Guided Reading. Presented by Michelle Nichol Elementary Supervisor of Instruction. August 2016

Transcription

1 Guided Reading Presented by Michelle Nichol Elementary Supervisor of Instruction August 2016

2 Objectives General understanding of Guided Reading Essential elements of Guided Reading Lesson Planning What resources should be used? Assessment

3 Goal of guided reading The ultimate goal in guided reading is to help children learn how to use independent reading strategies successfully. Guided Reading allows us to immerse students in reading unfamiliar text, at increasingly challenging levels, to support the development of the strategies that good readers use independently. Fountas & Pinnell, Guided Reading

4 What is guided reading Guided reading is teacher-supported reading of increasingly challenging text that is on the child s instructional level 95-99% accuracy It is done in small groups of 4-6 children who share common instructional needs and reading abilities Texts are teacher selected Each child holds his/her own copy of the text The teacher acts as a guide The students are primarily responsible for the reading

5 Why do we use guided reading? To create an instructional experience where we can create growing independence and engage students in new thinking with support When students are working and reading independently, they can draw from the instructional support provided through guided reading Actively engage students with text that encourage problem solving behaviors that lead to independence Improve fluency and build confidence Creates authentic experiences Stimulates questions

6 What instructional resources do you need? Designated area to support small group instruction Multiple copies of carefully selected text based on each student s instructional reading level Anecdotal notes recording form Sticky notes in varying colors Colored pencils and markers Multisensory materials Guided reading folder or box to hold student materials

7 When should you begin guided reading? Kindergarten Mid year Students must acquire early reading behaviors such as: directionality, sound-symbol relationships and some high frequency words Students should be able to demonstrate appropriate book handling abilities Independent Daily Five routines must be in place First Grade begin in the first week of October DRA levels should drive what books are selected For Grades 2-5, Guided Reading groups should begin during the first weeks of September. This is based on, and guided by, the May/June DRA2 score and observations

8 How to begin Carefully devised lessons should revolve around the following considerations Text Considerations Interest (Motivation) and need (Instruction) of students Analysis of text and identify teaching points to elevate learning Learner Considerations Flexible grouping Based on the instructional needs of the students Students should gain success with opportunities to problem solve with faded support Lesson Considerations Engaging and authentic learning opportunities through the lesson Integrate word work and skills within the context Allow for students to make connections to their learning SELECT A STRONG FOCUS

9 Guided reading structure Goal: Blend reading, writing and word work/vocabulary Goal: minute small group lesson Goal: Include Before, During and After reading experiences Goal: Allow for extension activities

10 R.E.A.D Rehearsal stage: Before Reading (5 min) Essential Question Word Work/Vocabulary work Build Background Knowledge Establish a purpose for reading Utilize an anchor chart or visual tool Text introduction Engagement stage: During Reading (10-15min) 100/ % of the students actively read for 100% of the time softly and silently and at their own pace. Teacher taps in and supports each student Coaches or prompts to reinforce independence or give feedback Individual skill focus Encourage Think Aloud strategies

11 R.E.A.D Analysis stage: After Reading (5-10) Teacher revisits essential question and uses observations to draw attention back to the text The text is used to locate specific text evidence that will support and enrich the student s thinking and understanding Teacher offers feedback Lesson is brought back full circle and students are able to extend learning within Daily Five independent activities Summarize and restate important ideas Discussion Stage: Set a goal for independent work time, homework, or upcoming lesson activities.

12 R.E.A.D EXTENSION Extension activities Allow for students to apply lesson or skill taught. This should extend or reinforce the text experience This will allow for students to immediately apply what they learned to create a deeper understanding Integrate reading and writing to connect the instructional purpose Find evidence to support a question or problem posed

13 Close reading in guided reading Close reading is used to determine what the text says explicitly and to make logical inferences Close reading is addressed in various settings but is an essential goal of guided reading We guide students to pay close attention to the print and concepts while interacting with the text using personal experiences, knowledge and understandings of self and others Students cite evidence from the text Students read with a purpose and meaning Students read a text multiple times to deepen understanding Students read with a pencil, marker, highlighter and post it notes

14 Assessment Observational check lists Anecdotal Notes Running Records Fluency Rubrics Retellings Comprehension Questions Written Responses Extension and application activities DRA & DRA Progress Monitoring

15 Build independence Gradual Release of Responsibility I DO Modeled Instruction: Builds the foundation WE DO Shared materials and guided practice Build in accommodations for each student YOU DO Independent practice to apply skills taught Application

16 What is the rest of the class doing? Students are working independently in their Daily Five stations Application activities should be in place Students are working with text on their independent reading level Book boxes or baggies allow for students to practice skills with text that is engaging and self selected

17 Our resources Internet Scott Foresman Scholastic.com Guided Reading By Fountas & Pinnell Family Literacy Center Leveled book libraries Reading A-Z

18 Lesson Plan

19 Guided reading in action Guided Reading Grade 2 Guided Reading Grade 3 =56986 Guided Reading Grade 4 ng+videos+for+teachers&form=vire13&first=1#view=d etail&mid=632e7c430b8fb881b10a632e7c430b8fb881b 10A

20 Other options Strategy Groups A teacher pulls students who need targeted instruction based on a specific skills Teacher models and guides student learning Students apply skills taught with level appropriate text Literature Circles/Book Clubs Students are involved in a book club with specific structure, expectation and rigor. The aim is to encourage thoughtful discussion. The true intent of literature circles is to allow students to practice and develop the skills and strategies taught within the classroom. Students read their book independently and then join their group for meaningful discussion and application of skills. Each student employs an important role and job

21 Questions