Balanced Literacy GUIDED READING: Expanding on instruction Grades 3-6

1. BalancedLiteracyGUIDED READING:Expanding on instruction Grades 3-6 FLEX Workshop for 2008-09

2. Overview of Workshop Quick review of Components of Balanced Literacy Guided Reading : Strategy instruction and purposes Guided Reading Guidelines and procedures Viewing and reflection

3. Components of Comprehensive Balanced Literacy Independent Reading Shared Reading Read Aloud Guided Reading Guided Writing Independent Writing Shared/modeled Writing Word Work

4. Guided Reading

5. Guided Reading Guided Reading is a context in which a teacher supports each reader’s development of effective strategies for processing texts at increasingly challenging levels of difficulty. • Some teacher support is needed • The reader problem solves a new text in a way that is mostly independent and at their instructional level • The teacher informally assesses students use of strategies and skills. Guided Reading: Fountas and Pinnell

6. It’s about differentiation - Differentiation matches student learning needs to instruction and assessment. Teachers adjust the teaching process, content, and product to allow students access to the same classroom curriculum. - Guided Reading is one of the most powerful instructional tools we have to adjust for student reading needs. It assures that students read regularly at their instructional level – the level at which there is just the right amount of challenge for the student to practice new skills and strategies.

7. Why Strategies??? Activity: Read “Salvador, Late or Early” Discuss: • What kind of person is Salvador? What makes you think that? • Did you relate to this story? In what ways? • Why do you think the author wrote the story? Discuss • What did you do during reading to help you understand?

8. Strategies Good Readers Use Use Decoding/Phonics Self-Correct Make and Confirm Predictions Create Mental Images Self-Question Summarize Read Ahead Reread to Clarify Use Picture Clues and Context to Confirm Meaning Use Text Structure and Format Adjust Reading Rate Make Inferences Sequence and Summarize

9. Kindergarten Skills

10. Focus Skills

11. Focus Skills

12. Focus Skills

13. Skills and StrategiesSKILLSSTRATEGIES

14. Strategies – yOUR TURN 1. Choose a strategy table. 2. Read the information in the packet at your table provided on that strategy 3. As a table, create a visual representation on chart paper to represent the teaching/learning of the strategy. Be sure to assign a recorder, reporter, timekeeper, and researchers. 4. You may want to consider a kinesthetic/visual representation (cue) of the strategy (refer to article in packet). 5. Report Out

15. “The major difference, then, between skills teaching and strategy teaching concerns the presence or absence of self-direction on the part of the learner.” Don Holdaway

16. Guided Reading Supports the Path To Independence Guided Reading

17. The Reading Instruction PyramidAnother Way to Look at the Path to Independence Shared Reading: Large group strategy instruction Modeling and demonstration I DO Guided Reading: Guided Practice Instructional-level text Flexible groups: Small, needs -based groups WE DO YOU DO Independent application: Individual or pairs Independent text Source: Lori Jamison

18. What are the Purposes of Guided Reading? • Observation of children as they practice new skills and strategies in a new text. Individual attention to a student to observe how the student uses the strategies and self corrects. • Practice of strategies so children can read increasingly difficult texts independently • Students actively apply good reading behaviors with teacher support by reading text just beyond what the child can read on his/her own, but not at the frustration level. • Provides a small group setting for the teacher to coach for reading strategies and evaluate a child’s text processing and take running records • Provides opportunity for a teacher directed review of skills and strategies • Opportunity for students to interact in small groups

19. Grouping and Composition of the Group • 3-6 students • Determined by need of students. Fragile groups should be smaller. • Students reading at the same instructional level and exhibiting the same need. • Dynamic or fluid • Remain intact until the intended outcome is achieved.

20. Frequency • 3 groups a day. • Fragile readers • Five days a week. • A minimum of three of those days should be for guided reading. The other two days could be for skill-based flex groups. • On-Level Readers • A minimum of two days should be for guided reading. The other three days could be for skill-based flex groups, as needed. • Above-Level Readers • Minimum of one day should be for guided reading. • The other days could be skill-based flex groups, as needed, literature circles, authentic application of literacy skills and strategies. • Students above grade level still need guided reading to learn how to “scuba dive” rather than snorkel.

21. Guided Reading Grouping If there are more than 5 students at a level (below, on, above), create two groups. The picture shows students of similar need divided into smaller groups, if needed, for instruction. A1 A Below A2 B3 B On B4 C Above 5

22. Lesson Frequency: One Suggestion with Emphasis on Guided Reading on Days 3,4,5 Days 4 5 1 2 3 1 Flex 1 Flex A1 A1 A1 Flex Flex A2 A2 B4 A2 Flex C5 B3 B3 B4

23. When to Begin Guided Reading Groups • Kindergarten: • Guided Reading groups should begin in January. • In Kindergarten Guided Reading begins with one homogenous group of 4-6 children who: • Demonstrate sufficient “bottom” power • Have the concepts of print in place • Know most of the letters and most of the sounds • Know some sight words • First Grade: Begin by the end of October once rules, classroom procedures are in place, and baseline assessments have been administered. • Second through Sixth Grades: Begin by the end of September once rules and classroom procedures, baseline assessments are in place.

24. Tools • Books: Books for All Learners and Leveled Readers Leveled Books Manual to use as a resource • Suggested Supplies: • Sticky notes • Student reading journals • Pencils, highlighters or highlight tape • Strategies posters/ packet • Charts or bookmarkers for reference • Way to keep anecdotal notes NEW

25. Time Recommendations Kindergarten 10 minutes Grade 1 10 – 15 minutes Grades 2-6: 15 – 20 minutes

26. Where Do I Find Guided Reading in Trophies? • Look at the 5 Day Planner. • Find the sections labeled “Books for All Learners” • Use the lesson plans on these pages to help guide your lesson planning, focusing on reinforcing skills and strategies. You can also use the Intervention Readers during Guided Reading

27. A Framework for Guided Reading Lessons • 1. Identify students • 2. Determine lesson focus • 3. Select an Appropriate Text • 4. Introduce the Text and Set the Purpose • 5. Read the Text • 6. Discuss and Revisit the Text and Strategies • 7. Extending the Meaning of the Text or Word Work (Optional, or as needed)

28. The Reading Process and Guided Reading • BEFORE READING • Prepare students for reading: Text Introduction; Guided preview • Help students anticipate meaning: Strategy Reminder • DURING READING • Guide students through the silent reading process • Help students realize meaning • AFTER READING • Refocus students’ attention: Discussion/strategy use • Help students react to meaning; responding • Word Work

29. Procedure for Guided Reading Groups • 1. Identify students • Students should be reading at approximately the same level or exhibit the same need. • 2. Determine lesson focus • The initial guided reading objective should be the focus skill and /or strategy from the Trophies weekly planner, anthology read aloud, and shared reading. • Previously taught skills / strategies are re-taught, reviewed, or extended. New skill / strategies should not be introduced.

30. Procedure for Guided Reading Groups • Select an Appropriate Text • Use Books for All Learners to support skills and strategies. • Using these books will shorten the time needed to prepare for reading, since the skills, strategies, vocabulary, and theme will match the lesson focus of the week. On-line access to readers : http://readers.eharcourtschool.com/hlro/start.do • The books used in the Guided Reading lesson should be on the student’s instructional level, not their independent level. • He/she should have moderate challenge to practice the strategies. However, if the book is too difficult, the task of reading will be frustrating and not allow for practice of the skills and strategies.

31. Procedure for Guided Reading Groups • Introduce the Text and Set the Purpose • Review (from shared reading) background knowledge, vocabulary, skill/strategy. • Invite predictions – a “picture walk”, particularly at the primary grades, will help to set the purpose of the story/text and review/implant vocabulary. • Focus attention on details of the text that will support students’ understanding of the text. For example, a non-fiction text will have headings and/or graphics. • Make predictions • Discuss strategy taught during shared reading • Encourage students to jot down questions, thoughts and/or ideas for discussion while they’re reading. (Post-its, reading journal, graphic organizer, etc.)

32. Procedure for Guided Reading Groups • Read the Text • Students read the text silently and whisper read. • Students can write questions, thoughts and/or ideas for discussion in their journal while reading. If text is longer, they can read it over several days. • The teacher moves from one child to the next listening and lightly coaching that child. The teacher makes observations and notes or records any strategies used by the student. This individual 3-4 minute interaction also gives the teacher an opportunity to offer individual help to improve specific reading behaviors. • NOTE: Round Robin / Popcorn reading is not an effective instructional strategy, as students need to attend to and read the entire text. It is essential that students have “eyes on text”. Limit teacher talk during this phase of instruction.

33. Procedure for Guided Reading Groups • Discuss and Revisit the Text and Strategies • Students should have the opportunity to talk about what was read, discussing what was noticed, interesting, or confusing. • Focus on the skill /strategy and review how it helped students to problem solve and gain meaning. Think of this as a mini-lesson to confirm and extend understanding. • Encourage students to provide evidencefrom textof how/where they applied the skill / strategy. This will foster independence and transfer of the learning by providing them with the opportunity to articulate their use of a strategy. • Invite students to make connections and examine words. • Rereading for fluency will help to support comprehension. • NOTE: The purpose of this teaching is not to focus on a particular text but to develop strategies that can apply to all reading. Discussions should have a teaching point and reflect the focus for the lesson.

34. Procedure for Guided Reading Groups • Extending the Meaning of the Text or Word Work • Word work is one or two minutes ( Optional, or as needed, for grades 3-6) • Analyze individual words or highlight phonic/decoding skill such as letter sounds at the primary level or prefixes at the intermediate level. • Extend the meaning (Optional or as needed) • Compare/contrast • Analyze characters • Incorporate art as a response • Further reading or data gathering • Graphic organizers for extension activities • Could complete in a learning station

35. What are the Other Students Doing? KEEPING the focus on Literacy Consider whether they are engaged in CHOICE activities or TEACHER ASSIGNED activities: Choice could be… • Self-selected reading/ independent reading • Writing in Response Journals • Engaging in related readings Teacher assigned could be: • Literature Study Groups or Literature Circles, especially in grades 3-6 • Guided Reading Extension or Follow-up Activities • Engaging in related readings • Writing in Response Journals • Retelling • Practice Book – Differentiated by need Center Activities related to Reading/ Language Arts goals such as: • Writing Center • Listening Center • Readers Theatre • Technology Center

36. What are the Other Students Doing? Five essential questions if using centers: • Are the centers/stations purposeful and meaningful? • Are the centers/stations engaging? • How will I manage the centers/stations? • How will the students know what to do at the centers? • How will I evaluate the students’ work ?

37. Assessment / Record Keeping Use assessments to determine fluid placement throughout the year. • In September • Review student grouping cards and literacy folders. • Discuss the needs of the fragile readers with Title I/Reading Support teacher or reading specialist. • Administer the “Beginning of the Year” assessment, Placement Inventory, or running record • During the Year / Ongoing • Reading Journals • Running Records • Anecdotal Notes (in journal, cards, label, etc.) • Checklists for Reading Behaviors (found in the back of the teacher manual)

38. an Assessment idea Post- it notes One per student Date comments

39. Other ways to keep anecdotal notes • Labels • Flip charts • Notebook Opitz/Ford 2001

40. Formative vs. summativeAssessment Score Standing at the end of the season Personal improvement from game to game Personal improvement from season to season Ball control Kicking Passing Resilience Position Speed Teamplay creativity • Formative assessment provides a continuous stream of information about each student. • Formative assessment done well leads to good news on summative assessment. • “ Accountability is measured by a single test on a single day, but accountability is accomplished with daily, useful assessment that informs instruction.”Peter Afflebach

41. Let’s take a closer look….. Use the Power Point slides as note-taking pages while viewing….

42. Introducing the Text

43. Guiding Students’ reading: Coaching

44. Extending Reading

45. Guided Reading lesson Closure

46. Teacher Self-Reflection Questions • Teacher Self-Reflection Questions • Were children placed at their instructional level? • Was the lesson related to the direction of the entire group and was there a clear focus? • Were the children making thinking public, indicating good use of during reading strategies such as questioning, clarifying, connecting, summarizing, and predicting? • Was there on-going observation that informed instruction? • Were there many interruptions during guided reading? • Were the other children actively engaged in student directed work?

47. Essential Elements of Guided Reading: The Reading Process

48. Resources for classroom use Resources for Guided Reading

49. Let’s Summarize: A quick check for understanding Complete the Crossword Puzzle with a partner… You can find this at: www.readwritethink.org

50. A few words of wisdom… • “The way a book is read-which is to say, the qualities a reader brings to a book- Can have as much to do with its worth as anything the author puts in it.” Norman Cousins “To read without reflecting is like eating without digesting.” Edmund Burke “Force yourself to reflect on what you read, paragraph by paragraph.” Samuel Taylor Coleridge “The more that you read, The more things you know. The more that you learn. The more places you’ll go.” Dr. Seuss