classroom in addition to intervention

20. What does Guided Reading look like in grades 3-5? • Small group instruction (4-6 students with teacher) • Lesson has a specific focus • Teacher selects text • Teacher introduces text and lesson focus (reading strategy)

21. What does Guided Reading look like in grades 3-5? • Students read the text silently • Teacher “listens in” to individual students • Teacher/student discussion follows the reading. • Students identify strategy practiced during reading.

22. 3-5 Guided Reading Module • Getting ready for Guided Reading • Teaching routines and procedures • Devising a schedule for the Literacy block • Establishing a strong independent reading program • First 20 Days from Guiding Readers and Writers • Reading Response Journals

23. 3-5 Guided Reading Module • Forming Groups • Using Assessment data to form guided reading groups • 3-5 Literacy Assessment • Informal oral reading assessment • Selecting an Instructional Focus • Examining the Lesson Components • Practice planning guided reading lessons

24. 3-5 Guided Reading Module Examining the Lesson Components • Before Reading • Activate prior knowledge • Provide support for text challenges • Model the targeted strategy • Set a purpose for reading

25. 3-5 Guided Reading Module Examining the Lesson Components • During Reading • Students read silently while practicing the targeted strategy • Teacher “listens in” and observes student behaviors

26. 3-5 Guided Reading Module Examining the Lesson Components • After Reading • Discuss what the students learned when practicing that strategy • Provide lesson extensions or assignments

27. 3-5 Guided Reading Module • Selecting the Right Text • Considering factors that determine text difficulty • More than reading “levels” • Looking for supports and challenges in a text • Considering a variety of types of texts appropriate for guided reading • Planning book introductions

28. 3-5 Guided Reading Module • Lesson Extensions and Follow ups • Asking Open Ended Questions • Strategies that Expand Meaning • Connecting • Inferring • Summarizing • Synthesizing • Analyzing • Critiquing

29. 3-5 Guided Reading Module • Viewing videos and giving specific feedback

30. Who has this module? • Presented to designated trainers the fall of 2005 • Each presenter received • Notebook • CD of files for PowerPoints and handouts • DVD of videos • Please let us know if someone from your school is interested in becoming a trainer

31. What I would like to see more of in 3-5 Guided Reading…. • It actually occurring on a regular basis • Keeping the focus on a reading strategy (not focusing on the content of the selection) • Using a short text • Excerpt, part of a selection, etc. • Not a novel • Being sure that struggling students are seen every day in the classroom in addition to any intervention they receive

32. Before, During, and AfterGuided Reading • Let’s compare guided reading for K-2 and 3-5

33. K-2 3-5 • Provides support for text challenges • Model the targeted strategy • Set a purpose for reading • Main idea statement • Book Walk • Concept development • Unfamiliar Vocabulary Activate prior knowledge Before Reading

34. K-2 3-5 • Observe students whisper read • Use specific language to prompt students at difficulty • Use specific language to reinforce strategy work • Students read silently while practicing the targeted strategy Teacher “listens in” and observes student behaviors During Reading

35. K-2 3-5 • Discuss what the students learned when practicing the strategy • Provide lesson extensions or assignments • Celebrate and/or model places that children have problem solved effectively • Discuss one or more retelling components Students are able to identify the strategy focus and construct meaning After Reading

36. Reading Process

37. Three Sources of Information Meaning Structure Visual

38. Strategies Strategies are “in the head” (mental processes, initiated by the reader, happens on the run during reading)

39. Types of Strategies Meaning Structure • Self – Monitoring • Searching • Cross-Checking • Self – Correction • CROP/QVS Visual

40. Constructing Meaning from Sets of Knowledge World Knowledge Life Experiences Meaning Literary Background

41. Taking a closer look at Guided Reading • Teacher introduces the text and sets a purpose for reading (the focus of the lesson) • Students read the text silently • Teacher notices what the students do or “listens in” to individual students • At end of reading, students and teacher discuss the strategy practiced • Lesson is no longer than 20 minutes

42. How should I plan for Guided Reading? • Identify the reading objective to be taught. • Go to the profile card for the 3rd quarter and select which objective would logically follow previous instruction • For support in understanding what the objective may mean, go to the GOT to identify how the particular objective is explained

43. Grade 4 Objective 2.045 Identifies and interprets elements of fiction and supports by referencing the text to determine point of view (author’s or character’s).

44. To be successful with this objective students are expected to… • Identify who is telling the story • Make inferences about a character’s point of view • Identify examples from the text that demonstrates the character’s point of view • Make inferences about the author’s point of view • Identify examples from the text that demonstrate the author’s point of view • Identify opposing points of view of multiple characters in a selection • Identify examples from the text that demonstrate these opposing points of view

45. How to model this objective? • Select a text that provides an opportunity to model the skill. • Consider how the students will demonstrate understanding of the objective. • Plan a way to assess the student understanding in order to form groups.

46. I was there, standing, waiting, and knowing that the adventure of a lifetime was about to begin. Yet, there were so many feelings and thoughts all cluttered in my head. At first, I didn’t even hear the man shoot the starting bullet high up into the glimmering morning sun. I was in a trance. Will we win? Am I ready? Why did they pick me? Was that the starting gun? Should I start to run? “Mush! Nickel, mush! What are you doing? Mush,” Martin yelped with a voice of trembling anger and despair. I came out of this strange trance and began to gallop. I stumbled. I felt like an idiot. I gritted my teeth in embarrassment and pure agony. But just then Martin jumped out of the rear of the sled. I looked at him in pure puzzlement and fright thinking that he might yell at me. He didn’t. Not Martin who raised me, took care of me, and trained me. He whispered in my ear words I will never forget. He whispered words that were so true and sacred. Words that made me want to climb the great Mount Everest then run back again.

47. He whispered, “Float like a butterfly, sting like a bee!”I grasped the burst of energy that followed and used it. I licked Martin’s hand graciously and barked at him to hop back in the sled. He gave me a promising look and climbed back into the sled. I finally pulled myself up and gave a jolt across the icy snow. I was going so fast, almost like lightning. I felt like I had left burning flames right in my tracks. Feeling so determined to do nothing but one thing – to win the Iditarod race. The Iditarod tracks led across 1,151 miles of snow, ice, and dangerous cliffs with many checkpoints in between Anchorage and Nome. • I was the lead dog on the sled team run by Martin Buser. Our most important goal was to win which was exactly what we were about to do. We ran and ran taking only small breaks until we got to Skwenta.

48. About five miles before we reached the checkpoint, we came upon the worst possible “side effect” of this race – hallucination. This time it was bad. Most of the dogs were laughing, but there was nothing funny about this. Storm, Lightning, and I all knew how bad hallucinations could be. Martin was not well and we had a moose standing right in front of us. He began yelling crazy things at this moose and it was hurtful to see such a great man, my hero, in such insanity and danger. He was so helpless at this point. But that was it. I remembered those words he whispered so wisely in my ear earlier, “Float like a butterfly, sting like a bee.” I ran at the moose just as it was about to attack. The moose ran away and I clenched Martin’s pants and pulled him into the sled. He then slept for the next five miles. When we reached Skwenta we ate, rested, and revived. Amazingly, we had a pretty clean race until we got to safety. We then ate too much because we knew we were in first place. We rested and headed to Nome.

49. Thinking of nothing but the wind in my ears and the pride in my heart, I saw it all in a blur. It all came to me so rapidly. I saw the finish line two miles ahead and the path behind me clear for another two miles back. I then ran. I looked ahead and there it was. I didn’t want it to end. I wanted to win, but I didn’t want the race to be over. The Iditarod was such an exciting journey. I trudged my feet across the finish line. We had done it. The crowd swarmed us and I collapsed to my back allowing people to rub and scratch my stomach. Martin Buser came up to me and whispered something else in my ear. “I love you, ya darn pup! We won!” He rubbed me right behind my ears and embraced me in his arms. No matter how cold it was, he warmed me. We had won, and I got to share the most joyous moment by his side as his companion, his best friend. By Alexa Lubin, age 12from Issaquah, Washington

50. Discuss Point of View • Who is telling the story? • What clues does the author give as to who is telling the story? • How would this story be different if told from Martin’s point of view?