The document provides information about differentiation during guided reading instruction. It discusses using assessments to determine reading levels and group students. It also outlines how to structure guided reading groups with different frequencies and durations based on reading level. Suggestions are provided for emergent, early, transitional, and fluent readers, including components for before, during, and after reading. The goal is to meet students' varied needs through flexible grouping and targeting specific skills.
3. A Close Reading of a Picture
A Close Reading of a Daily Picture
4. Essential Questions
What are the important components of a Balanced
Literacy Reading Workshop?
How do I differentiate work stations with various levels
of ability?
How can I use informal, brief assessments to drive my
guided reading instruction?
What strategies can I incorporate for high
Text engagement?
5. Today’s Focus: Differentiation
during Reading Workshop
Student Choice
Responding to Individual Reading
Levels
Alternatives at the Reading Table
that promote High Text Engagement
6. The Goal of Differentiation
The goal of a differentiated classroom is maximum
student growth and individual success.
Differentiation is a lot like fishing…
Bait the hook with what the fish like, not what
the fisherman likes.
Gregory & Chapman (2002)
7. Balanced Literacy
Gradual Release of Responsibility
Modeled Reading
Shared Reading
Guided Reading
Every Kid Needs a Champion ~
Get to Know Your Students
Independent
Reading
8. Balanced Literacy is more like cooking than baking…
Differentiation
Modeled
Writing
Assessments
Guided Writing
Shared Writing
...a pinch of this, a smidge of that, add a little zest. Amounts
vary. It is not an exact science or prescribed recipe.
Lessons are built off of a standard, driven by assessments,
and individualized to the student.
9.
10. Using Lucy Calkins’ Pushing Your Thinking Stems to
Integrate Comprehension and Writing
Focus Strategy: Connecting
Focus Standard: CCGPS 3.RI.2Determine the
main idea of a text; recount the key details and explain how they
support the main idea.
Balanced Lit Continuum: Introduce in Shared Reading, and then
transfer the activity to your Reading Comprehension Work Station or
Guided Reading
Text: Dismantling the Myth of Learning to Read and Reading to
Learn by Houck and Ross of www. ascd.org
Response: Let’s have a BLOCK PARTY!
11. Using Lucy Calkins’ Pushing Your Thinking Stems to Integrate
Comprehension and Writing
Step 1: Initial Reading: Read the selected text. Use Think Marks to code the
text as you read.
Aim for 3-2-1:
3 Important Parts
2 Surprising Parts
1 Confusing or Wonder Parts
*Jot your question(s) in the margins.
12. Using Lucy Calkins’ Pushing Your Thinking Stems to Integrate
Comprehension and Writing
Step 2: Block Party ~ Mingle and Share
Move about the room to find a partner. Go to a question
station with your partner.
Step 3: Block Party ~ Write in the Air & Respond
Read the writing stem on the chart paper. Turn to a partner and respond verbally
to a question prompt to organize your thoughts. You must say out loud what
you plan to write before writing it on paper. Then, jot your response on the
paper.
Step 4: Block Party ~ Mingle and Share
Move about the room to find a different partner two more times (a total of 3
responses).
Writing Prompts: What’s the big idea of the text? ~ In other words… ~ I realize…
~ The surprising thing about this… ~ I’d like to ask the author… ~ So I guess what
I’m really thinking is… ~ I used to think, but now I believe…
13. Management of the Reading
Workshop:
Class Norms
Needed Resources
Scheduling
Differentiated Workstations
15. Needed Resources
Sticky Notes & Highlighters
Leveled Books & texts (2nd-5th www.readworks.org &
other site links on www.jensweigart.blogspot.com )
Reader’s Notebook
Word Wall
Stop Watch
Book Boxes
Manipulatives for K-2 (letters, sight word cards, word
sorts, reading phones, white boards, dice)
Non-fiction Media for 3-5 (Scholastic News, Super
Science Magazine, Time for Kids, Edmodo accounts)
16. 7:50-8:00
8:00-8:15
8:15-8:30
8:30-9:30
Integrated Technology
9:30 – 11:30
11:40- 12:25
12:30-1:30
1:35- 2:15
Morning Meeting
Read Aloud that integrates Science or Social
Studies content
Mini-Lesson / Shared Reading using
Integrated Science or Social Studies text
Reading Workshop Rotations (15-20
minutes)
• Guided Reading Groups (Leveled)
• Writing & Research (Project-driven)
• Skill Review – Word Work, Fluency,
Comprehension, etc
Math & Lunch
Writing Workshop
Specials / Recess
1:1 Conferencing, RTI, Self-Selected
Reading, Book Clubs, Word Work
Integrated Science
& Social Studies
A Day in The Life of a Balanced Literacy Classroom
(Workshop: 3 groups every day, or 6 groups over 2 days)
17. 7:50-9:00
9:00-9:30
9:30-9:45
9:45-10:20
10:20-12:20
12:20 – 1:15
Integrated Technology
1:15-1:50
1:50- 2:15
Math
Team Time
Read Aloud that integrates Science or Social
Studies content
Mini-Lesson / Shared Reading using
Integrated Science or Social Studies text
Lunch, Recess, Specials
Reading Workshop
Guided Reading Groups (pulled
throughout the session)
Workstations Using a Contract for
Assignments
Writing Workshop
1:1 Conferencing, Self-Selected
Reading
Integrated Science
& Social Studies
A Day in The Life of a Balanced Literacy Classroom
Reading Workshop (Workstation Contract)
18. Shifting to Balanced Literacy Workstations
Literacy Work Stations
vs
Work Station materials or tasks are
introduced through Modeled and
Shared instructional times before being
placed in work station for independent
Work Station materials or tasksby standards.
use. Tasks are driven are introduced through
Modeled and Shared instructional times before being
Work work station for independent use. Tasks are driven
placed inStations remain primarily the same
by standards.
throughout the year, but change in
Work Stations remain primarily the same throughout the
difficulty levels, target skills, skills, and topic.
year, but change in difficulty levels, targetand topic.
All students go to workto work part of their as part
All students go stations as stations daily
schedule. The work is differentiated according to skill level.
of their daily schedule. The work is
The teacher meets with guided reading groupslevel.
differentiated according to skill and does
individual reading conferences during work station time.
The teacher meets with guided reading
groups and does individual reading
conferences during work station time.
Traditional Work Stations
Work materials were typically introduced all
at once and were typically not used during
direct instruction time.
Work materials were typically introduced all at once and were
typically not used during direct instruction time.
Centers were usually changed weekly
according to units of study.
Centers were usually changed weekly according to units of study.
Centers were used used as motivators,
Centers were as motivators, enrichment, or for students
that had finished their work. The center activities were the same
enrichment,of skill level.
or for students that had
for all regardless
The teacher may have been The center activities
finished their work. running a small group or whole
group
werereadingsame for all regardless of skill
the lesson.
level.
The teacher may have been running a small
group or whole group reading lesson.
19. Reading Workshop Stations by Grade
Work Stations
Word Study
Technology
Writing with
Purpose
Reading
Practice
(integrated
content
w/response)
Self-Selected
Reading
Kindergarten – 2nd
Phonics & Sight Words
(Daily 5 – Word Work)
Skill Review, Ipad, or
Listening Center
(Daily 5 – Listen to
Reading)
Developmental Writing
Skills, Write the Room
(Daily 5 – Work on
Writing)
Buddy Reading to
improve Fluency,
Decoding Skills, and
Comprehension
(Daily 5 – Read to
Someone)
Independent Reading
(Daily 5 – Read
to Self) BUIL D STAMINA
3rd
4th & 5th
Word Sorts, Affixes & Root
Words, Content Words
60% Skill Review & 40%
Project-Based Learning
Affixes & Root Words,
Content Words
70% Project-Based
Learning & 30% Skill
Review
Writing Skills ~ Targeted
standards-based writing
tasks that support the
reading standards
Reading for Information
(Non-fiction) short leveled
text & Comprehension
Response; Book Clubs
Science & Social
Studies Content-Based
Reading for
Information (Nonfiction) leveled text &
Comprehension
Response; Book Clubs
Independent Reading with a Independent Reading
Reading Response
with a Reading
Response
20. Differentiated Workstations Rotations
Option #1 – Small Groups Rotate Together
Tasks are differentiated by groups
Small homogenous group of learners support each other during time away
from the teacher by completing the same tasks and reading the same level
of text. The tasks and texts are based on the independent reading level of
the group.
Insert pic of math groups
21. Differentiated Workstations Rotations
Option #2 – Heterogeneous Groups of students
complete leveled tasks using a Workshop contract
Tasks are differentiated by student needs.
Students are given a “Workshop Contract” at the beginning of the week.
Students have to complete a certain number of tasks by the end of the
week.
Students select their tasks based on a color-coded system (mine matches
our Media Center’s “Just Right Book” color levels.)
Teacher calls students away from work stations when it’s time for a guided
reading session.
Advantage ~ Students aren’t tied to a 20 minute segment
Disadvantage ~ Students must learn to manage their time throughout the
week.
26. Planning for Guided Reading
How do I meet the needs of the varied
readers and writers?
27. 4 Elements for Teaching Guided
Reading:
Assessments drive the instructional focus
Coaching the students’ use of reading
strategies when encountering difficulties
Direct Instruction of Skills
Utlilizing Guided Writing to accelerate the
reading growth
~The Next Steps in Guided
Reading by Jan Richardson
28. Developmental Stages of Reading
Reading Stage
Emergent
Early
Transitional
Fluent
Fountas &
Pinnell Letters
A-C
D-I
J-P
Q-Z
Text Level
Range
Kindergarten
1st
2nd-3rd
4th-6th
*When we differentiate, teachers have to let
go of their identity with a specific grade!
30. Assessing & Grouping Students
STAR Reading Universal Screening ~ Records: Set Up Instructional
Groupings& View Suggested Skilks: 3 times a year
STAR Progress Monitoring for students below grade level ~ every two
weeks
Fountas & Pinnell BAS (Benchmark Assessment System) ~ A-Z: 3
times a year
DRA (Developmental Reading Assessment) ~ 1-80 (2-3 times a year)
Brief Running Records conducted during guided reading: as needed
Conferencing: once every two weeks
*Professional Judgment ~ What reading behaviors do you see?
31. How often should groups meet?
Teachers create Guided Reading schedules after
considering the following variables:
Reading Levels and Needs: What do the group of
students need?
Size: How many students in the group?
Frequency: How often will you meet with them?
Time: How long will the lesson last?
32. How often should groups meet?
Foundation, Emergent and Early groups are:
• Small (3–5 students),
• Meeting frequently (every day for struggling readers),
• Meeting for short periods of time (10–15 minutes).
• Transitional and Fluent groups are:
• Larger (4-6 students),
• Meeting less frequently (3 times per week), and
• Meeting for longer periods of time (20–30 minutes).
33. Transitional (J-P)
Fluent (Q-Z)
Before Reading Sight Word Review – Writing
(Levels A-E)
Introduce New Book
Introduce new vocabulary
Establish a purpose for
reading
During
Text Reading with Prompting
Reading
(Record Anecdotal Notes)
Introduce New Book
Introduce new vocabulary
Establish a purpose for
reading
Introduce vocabulary,
Preview and Predict
(the entire book)
Establish a purpose for
reading
Choose 1 or 2 Teaching
Points Each Day (decoding,
Fluency, Vocabulary or
Comprehension)
Students read silently or
whisper read
*1:1 Conferencing and
Notes
After Reading
*Connect back
to original
purpose (EQ)
Discussion Prompt
Word Study
(Pick 1: Sound boxes,
Making a Big Word,
Analogy Chart)
Model the Strategy
(comprehension or
vocabulary)
Students read silently
and respond
*Students write as they
read
Note observations and
scaffolds
Discussion and
Teaching Points
Words for New Word
List (kept in Reader’s
Notebook)
DAY 1
Emergent (A-C) & Early (D-I)
Discussion Prompt
Teach 1 Sight Word : (Levels
A-E)
Word Study (Pick 1: Sound
Sort, Making Words, Sound
Boxes, Analogy Charts for
after level C)
34. DAY 2
Emergent (A-C) & Early (D-I)
Transitional (J-P)
Before Reading Sight Word Review – Writing Review 1-2 Teaching
(Levels A-E)
Points
(decoding, Fluency,
Vocabulary or
Comprehension)
During Reading Re-read Day 1’s book (and
Students continue first
other familiar books)
reading
Record Observations
Record Notes
After Reading
Select Teaching Points
Discussion Prompt
Teach the Same Sight Word as
Day 1
Guided Writing: Dictated or
open-ended sentence (A-C)
Levels D-E: 2 sentences
Levels E-F: Beginning-MiddleEnd (3 Sentences)
Levels G-I: BME (4 Sentences)
or Somebody, Wanted, But, So
(SWBS)
Fluent (Q-Z)
Preview next text
portion
Discuss New
Vocabulary
Review the Strategy
Students Read and
Respond
*Students write as they
read
Note observations and
scaffolds
Discussion Prompt
Discussion and
Word Study (Pick 1:
Teaching Points
Sound boxes, Making a Words for New Word
Big Word, Analogy Chart List (kept in Reader’s
Notebook)
35. DAY 3+
Emergent (A-C) & Early (DI)
Transitional (J-P)
Before Reading
During Reading
After Reading
Re-read for Fluency
Guided Writing
(Could start a projectbased learning piece)
Fluent (Q-Z)
(Days 3- end of Book)
Preview next text
portion
Discuss New
Vocabulary
Review the Strategy
Students Read and
Respond
*Students write as they
read
Note observations and
scaffolds
Discussion and
Teaching Points
Words for New Word
List (kept in Reader’s
Notebook)
*Guided Writing for
struggling writers
36. 5 Minute Break: What does your
Shoulder Buddy think?
What are you already doing successfully in your
classroom?
What are the barriers you’re facing in your guided
reading group or reading workshop?
37. “Leslie was
huddled next to one of the cracks below
the roof trying to get enough light to read.”
--- Bridge to Terabithia, By Katherine Paterson
38. Theater Techniques: Sitting Statues and Tableaux
~ All Levels (K-5)
In theater, a tableau is a frozen silent picture a group of actors make with
their bodies to show a moment in time. Tableau can be used to visually and
physically depict character relationships, environment, scenes, emotions,
events, ideas, and themes within a story.
Statue is a frozen silent picture an individual
actor makes with his whole body to represent
a moment in time. Statues may show characters, setting details,
emotions, objects, and ideas within a story.
Vocal Expression is the range of vocal
qualities used when reading or acting to
show what a character is thinking, feeling,
and wanting in a given moment.
39. Theater techniques: Sitting Statues and Tableaux
Standards Addressed:
• Character perspective: What a character is thinking and believes about a
problem or situation
• Character traits: Features usually displayed by a character such as how they
look, feel, or act that tells us about their personality and helps the reader
understand the story
• Making inferences: Inferring is the process of taking what is in the text, but
not explicitly stated by the author, and combining it with relevant background
knowledge to make meaning
• Story elements: The key elements that
create a cohesive story including
character, setting, problem, events,
and resolution
• Summarization: Briefly restating the
main points of a text
• Prosody: Reading with expression
40. Theater Techniques: Sitting Statues and Tableaux
Student Directions in Guided Reading Discussion Section:
From The Real Story of the Three Little Pigs: “Show me a sitting statue of
when the wolf feeling misunderstood and wrongly accused. 3-2-1 Freeze!
When I touch your shoulder, vocalize what the wolf might say.”
In Nonfiction, Paul Revere Social Studies unit, “Show my a statue of a
Patriot….Loyalist. 3-2-1 Freeze! When I touch your shoulder, vocalize what a
Patriot might say.”
As you read the text, place a star next
to the 3 most important sections of the
text. In literature – problem, climax, and
resolution. Then, give the group 2 minutes
to develop a group tableau depicting the
scene.
41. Sketch to Stretch Graffiti Tables (K-5)
~ Excellent for Struggling Readers
K-2 completes “After Reading” and 3rd-5th completes “During Reading”
Silently sketch pictures to represent the text. Groups members discuss
each sketch, and then artist share’s his/her perceptions.
Writing Stem Responses
Illustrate Informational Text Features to Support the passage
42. Literature Circle with Informational Text
~Extension for Fluent Students
Circles can deepen and enhance understanding of text, build motivation for
reading, and expand oral language. Lit Circles are not the best tool for
teaching reading strategies, though.
The Teacher’s Role: To quietly guarantee the success of the discussion, and
guide students to extend their thinking.
43. Literature Circle with Informational Text
~Extension for Advanced Students
Key Points to Success for Literate Conversations:
Model, Model, Model before moving slowly to independence
Guide students to Extend their thinking: “What an interesting thought. Can
anyone else link up to that?”
Encourage the use of evidence: “ I wonder if someone can find something
in the text to help us”
Assist in clarifying ideas: “I’m not sure
I understand. Can you tell us more?”
Support participation from all students:
“ Jonathan, you have great ideas. What
are your thoughts?
44. Turn & Talk with Think Dots (K-5: Level The Questions)
Writing in the Margins
of Complex Text with
Think Dots (3rd-5th)
45. 3-2-1 Think Marks
3 Important Parts
2 Surprising Parts
1 Confusing or I Wonder Parts
46. Read, Cover, Remember, Retell
~Early to Transitional Readers
Some readers will continue reading even when they don’t understand the
material. This process supports readers by stopping them frequently to
THINK about the meaning.
READ only as much as you can cover with your hand.
COVER the words with your hands.
REMEMBER what you have just read. (It’s OK to take
another look)
RETELL what you just read inside your head or to a partner.
47. Quick Comprehension Tasks for Early – Transitional Readers
You know these....but with the constant drum of new initiatives and flood of
information, we sometimes forget the basics!
B-M-E: Beginning-Middle-End
Literature: Students take turns telling what happened at the
beginning, middle, and end of the narrative.
Informational: Students stop at 3 sticky note points and summarize
the text.
S-W-B-S: Somebody-Wanted-But-So (Literature)
Students recall the character (Somebody), the character’s goal
(Wanted), the conflict (But), and the resolution (So).
Who & What: (Informational)
Student summarizes each page by saying or writing a summary of
Who the text is about and What happened or was learned.
Five Finger Retell: (Literature)
Use the fingers on one hand to recall and retell the 5 story
elements. Use the palm of the hand for the theme.
48. Quick Comprehension Tasks for Fluent Readers
*Use the strategy and genre to support the CCGPS standard
Comprehension-Fiction
Retell
Visualize
Predict & Support
Make Connections
Character Traits
Ask Questions
Determine Importance
Cause and Effect
Character Analysis
Make Inferences from
dialogue, action, or
physical descrption
Comprehension-NonFiction
Retell
Ask Questions
Summarize with Key
Words
Main Idea & Detail
Important/Interesting
Interpreting Text
Features
Compare & Contrast
Cause & Effect
Evaluate – fact/opinion,
author’s point of view
Comprehension-Poetry
Clarify
Visualize
Make Connections
Ask Literal Questions
Summarize
Make inferences
Draw Conclusions
Interpret author’s
purpose
Figurative Language
* These reading strategies are taught to all students through Modeled/Shared.
49. Word Study
(Brief work at the end of a lesson or in work stations)
Sound Boxes
Making Words
Analogy Charts
Personal Word Wall (Fluent)
50. Guided Writing through Reading Groups
Guided Writing occurs the day after students finish reading the text It
varies based on the text structure of the book, and your standard 7
strategy choice.
51. Responses to Fiction (Transitional & Fluent)
Character Analysis – Students create a web of character traits, and
then write a paragraph about the character, using examples from
the story.
I Poems – Students select a character and write a poem from that
character’s POV. Some sample prompts include: I am…, I wonder… ,
I worry…, I dream…
Microthemes - What was the author’s message? What did the
character learn that you can apply to your life? Write a reponse.
Alternate Ending - Students write an alternate ending that
describes what could have happened and what the consequences
would have been.
*Your focus with each student may be individualized. Conduct short
conferences during this time, guiding the students where each student needs
growth.
52. Responses to Non-Fiction (Transitional & Fluent)
BioPoems – Students follow a predetermined structure to write a
poem about a famous person.
Ex: Line 1: First Name
Line 2: Four traits that describe the person
Line 3: Who needs…(three items)
Line 4: Who fears…(three items)
Line 5: Who gives…(three items)
Line 6: Last Name
Text Structure Responses
Ex: Compare and Contrast Ideas in the text
Compare two historical events
Main Idea & Detail Response – Students use the chapter titles
and headings to write a paragraph that uses details and examples
from the text to explain the main idea.
54. “We’ve taught you that the earth is
round,
That red and white make pink,
And something else that matters
moreWe’ve taught you how to think.”
--Hooray for Diffendoofer Day! By Dr. Seuss
55. Hoyt, Linda. 2002. Make it Real. Portsmouth, NH:
Heinemann.
Moore, Sharon. 2004 Conversations in Four-Blocks
Classrooms. Greensboro, NC: Carson-Dellosa Publishing,
Inc.
Richardson, Jan. 2009. The Next Step in Guided Reading.
New York: Scholastic Inc.
Seravallo, Jennifer. 2007. Conferring with Readers.
Portsmouth, NH: Heinemann.
