Separation of Lanthanides/ Lanthanides and Actinides
CKEC Summer2014 guided readingbreckenridge
1. Good Morning!
• Did you sign in and get refreshed?
• Are you sitting at a table marked with your
Grade Level? ( if work across grades pick one)
• Did you pick up you learning packet for the
day?
• Did you greet your table mates?
• Do you have your Jan Richardson Book?
2. Using Small Group Guided Reading to
Differentiate Instruction
The Next Step in
Guided Reading
3.
4. Road Map for the Day
Preparing for DI in
Guided Reading
Assessments and
grouping
for
Guided Reading
Strategic Teaching in
Groups
7. Characteristics
• Each group is differentiated based on students
current need.
• Each learner is engaged with the whole text.
• Books are selected based on student needs.
• Teachers focus on strategic actions of readers.
8. • Focus is critical thinking, comprehension and is
grounded in the text
• Writing or discussing text
• Explicit instruction in vocabulary, phonics or
word work. (Reading Foundational Skills
Standards)
Characteristics
9. Road Map for the Day
Preparing for DI in
Guided Reading
20. Students need to know:
– who to go to for help
– how to clean up
– how to decide who goes first
when working with a partner
20
21. • Practice, Practice, Practice Routines
• Make workstations doable
• Observation Chairs by Reading Table
• “What to do when I’m Finished” Box or Chart
• Signal when you are not to be interrupted
Limiting Interruptions
23. Road Map for the Day
Preparing for DI in
Guided Reading
Assessments and
grouping
for
Guided Reading
24. Research EvidenceStudents with reading difficulties who are
taught in small groups learn _______than
students who are instructed as a whole class.
(National Reading Panel, 2000)
24
a.More
b.The same
c.Less
30. • How should I group students?
• What text should I use with each group?
• What strategy should I teach next?
Jan Richardson “The Next
Step in GR”
Begin with Assessment
31. Emergent and Early Readers
Primary Assessments Information Provided
Letter ID (K-1) Known letters and visual discrimination
Sight Word List Known words and visual memory
Dictation Sentence Sound letter knowledge/ PA and letter
formation
Writing Sample Visual memory, PA, vocabulary, CAP
Running Record and Retell Reading Level and Strategies,
Comprehension
32. Transitional and Fluent Readers
(level I and up)
Assessment Information Provided
Running Record Reading Level, reading
strategies
Comprehension Questions Comprehension Abilities
Word Study Inventory Phonics skills
33.
34.
35. Form Differentiated Groups Based
on Assessment
• Keep group size small (5-8 students)
• Base small groups on instructional need with specific
instructional strategies in mind
• Be Flexible!
35
38. Road Map for the Day
Preparing for DI in
Guided Reading
Assessments and
grouping
for
Guided Reading
Strategic Teaching in
Groups
39. Making
Connections,
Review or Practice
Text Reading
Strategic Teaching
Points/ Revisiting
Text
Word Study
Vocabulary
Guided
Reading
Common Core
• Comprehension
• Foundational Skills
• Vocabulary
40. Strategies for Sustaining Reading
Reading Foundational Skills
• Emergent behaviors under control
– 1 to 1, Directionality, Concepts about Print, Letter Knowledge, Word
Knowledge
• Detecting and Correcting Error (monitoring)
• Searching for and Using Information
• Problem Solving New Words
• Adjusting to different types of text
• Maintaining Fluency
41. As children work through text they develop a network of strategies for
attending to different sources of information.
Structural
cues
Visual
cues
Meaning
Cues
42. Strategies for Expanding Meaning
• Predicting
• Making Connections
• Inferring
• Synthesizing
• Analyzing
• Critiquing
44. Planning a lesson
• Know the reading level of the group
• Choose your focus based on data
• Pick a book that matches reading level and will build
on processing strengths ( may be shared for Pre A)
• Read through the lens of your students
• Plan intro, word work or phonemic awareness and
teaching points
• Reflect: What did the students learn to do today that
they couldn’t do yesterday?
45. • Emergent Page 86
• Early Page 117
• Transitional Page 157
• Fluent Page 189
Get familiar with your Lesson
Description
50. Focus: Emergent A-C
• Concepts About Print
• Phonemic Awareness
• Building letter and sound
knowledge
• Building Sight word
knowledge
• Repetitive Patterns
• Strong picture support
• Sight words and letters
• Familiar concepts
53. Focus: Early D-I
• Monitoring and Decoding
• Searching for Information
• Fluency
• Retelling/Comprehension
• Language is familiar
• More text per page
• Dialogue
• Opportunities for word
analysis and decoding
• Some new vocabulary
• Story structure advance in
complexity
54.
55. Transitional Readers
• Cognitive actions essentially the same while processing print but
readers are applying them to more complex text.
– Require more background knowledge
– More variety of genre
– More mature ideas and themes, perspectives
– Sustain Comprehension
– Higher level decoding and fluency
56. Focus: Transitional: Above Level I (k-
1), J-M (2nd), J-P (3rd)
• Decoding
• Fluency
• Many multisyllabic and
unknown words
• Words should be in their
listening vocabulary
• Prefixes, Suffixes
• Few decoding challenges
• Interesting dialogue/fiction
57. Focus: Transitional: Above I
• Vocabulary
• Comprehension
• New concepts
• Fiction
• Few new or unfamiliar
concepts, ideas
• Comprehension Strategies
61. • Readers present strategies
• Readers interest and background
• The text complexity in relation to the current skills
• The text language and content in relation to background
knowledge
• Learning opportunities and instructional goals
Consider the Following When
Selecting Text
62. Select a Text for your Groups
Why did you choose this text?
63. “As a child approaches new
text he is entitled to an
introduction s that when he
reads, the gist of the whole or
partly revealed story can
provide some guide for fluent
reading.”
Marie Clay
72. Strategies are
• Unobservable
• In the head processes
• A complex “network”
• They allow the learner to use, transform,
relate, interpret and reproduce information
for communication