Teaching and Learning Rubric Guided Reading

1. Teaching and Learning RubricGuided Reading Created by Wendy Taylor K-6 Literacy Coach wtayl@spring-ford.net Ext 2791 (Upper Providence)

2. Why Guided Reading? Guided reading gives students the chance to apply the strategies the teacher has been teaching in the whole group to a new text. The teacher provides the support so student can understand text at their instructional level. With the teacher introduction to the book, students can use problem-solving strategies to figure out unknown words, deal with difficult sentence structure and understand new concepts and ideas.

3. Who are Fountas and Pinnell? Irene C. Fountas and Gay Su Pinnell are researchers and authors of many teaching resources (including books, video, professional development materials and assessments). They began using A-Z continuum over 30 years ago, to match readers with text to provide differentiated reading instruction for all levels of readers.

4. Cookies and Gradual Release of Responsibility demonstration “I do.” guided practice “We do.” independent practice “You and partner do.” application “You do.”

5. Reading and Gradual Release of Responsibility Read aloud/ Shared Reading “I do.” Guided Reading “We do.” Read to Someone/ Partner Reading/ Literature Circles “You and partner/others do.” Read to Self/ Classroom Library “You do.”

7. Guided Reading Continuum

9. Teaching and Learning Rubric: Guided Reading Teacher: _______________________ Grade Level: K 1 2 3 4 5 6 Date: __________________________ Start time:___________ End time: _____________

11. Grouping to form small groups of students who are similar in their reading development by identifying particular needs • How do I become highly effective? • Create weekly plan regularly includes small group instruction • List my groups by instructional level • Develop some recording system for anecdotal records • Establish a place to have guided reading-small table, rug area • Change groups as needed-keep groups flexible

13. How can the literacy coach help? • Provide examples of weekly plans (see SF Lit Lounge wiki) • Sit down and develop weekly plan together • Provide resources like Spaces and Places (classroom set up) • Analyze FandP results together • Share informal assessment ideas • Create guided reading binder (lessons, assessment plans) together

14. Text Selectionto select texts that are the appropriate level for students and offer opportunities for extended learning • How do I become highly effective? • Use a variety of leveled texts from different genres (SF leveled readers, Scholastic, novels) • Form groups based on instructional level but can also base groupings on student need (group who needs work on fluency) • Develop some system for keeping formal (FandP) and informal (running record, anecdotal records) assessment results

15. How can the literacy coach help? • Provide lesson plans using reading room materials • Hold meetings in book rooms to check out books and other resources • Develop assessment record keeping system together

16. Text Introductionto talk about the book prior to reading it • How do I become highly effective? • Familiarize myself with the book and its organization • Teacher introduces the book— • activate prior knowledge- “What do you know about whales?” • make connections- “The character is lost in mall. Have you ever been lost, how did it make you feel?” • point out vocabulary- “Can someone read this word on the white board? What does it mean? Let me read it in context on p. 6.” • set a purpose for reading- “Today I want you to focus on the questions pop into your mind when you read. Jot one down on a post-it.”

17. During Readingto provide time for the students to read and comprehend the text • How do I become highly effective? • Allow students to read at their own pace-typically K-2 aloud (whisper read)/whole book and 3-6 reading silently/portion of text • Listen in to students reading-stops student to ask a question or help them decode a word “I noticed you keep reading the first letter and then guessing the rest of the word. Be sure to read the whole word and break into parts if you need to. Let’s try that word again.”

18. After Readingto revisit the text for discussion and specific teaching points • How do I become highly effective? • Revisit students’ predictions “Jake, you thought the boys would become friends in the end. Were you correct? Reread the part that helped you confirm your prediction.” • Returns to the lesson focus- “Who had a question while they were reading? Can you share it with us? Were you able to find the answer?” • Provide follow up practice- “Let’s reread the dialogue with more feeling.”

19. How can the literacy coach help? • Facilitate book study in regards to small group instruction • Provide resources at Thinking Thursdays-related to comprehension strategies • Provide lesson plans and lesson plan templates • Model lessons-You gives me level and strategy focus-I plan lesson and bring materials • Observe your lessons and provide productive feedback • Attend a summer courses: Guided Reading K-1, Guided Reading 3-6, Comprehension Strategies, Formative Assessment

20. Managementto engage other students in productive reading/writing while working with groups during the guided reading time. • How do I become highly effective? • Utilize some kind of management boards so all children know what to do • Develop rocedures for set up, clean up and transition • Engage students in authentic reading and writing in partners, small groups, and independently (stations, Daily 5 activities, color boards/Tic Tac Toes) • Work uninterrupted with the small group for about 15-25 minutes-perhaps wearing a hat, tiarra, necklace to signal you are working with others

23. Support for Teachers • Provide resources: books, websites, videos • Create management board cards, I Can lists, Daily 5 I-charts etc. (see wiki) • Provide plans for kicking off stations and Daily 5 • Help you gather materials for activities • Model mini-lessons introducing stations • Help with launching stations-extra adult in room • Attend Summer Courses: Literacy Work Stations/Daily 5, Make It, Take It (fcrr.org)

24. Questions about lesson plans… Possible elements: -skill or strategy focus -introduction to book (features of text, difficult vocabulary) -discussion questions to ask while reading -follow-up activities -place to keep anecdotal notes (see formal plan and more of a checklist plan)