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Guided Reading

Guided Reading. Guided reading is just one part of a balanced literacy program. Big Ideas. Grouping and Movement. The DRA assessment will help determine guided reading groups. Based on level Based on need Keep in mind the “goal” for each grade level. Kindergarten: A-3 Grade 1: 4-16

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Guided Reading

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  1. Guided Reading

  2. Guided reading is just one part of a balanced literacy program.

  3. Big Ideas

  4. Grouping and Movement • The DRA assessment will help determine guided reading groups. • Based on level • Based on need • Keep in mind the “goal” for each grade level. • Kindergarten: A-3 • Grade 1: 4-16 • Grade 2: 18-28 • Grade 3: 30-38 • Grade 4: 40 (Low/Mid/High, Fiction/Non-Fiction) • Grade 5: 50 (Low/Mid/High, Fiction/Non-Fiction)

  5. Independent vs. Instructional • Independent Reading Level • Can read with no support. • Accuracy rate: 100%-95% • DRA determines the student’s independent reading level. • Instructional Reading Level • Can read with some support and guidance. • Used for guided reading groups. • One level about the independent reading level. • Accuracy rate: 94%-90%.

  6. Tier I, II and III • Balanced Literacy Block • Tier I – Whole Class Instruction • Tier II – Guided Reading Groups • Tier III – Intervention – Skills Based

  7. Tier I – Whole Class Instruction30-40 Minutes • Read Alouds • Trophies Anthology • Mentor Texts • Content Area Literature • Think Alouds • Vocabulary • Comprehension Skills/Strategies • Word Work • Spelling • Phonics • Phonemic Awareness

  8. Tier I • Shared Writing • Craft • Grammar • Shared Reading • Big Books • Poetry During this time, the teacher models grade level skills and strategies.

  9. Tier II - Guided Reading50-60 Minutes (2 Groups) • Guided Reading • Students read at their instructional level. • They apply skills and strategies taught in whole class lessons. • Groups are flexible. • Students read harder texts when they are ready. • Meets the needs of all learners. • Students read the text at their own pace – this is not round robin reading.

  10. When students are in guided reading groups, they should read text every single time they meet in a group.

  11. Guided Reading Options • Books for All Learners • Good Habits, Great Readers • Novels • Picture Books • Short Text – Newspaper Articles, Weekly Readers, Internet Sources, etc. All materials must be at the instructional level.

  12. Books for All Learners • Take a look at the DRA levels of the Books for All Learners. Are these materials appropriate for the students that you are working with?

  13. Good Habits, Great Readers • A mix of fiction and non-fiction. • Leveled • Includes a 2-3 day lesson plan for each book. • Should be stored in a central location. • Focus skills are identified for each book, however, other skills can be taught with these books as well. • Online Database

  14. http://www.pearsonlearning.com/microsites/goodhabits/index.cfmhttp://www.pearsonlearning.com/microsites/goodhabits/index.cfm

  15. Access Codes • Kindergarten: GHGR37500K • First Grade: GHGR974001 • Second Grade: GHGR583002 • Third Grade: GHGR983003 • Fourth Grade: GHGR486004 • Fifth Grade:

  16. School Zip Code

  17. Select Your School I forgot to take a screenshot! Oops!

  18. Framework for Guided Reading • Before Reading • During Reading • After Reading

  19. Before Reading – Introducing the Text • Summary/Motivation • Background Knowledge/Connect • Picture Walk • Vocabulary • Predict • Text Structure • Questions • Purpose You are participating in a conversation about the book.

  20. During Reading Teacher Student • Listens • Prompts • Assesses • Notices • Reads the Text Independently • Whisper Reading • Silent Reading • Uses Strategies to Make Meaning • Monitors Comprehension

  21. After Reading • Discussion • Graphic Organizer • Comprehension Cube • Give Opinion • Retell/Summarize • Use the Text to Support Ideas • Reading Response • Word Work • Vocabulary • Check Predictions • Assess Understanding of Text

  22. Ready or Not? – Moving Students • Students might be ready for a higher reading level when they: • Read the text fluently (accuracy and rate of reading). • Understand the text and can complete assignments and retell the story. • Stop having “teachable” moments. • Are finishing faster or doing much better than the other students. When in doubt, try students in the next level. You can always go back if you need to.

  23. Questions?

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