Assistant Director ELA
St. Clair County RESA
Review Mini Lesson
Discussion of Homework: Article –
Assessing Adolescents‟ Motivation to
Join room 980994
Type response to question:
What did you find was the most
valuable piece of information for
you in the chapter?
Small Group Review
Daily Reading Process
Mini-lesson: teacher modeling and explanation
independent practice accompanied by feedback
application of the strategies in real reading situations
Dr. Pearson emphasizes that comprehension instruction must
be embedded in texts rather than taught in isolation through
Why Guided Reading?
Guided reading helps
students to understand
particular texts and to
use a range of reading
and thinking strategies
on other texts.
Guided reading enables
monitoring of students‟
which helps to prevent...
“Reading instruction is most effective when
teachers actively monitor students as they
are reading by „cueing children to use their
knowledge of words to decode unknown
words in context‟ (Clay, 1993) and assisting
them in recognizing and correcting miscues”
(Garan, 2007, p. 209).
Allows children to feel successful in reading.
Basals are full of excerpts so children do not
always get the full story.
Both NRP and Duke and Pearson (2002) agree
that explicit teaching, including an explanation
of what and how the strategy should be
used, teacher modeling and thinking aloud
about the strategy, guided practice with the
strategy and support for students applying the
strategy independently are the steps needed to
effectively teach any comprehension strategy.
Comprehension is what it‟s all about!
Reading comprehension – and how to teach it
– is probably the area of literacy about which
we have the most knowledge and the most
It is also probably the area that gets the least
attention in the classroom.
The number of adults that are classified as functionally
illiterate increases by about 2.25 million each year.
One child in four grows up not knowing how to read.
44 million adults in the U.S. can't read well enough to read a
simple story to a child.
21 million Americans can't read at all, 45 million are
marginally illiterate, and one-fifth of high school graduates
can't read their diplomas.
43 % of those whose
literacy skills are
lowest live in poverty.
Two-thirds of students
who cannot read
proficiently by the end
of the 4th grade will
end up in jail or on
90% of welfare
recipients are high
70% of America's
prison inmates are
illiterate and 85% of
all juvenile offenders
When the State of
Arizona projects how
many prison beds it
will need, it factors in
the number of kids
who read well in
16 to 19 year old girls
at the poverty level
and below, with below
average skills, are 6
times more likely to
children than their
When Using Guided Reading
Students have a
high accuracy rate
in reading when
level text is chosen
provided with the
The focus of
reading shifts to
Students have the
opportunity to apply
strategies with the
guidance and support
of their teacher and
reading strategies, as
modeled by their
teacher and peers.
Where do I begin?
One of the first and most important things to be aware of is that Guided
Reading is very different from traditional reading instruction. In order to be
successful you must have an open mind and be willing to change.
Understand that you will probably have to try several different ways of
incorporating Guided Reading in your classroom to find the most effective
Guided Reading setup that works for you and your students.
Realize the importance of scheduling and routine. Without being able to
stick to your new routine / schedule, it will be very difficult to implement
Guided Reading and stick with it.
Realize that Guided Reading takes more preparation than typical reading
instruction. If you put the time in to prepare ahead of time things will run
much more smoothly and your kids are destined for success!
Identify the amount of time you are going to set aside for Guided Reading
each day. Each group should meet for approximately 20 minutes.
Set up a weekly schedule for the days you plan on meeting with each of
Decide how many reading groups you will have in your class.
Remember, these groups should be very close in reading level/ability.
One key factor in setting up your groups is keeping numbers small. If
you get more than five or six students in a group, you are likely not
meeting the needs of individual students.
Identify what the other students will be doing during Guided Reading.
(Centers, focusing on other literacy skills, etc.).
Determine how you will assess student learning and growth in reading
groups and during independent center activities.
Various models of Guided Reading
Take time with
your group to
Decide on the
model you would
like to use
Identify pros and
cons of each
From the basal
Students are reading
of a reading program
Refer to the Essential Elements of Guided Reading Handout
Why Can‟t I Just Use The Basal?
Focuses on teaching isolated skills, rather than
fostering an enjoyment and appreciation of reading
for its own sake.
More time is spent on the supplemental worksheets
than on actually reading authentic texts.
Many times teachers read the story to the students
or play the tape as the students follow along
because the text is too difficult for many to read
The quality of the literature works are chosen
mainly to allow skills practice and may not be
particularly meaningful, authentic, or interesting.
But if you must…
Harcourt can be the foundation
Works best for on-level students
Struggling readers and advanced readers need more or
All readers need real literature
Key: look at needs of students
○ Will be expanding
○ Appreciate suggestions for reading materials
Cover the same skills with the leveled readers
Use the strategies/skills for your mini-lessons
Question: What do I do about
worksheets and workbook pages?
little as possible
Three criteria for a good
1. Must involve
2. Majority of my
class (80%) must
be able to do it
3. Students must
need work on
Plan a Mini-lesson:
With your table groups, prepare a minilesson to teach.
What skill/strategy will you teach?
How will you engage students?
How will you teach the skill/strategy?
How will you be sure your students are
applying the lesson independently?
Present brief overview of lesson to group
Each day you will start your literacy block with a 10 -15
minute mini lesson. For this activity, you will pick a
shared reading book, article, or poem that focuses on
a specific reading topic. Your mini lesson will have the
same focus for your entire class and will be taught in a
whole group setting.
Possible Mini Lesson Topics:
• Choosing just right books.
• Making predictions before
•Introducing and discussing
• Introducing literary
• Self questioning
• Identifying and practicing
specific reading strategies.
•Cause / Effect
•Making connections with the
• Constructing mental
• Identifying the main idea of
the story, passage, or poem.
Choosing the Right Book
Choose a book that is at your target audience‟s „Instructional Level.‟
• 89% and less
Select a text that will challenge the reader a little, but will allow them to
be successful with the instructional scaffolds you provide them.
Key Points for Thinking Aloud:
Select text with attention to modeling options
Preview text to locate possible think aloud points
Be precise about why you‟re thinking aloud
Be precise about when you‟re thinking aloud vs.
Limit think aloud focus to one strategy (unless
the purpose is to build on strategies previously
Be clear about how being metacognitive helps
Be clear that students will be expected to be
metacognitive in the same way in their own text
Guided Reading FAQ Video
Essential Elements of Guided
•Children at the same
consist of 3-8 students
•Every day for 20-30
minutes per group
How big can the
How often do we
Who meets with
What can the
be doing now?
readers/belowlevel groups (every
meets with EVERY
Work with groups
groups (4 days)
students as they
Advanced/abovelevel groups (7-8)
level groups (every
readers/belowlevel groups (3-4)
Help students as
they work at
-Selects appropriate text.
-Prepares an introduction to the
-Previews some challenging
word patterns, vocabulary, and
concepts that are present in the
-Focuses on a particular skill or
-Occasionally creates extension
activities to improve
fluency, decoding, and
- “Listens in” to what students
-Interacts with individual
students to address specific
-Observes student strategy use
and takes anecdotal notes.
-Confirms student‟s problemsolving attempts and their
success using a particular
- Facilitates a discussion on
-Assess student‟s response
to what they read.
-Returns to the text to point
out one or two teaching
points that reflect the main
purpose of the lesson.
-Points out strategies used
by students during their
-Use prior knowledge to make
predictions about the story.
-Engage in conversations about
the story with their teacher and
-Review strategies to assist
them in being a successful
-Listen to preview information
from teacher to improve
likelihood of success.
- Read text softly to self.
-Implement strategies to
improve decoding and
information, vocabulary, skill to
improve reading ability and
-Ask for help after using
-Retell the story in its entirety.
-Revisit portions of text that
were challenging and share
strategies used for success.
-Point out previewed
information as it was found in
-Engage in extension activities
to improve decoding skills or
comprehension of text.
Preview/ Review Vocabulary
Reread previous guided reading book (k-2)
Build sentences from a previous guided reading
KWL Chart , Thinking Map etc. to activate schema
Focus on Comprehension
Students read text
The comprehension strategy used
during guided reading should have
been taught to students, whole
group; during guided reading
students are able to practice the
strategy with teacher support and in
instructional level text.
The primary purpose of reading is to
obtain meaning from text. Even at
the K-2 level students need to be
reading to make meaning from text.
NOT ROUND ROBIN!
GOOD-BY ROUND ROBIN By Dr.
Timothy Rasinski and Dr. Michael
Exemplary classrooms provide:
Conversation about the texts students read
(Allington & Johnston, 2001)
Literate conversations mimic the conversations
real readers in the real world have about real
books they really want to talk about!
Conduct discussions with readers as
conversations – not interrogations.
Model types of connections readers make
(T-S, T-T, T-W).
Arrange for students to have literate
conversations in small groups.
Redo the ending of the story
Act out the story
Rebuilding/rereading sentences from text
Draw or write a response to the story
What are the other children
Fun Folder Activity
Carefully assign partners.
Decide how often you need to change
Decide where partners will meet.
Decide how to handle absent partners.
Decide how partners will read each
selection. (Variations in partner reading)
Make sure partners have a purpose for
Set a time limit.
Provide a “filler” for partners who finish
before the rest of the class.
Model the expected behavior.
Guided Reading Videos
5rl4&list=PL8D0AACAAD5AFF839 (2 min.
Guided Reading Organization - Heinenmann)
o7lvg (8 min. 3 grade lesson)
Fountas and Pinnell CD 1st chapter
Example guided reading lesson plan
Book: The Hungry Giant
Comprehension Strategy : Making predictions
Essential Question: How do I make predictions as I read?
Before: Create a prediction chart. Have students look at the cover of the book and make
predictions for the story.
Introduce vocabulary words: bommy-knocker and roared.
Choral read with students
1. On page 13 stop and have students revisit their predictions. Check to see if they
still think their predictions will be true.
Partner read with students
After: Revisit the prediction chart and have students compare the story ending to their
At your tables identify
if this was a good or
Work together to
identify the good and
bad components of
Prepare to write a guided reading lesson.
At your tables, select a guided reading
Work as a group to write an appropriate
guided reading lesson.
Be ready to explain the comprehension
strategy used, before, during, and after
activities with the group.
Read Research Base
for Guided Reading
as an Instructional
Approach and be
prepared to discuss.
Next time you come
bring a lesson plan
for a guided reading
A particular slide catching your eye?
Clipping is a handy way to collect important slides you want to go back to later.