Guided Reading Material

Guided Reading Overview Definition Making the Most of Guided Reading According to Fountas and Pinnell, guided reading is an instructional setting that • Ensure that the heart of each guided reading enables you (the teacher) to work with a is actual reading and practice. Commit at least 2/3 of small group of students to help them total guided reading time to actual reading practice. learn effective strategies for processing Never do anything that isn’t aimed directly at the goal of text with understanding. The purpose of independent reading. guided reading is to meet the varying • Let students’ needs drive instruction. When your instructional needs of all the students in guided reading groups meet, keep students’ individual your class, enabling them to greatly goals on the front burner. Don’t deviate, and give them expand their reading powers (p.189 - time to mature the skill. 191). Keep in mind, guided reading is • Highlight the three top needs in your class, integrate only one piece of a literacy program. and repeatedly focus on them throughout the day, no matter what you are teaching. Guided reading gives students the • When teaching independent reading strategies: opportunity to read at their just right level, • model it; which means that the books provide them • when the class reads together, ask “does that make with a moderate challenge. They are sense?” and show them what to do when it doesn’t; grouped with students who are similar in • remind students to ask the same question when they ability, needs, and strengths. Instruction read independently; is then finely tuned to meet the needs of • explicitly describe to students the strategy you used. particular students. • Dissolve and create new groups whenever students’ needs change. http://www.educationworld.com/a_curr/columnists/miller/miller011.shtml Suggested Mini-Lessons • Story Elements Suggested Centers • Vocabulary • computers (work on typing skills, research, type • Sequencing reading letter) • Character Development • poetry (copy poem into book and read it aloud in • Predicting whisper phones or to friend to practice fluency and • Fluency expression) • Decoding Strategies • magazines (read the current Weekly Reader or Time • Making Connections (personal, to For Kids magazine and complete corresponding another text, to the world) worksheet) • Inferring • spelling (practice spelling words using magnetic • Summarizing letters or a tray of sand for example) • Analyzing • writing (free creative writing) • Critiquing • buddy reading • Skimming and Scanning • word (activities such as making words) • Retelling • overhead (create words on the overhead or find • Word Meanings rhyming words in poems) • big book (find word wall words) Visit Jen’s site to learn more: • read the room (some students can find simple words http://www.oncboces.org/webpages/jfarr Click Curriculum Resources > ELA Resources > while others are looking for multi-syllabic words) Reading Resources

Suggested Reading Activities Grades 3-6 – page 1 Facts Questions Responses (FQR) Purpose: This strategy helps readers reflect and glean important information and deepen understanding through questioning. Procedures: 1. Read an informational text 2. Write down any facts that you learned, questions you have, or responses on a sticky note 3. Make a three column chart (labled Facts, Questions, Responses) and put the sticky notes into their column. 4. Reflect on the questions. Were some of them answered in the text? In your head? or do you need to do some further research? Materials needed: Chart paper, sticky notes Very Important Points (VIP) Purpose: The purpose of this strategy is to support readers in their efforts to navigate through the text reflection on key points or ideas, making connections, and clarifying understanding. Procedures: 1. Provide each student with sticky notes cut into strips. 2. As the children read have them mark the text to indicate very important points. These important points can consist of points of interest, confusion, or a place where the student remembered a connection. 3. At the end of the reading have the students meet in pairs of a small group and discuss the VIP's they selected. 4. For a higher level activity you can have them come to a consensus about the VIP's for a particular section. Materials needed: Sticky notes cut into strips for each student. Title: Read, Cover, Remember, & Retell Purpose: This strategy supports readers by stopping them frequently to THINK about the meaning. Procedures: 1. Read only as much as your hand can cover. 2. Cover the words with your hand. 3. Remember what you have just read. It is okay to take another look. 4. Retell what you just read inside your head or to a partner. Materials needed: Reading materials

Suggested Reading Activities Grades 3-6 page – 2 Two Word Strategy Purpose: The two word strategy is used to help students synthesize information. Procedures: 1. Have your students read a thought provoking section. 2. After reading ask your students to be silent and then write only two words (not in a phrase) that reflect their thinking about the passage. 3. After selection their words, students turn to someone close and read their words, telling why they chose them and explaining how they relate to the story and/or their personal lives. 4. Create a class list of these words. As each word is added and the rationale for selection is shared, a richer understanding of the selection begins to surface. Materials needed: Books and chart paper or chalk board Interactive Journals-Emergent Writers Purpose: Interactive journals provide a wonderful opportunity for students to reflect on their reading, build on their understanding and share opinions and observations with other students. Procedures: 1. Each student draws and writes about a story or learning experience using one half of the paper. 2. Partners talk about their drawing, their writing, and their reflections. 3. Partners trade papers. 4. Using the second section on their partner's paper, each student draws and writes a response to their partner's work. This might take the form of adding information, voicing a shared thought about the story or something else. 5. Partners meet in larger groups to talk about their shared drawing and writing. Materials needed: Piece of paper folded in half. Mini Fluence lessons Purpose: Mini lessons that will help with fluency. Procedures: 1. When you read, make it sound like talking. 2. Partner the children at a guided reading level. Both children have a copy of the text. The assignment is to have each child read silently one page at a time. At the bottom of each page, they write a question they have learned from the reading. After both partners have written a question and made eye contact, they discuss the question. 3. When you read, make it sound like talking. 4. Partner the children at a guided reading level. Both children have a copy of the text. The assignment is to have each child read silently one page at a time. At the bottom of each page, they write a question they have learned from the reading. After both partners have written a question and made eye contact, they discuss the question. Materials needed: Each student needs a paper folded into fourths.

Suggested Reading Activities Grades 3-6 page – 3 Interactive Journals--More Fluent Writers Purpose: Interactive journals provide a wonderful opportunity for students to reflect on their reading, build on their understanding and share opinions and observations with other students. Procedures: 1. Students gather in teams of three. Each team member has his or her own paper and pencil. They need to know that there will be an audience for their writing as other members of their group will read and respond to what they write. 2. All students begin writing and reflecting in quadrant #1. Their writing might be stimulated with questions such as, "What is the most important thought to remember about the Civil War?" "What personal connections were there for you?" 3. At a predetermined signal, have the students pass their papers within their group of three. They now are holding someone else's paper. The task is to read what is written in quadrant #1 and then respond in quadrant #2 with additional thought, reflections, or shared feelings. 4. The students pass their papers one more time. This time they read #1 and #2, then respond in #3. 5. All papers return to their original owners. The owner of the paper reads all responses and then reflects in quadrant #4. This self reflection might include thoughts such as…"Do I still feel 6. the same as I did in quadrant #1?" "Did I learn anything new?" "What lingering questions do I have?" Materials needed: Each student needs a paper folded into fourths. http://www.oe.k12.mi.us/balanced_literacy/guided_reading.htm Prompts to Support Strategies To support the control of early reading behaviors To support searching for cues • Read it with your finger MEANING • Do you think it look like __________? • Try that again. • Did you have enough words? • You said__________. Does that make sense? • Did it match?( • Look at the picture. • Did you run out of words? • What might happen nest, in the story? • Read that again and start the word • Did that make sense? To support self-monitoring behavior • What would make sense? • Why did you stop? • Try __________, would that make sense? • It could be __________, but look at ________. STRUCTURE • Where's the tricky work? (after error) • Does it look right? • Try that again. • Can you say it that way? • Were you right? • What would sound right? To support Cross-checking • Try __________. Would that sound right? • Check the picture. VISUAL • What could you try? • Does it look right? • Try that again and think what would make • What do you expect to see at the beginning? at the sense? end? • Do you know a word that starts with those • Do you know a work like that? letters? Ends with those letters? • What does it start with? Can you say more than • Check it. Does it look right and sound right to that? you? • What do you know that might help? • What part do you know? To Support Self-Correction • What do you know that might help? • You're nearly right. Try that again. To support phrased, fluent reading • I liked the way you worked that out. • Put your words together so it sounds like talking. • You made a mistake. Can you find it? • • Something wasn't quite right.

Guided Reading Idea- "Book Club" Groups Originally posted at: http://www.wfu.edu/education/fourblocks/block1.html For book club groups, the teacher selects three or four books, tied together by author, genre, topic or theme. After reading aloud the first chapter or several pages of each book to the children or previewing the pictures with them, the teacher has children indicate their first and second (and third if there are four books) choices for which book they would like to read. Whenever possible, in choosing the three or four books, we try to include one that is easier and one that is harder. If children who are struggling choose the easier book as any of their choices, they are put in the group that will read this book. If the more advanced readers choose the harder book for any of their choices, they are put in that group. (We don't tell the children that some books are harder and easier!) Each time we do book club groups, the groups change and while we do consider the reading levels and choices of children when assigning, the groups all have a range of readers and are not ability groups. Once book club groups are formed, they meet regularly to read and discuss the book. The teacher rotates through the groups giving guidance, support and encouragement. Each day the groups report to the whole class what has happened or what they have learned in their book so far. Here is an example using four informational books, Cats, Wolves, Sharks and Sea Turtles by Gail Gibbons (Holiday House). Because cats is a familiar topic for most children and because there is less text on the pages, Cats is an easier book than the other three. Sea Turtles is a little harder than Wolves and Sharks. The teacher begins the Guided Reading Block today by telling the children that she has found four wonderful informational animal books. One at a time, she shows the cover of each book and lets children tell what they know about each animal and some of their personal experiences with them. Using only the cover, she gets children thinking about what they know and about what they might learn. She then tells the children that they only have this week to spend on these books and they only have seven of each. They will not all be able to read all four books but they will read one book and hear about the animals in the books the other groups are reading. Next, she hands them an index card and asks them to write their name and the numbers 1, 2 and 3 on the card. She then explains that she is going to give them 20 minutes to preview the books--five minutes for each book. At the end of the 20 minutes, they will return to their seats and write down their first, second and third choices. She places all the copies of each book in the four corners of the room. She then divides the class into four random groups and sends a group to each corner. She sets her timer for five minutes and tells the children that when the timer sounds, they must move to the next corner and the next group of books. For the next 20 minutes, the children are busily trying to read as much as they can and look at as many pages as they can. Every time the timer sounds and they have to move, they groan and complain they haven't had enough time. The teacher sympathizes but tells them this is not the time to study these books but only to decide which ones they most want to read. When the 20 minutes is up, the children return to their seats to make their choices. It isn't easy! Most protest that they want to read them all! They have trouble deciding which is their first choice and which is their second choice. The teacher tells them not to worry too much about the order of choices because she can't guarantee they will get their first choice--or even their second choice. There are only seven copies of each and the groups need to be about the same size. "I promise I will give you one of your choices and I will try to give you your first choice but I can't promise that!“ After school, she looks at all the cards. First, she looks at the cards of the struggling readers. Four of her five struggling readers have chosen Cats as one of their choices so she puts them in the Cats group along with two more able readers who have also chosen Cats. One struggling reader did not choose Cats but he chose Sharks as his first choice and she puts him in the Sharks group. Next, she looks at the choices of her most able readers. Five of these have chosen Sea Turtles and she puts them along with one fairly able reader in the Sea Turtles group. She puts the other children in groups according to their choices and evens out the numbers. (continued on next page)

Guided Reading Idea- "Book Club" Groups, continued She takes four sheets of chart paper and heads each with the name of one of the books and the names of the children in that group. She then divides the chart into three columns and heads them K-W-L. She stars the name of the child in each group who she has chosen to do the writing on the KWL chart and be the leader of the group. She places the charts along with the books in the four corners. She uses large paper clips to clip together the pages in the last two-thirds of each book so that students will not read beyond the first ten pages on the first day. When the children come in the next morning, they immediately find their names on the charts and know which book they will read. Some are disappointed that they didn't get their first choice. The teacher sympathizes but points out that she was able to give them one of their choices. She also tells them that she will be able to keep the books in the room for one more week after this week and they can read the others during self selected reading if they choose. At Guided Reading time, the groups go to their corners and the teacher orients them to how they are going to work for the next three days. She has done many KWL charts with them so they know that you brainstorm things you know for the first column and things you want to learn for the second column. She gives markers to the member of each group who she has chosen to do the writing and tells the children that the writer will also be the "teacher" and lead the group just as she does when they do KWL's together. She asks them to spend ten minutes putting things they know and want to learn in the first two columns. She explains that they will then have 20 minutes to read the pages in the first third of the book and add things to the L column on the chart. She sets her timer for ten minutes and circulates encouraging each group to list as much as they can in the first two columns. When the timer sounds, she tells them to finish writing what they are writing and then begin reading the book. They will read each two-page spread to themselves and then list things in the L column before going to the next two-page spread. As the groups work, the teacher goes around and helps them decide what to write so that they don't write everything in the book and reminds them how she writes the note they tell her when they do KWL's together. She begins with the Cats group and spend more time here. Even though there are three pretty good readers in this group, the four struggling readers need support and encouragement. She did, of course, make sure to appoint the writer and "teacher" in this group to be one of the more able readers and writers. At the end of 19 minutes, she signals them that they only have another minute and that they should finish writing what they are writing on the chart. One group has not gotten to the last two-page spread and she tells them they can begin there tomorrow and they will have to "move a little faster." The last ten minutes are spent with each group sharing with the other three groups what they have learned so far. On the next two days, the groups review what they have learned so far, add a few more questions to the "What they want to learn" column, read the final two thirds of the book and add to the "Learn" column. Each day ends with the groups sharing what they have learned. On the fifth day, the groups reassemble for the last time. Their task today is to read everything they have listed in the "Learn" column and then to each write the three most interesting things they learned and draw a picture to illustrate their new knowledge. The teacher gives them a paragraph frame to organize their writing. I learned a lot about ______________. I learned that _______________. I also learned that_______________. The most interesting thing I learned was __________________________. The children work busily to write and illustrate their paragraphs using both the books and the KWL charts. Because they know so much about their topic and have the chart and book support and the frame to help structure their writing, everyone writes good paragraphs. Samples of children’s writing Book Club groups are one of the favorite ways to organize Guided Reading once the children read well enough that you can find multiple books tied together in some way. It is also crucial that the teacher has modeled the formats the groups will use, in this example-- KWL charts and paragraph frames. Most teachers find that the children participate eagerly in their Book Club groups and that the books they didn't get to read are the most popular selections during self selected reading the following week. It is not unusual for children to read all three books their group didn't read. Because their knowledge of each book is greatly increased by the sharing, they are often able to read books at a higher level than they generally can.

Fixing Comprehension Proficient readers don't just plow ahead through text when it doesn't Proficient readers don't just plow ahead through text when it doesn't make sense - make sense - they stop they stop and use "fix-up" strategies to restore their understanding. One of the most and use "fix-up" rereadwith in order to repair meaning.students a important fix-up tools is rereading, variety of ways to text teachers demonstrating to strategies to restore their understanding. One of the most important fix- up tools is rereading.

Asking Questions Good readers ask questions while they read. Use Sticky notes (post-it notes) to stop, mark text, Proficient readers don't just plow notethrough text when it doesn'tread in - and ahead questions as you make sense they stop and use "fix-up" strategies to restore their understanding. One of the most important fix-up tools is your text book. demonstrating to students a rereading, with teachers If you are variety of ways to reread text handout (that your reading a in order to repair meaning. teacher says you can write on) underline text that puzzles you and write your questions in the gutters or margins of the pages.

Important Ideas With so many words to read, readers must sort through and prioritize information. Analyze everything from text features in nonfiction text like Proficient readers headings, ahead throughcues in it doesn't make sense - bullets and don't just plow to verbal text when novels like they stop and use "fix-up" strategies to restore their understanding. One of the most strong verbs. Looking for these clues can help you sift important fix-up tools is rereading, with teachers demonstrating to students a through variety of ways to reread text in order to repair meaning. and decide the value of different bits of information found in your reading.

Inferring Effective readers use prior knowledge about a topic and the information they have found in the text (thus far) to make predictions about what might happen next. Proficient readers don't just plow ahead through text when it doesn't make sense - they stop and use "fix-up" strategies to restore their understanding. One of the most When teachers is rereading, with teachers demonstrating to students a important fix-up tools demonstrate or model their readingreread text in order to repair meaning. variety of ways to processes for students through think-alouds, they often stop and predict what will happen next to show how inferring is essential for comprehending text.

Creating Mental Images Create mind pictures as you read. Visualize action, characters, or themes. Teachers use picture books with students of all ages, not Proficient readers don't just plow ahead through text whenread, but sense - necessarily because they are easy to it doesn't make because the lush and sophisticated they stop and use "fix-up" strategies to restore their understanding. One of the most important fix-up tools is rereading, with teachers demonstrating to students a art in these bookstocan text in order to repair meaning. variety of ways reread be a great bridge for helping students see how words and images connect in meaning-making.

Synthesizing Information Synthesis combines elements of connecting, questioning, and inferring. With this Proficient readers don't just plow ahead through text when it doesn't make sense - strategy, you move from they stop and use "fix-up" strategies to restore their understanding. One of the most making meaning of the important fix-up tools is rereading, with teachers demonstrating to students a variety of ways to reread text in order to repair meaning. your text, to integrating new understanding into your life and world view. In a sense, synthesis means living through your reading.

O.W.L. Strategy Observe Proficient readers don't just plow ahead through text when it doesn't make sense - they stop and use "fix-up" strategies to restore their understanding. One of the most important fix-up tools is rereading, with teachers demonstrating to students a variety of ways to reread text in order to repair meaning. Wonder Link it to your life

CONTENT As you read ask yourself: • What topic(s) does this book or chapter describe? Expository • Is the information easy for me to understand? Why? • What facts do I like learning about the most? Why? • What information would I like to share with someone else? • Would I like to read more books about this topic? Why? • What else would I like to know about this topic? How can I find this out? ACCURACY As you read ask yourself: • Who is the author? What qualifies the author to write this information? Expository • What would I ask the author if I ever met him or her? • What kind of research did the author have to do to write this information? • Does this book provide recent information? Is there a better source of information? • Give some examples of specific clue words the author uses that let me know he or she is stating an opinion or a fact. As you read ask yourself: • Do I understand what the author is saying? What information is the easiest to STYLE Expository understand or the hardest to understand? Why? • Would I like to learn more about this topic? Why? • Would this book or information be different if it were written 10 years earlier? • By reading, did I discover anything that could help me outside of school? • Is this book like any other book I have ever read? How is it alike or different? Which one do I like better? Why? ILLUSTRATIONS As you read ask yourself: Expository • Did the author include illustrations with the book? • Are the illustrations helpful or not helpful? Why? • What illustrations or pictures are the most interesting? • What could the author have done to make the information easier to understand? As you read ask yourself: How is the information in this book, chapter or passage presented? STRUCTURE • Is the information given in a specific order such as: in order of the times things Expository took place or in order of how something must be done? TEXT • Is the information given in list format? • Does the author compare something or tells how things are different? • Does the author tell what causes something to happen and then tell how that affects something? • Is a problem and solution to the problem described? • Does it have a main idea or topic and details to support the idea or topic?

As you read ask yourself: CHARACTERS • Who are the main characters in the story? • Do I like or dislike them? Why? • Who is the most important character in the story? Why? • Do any of the characters change in the story? How? • Does a character do things that are good or bad? What kind of things? As you read ask yourself: • Where does this story take place? SETTING • What is the place like? • When did this story take place? How do you know? • Is there anything I can tell about the setting even though it does not say it directly? For example: I know it is winter if there is snow on the ground. As you read ask yourself: PLOT • What are the main things that have happened in the story? • Can I guess what is going to happen next? What clues can I use? • What would I have done differently if I had been one of the characters? As you read ask yourself: MOOD • What are the main things that have happened in the story? • Can I guess what is going to happen next? What clues can I use? • What would I have done differently if I had been one of the characters? As you read ask yourself: • What special words does the author use to help me see the story? STYLE • What pictures did the author leave in my mind? • What do I like about the way the author has written the story? • What do I dislike about the way the author has written the story? THEME As you read ask yourself: • Why did the author write this book? • Is there a message in this story? What is the message?

AUTHOR As you read ask yourself: • What is the author trying to tell me in this book? • What did the author have to know to write this book? ILLUSTRATIONS As you read ask yourself: • Who is the illustrator? • Do I like the illustrations? Why or why not? Extras…. As you read ask yourself: CHARACTERS • Who are the main characters in the story? • Do I like or dislike them? Why? • Who is the most important character in the story? Why? • Do any of the characters change in the story? How? • Does a character do things that are good or bad? What kind of things? As you read ask yourself: • Where does this story take place? SETTING • What is the place like? • When did this story take place? How do you know? • Is there anything I can tell about the setting even though it does not say it directly? For example: I know it is winter if there is snow on the ground. As you read ask yourself: PLOT • What are the main things that have happened in the story? • Can I guess what is going to happen next? What clues can I use? • What would I have done differently if I had been one of the characters?

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Guided Reading Material

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Guided Reading Material — Document Transcript