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Shared reading & guided reading tx 2012
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Shared reading & guided reading tx 2012


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  • 1. 4/19/2012 Then and Now! Back Then… Reading & Literacy Lessons for • When did you start working with students with Students with Significant Cognitive significant disabilities? Disabilities • What “happened” in your classroom? • Did you have access to any published curricula? National Paraeducator Conference Austin, Texas March 2012 • Did you have a copy of your State CORE Curriculum? • What about “accountability”? 4/19/2012 4/19/2012 1 2 Paraeducators!! To meet theNow…Times have changed changes• What are current “expectations” for teachers of students with significant cognitive disabilities?• Do you have access to published curricula? • Engage students in active• What about the Core Standards? participation and learning – Does your state have alternative Core standards? – Do you know about them? • Maximize teaching & support – Use them? time• What “accountability” is in place? – Building, District? – State, Federal? • Minimize “down time” 4/19/2012 4/19/2012 3 4 1
  • 2. 4/19/2012 Teachers: Creating/Designing LessonsRise to the Occassion!! • Use your planning time wisely – Use lesson planning templates – Identify learning targets based on students’ IEPs and on the Alternate Core Curriculum• Plan ahead! • Create and use “student procedures” – Have materials & supports ready – What students do & how they do it• Take advantage of support opportunities – What staff does to support student procedures• Student Engaged Time • Create and use “instructional routines • What teacher/staff does and how – Actively responding or participating he/she does it in activity, lesson, learning • Create and use “staff procedures” – What teacher/staff does and how he/she does it • Use these procedures & routines 4/19/2012 across any, most subject area! 5 6 The Challenge of Literacy Literacy Lessons for SWSD Instruction for SWSD• Special educators are required to teach based on • Read with a purpose! standards while implementing IEPs• Must meet the grade-level or Alernative CORE Standards • Identify Instructional Targets based on students’ IEP and on the Alternate CORE• Translating the standards into measurable, meaningful objectives for individual students. – Alternate Assessment goals• Find supports, materials, coordinate efforts – Other IEP goals• In order to accomplish this task, goals & standards MUST be transferred into a plan for instruction! (Smith, DeMarco, Worley 2009) 4/19/2012 7 8 2
  • 3. 4/19/2012Do you know how to find your What are Utah’s Extended COREState’s Alternate CORE Curriculum? Standards in Language Arts (LA)? • Elementary • Go to your state’s Department of Education – Oral Language “home” page – Concepts of Print • Use key words to search – Phonological, Phonemic Awareness – Alternative Academic Standards – Phonics & Spelling – Extended Curriculum Standards – Comprehension • Includes summarize, make predictions, identify characters and events, sequence, main topic, summarize key ideas – Writing 4/19/2012 4/19/2012 9 10 What are Utah’s Extended CORE What are Utah’s Extended CORE Standards in Language Arts (LA)? Standards in Language Arts (LA)? • Grades 7 & 8 • Grades 9 & 10 – Vocabulary – Vocabulary – Comprehension • Suffix & prefix • Text features – Text features • Bolded words, headings • Bolded, headings • Retell & summarize – Retell, summarize – Writing – Writing • Retell, summarize, write a narrative, • Connect to self (1 connection), revise and edit write a narrative or autobiography, – Inquiry revise & edit • Decide a topic, ask questions, – Inquiry stay on topic, learn turn taking 4/19/2012 4/19/2012 11 12 3
  • 4. 4/19/2012What are Extended CORE Where are Alternate Standards Going???!!Standards in Language Arts (LA)?• Grades 11 & 12 • National Alternate Standards (Essential Elements) – Vocabulary being developed right now!! – Text features • Leading to National Alternate Assessment!!4/19/2012 4/19/2012 13 14Two Powerful Strategies/Routines What is shared reading?to Teach Literacy Concepts • Small group with adult reading out loud with beginning readers• Shared Reading • Teaching concepts and strategies that students need to learn if they are going to become readers • The GOAL: is for students to gradually take on more responsibility while reading by turning pages, saying repeated lines, asking questions,• Guided Reading commenting. It is NOT about answering “wh” questions. It is about understanding what reading is all about!4/19/2012 4/19/2012 15 16 4
  • 5. 4/19/2012 Instructional TargetsWhat is shared reading con’d for Shared Reading• It’s about building background knowledge, • Turn the pages at the right time important language skills (e.g. vocabulary, • Say the words in your head syntax), print awareness and letter knowledge • Learn how the words are written on a page • Talk about the pictures• Based on rich interactions with students and • Point to the words while I say them explanations of what is happening in the text • Act out some of the pages (props) • Show me your favorite part• Different from guided reading, you are interacting with the student on almost every page • Show me a part you don’t like4/19/2012 4/19/2012 17 18Instructional Targets con’d Instructional Targets con’d• Listen for when it’s your turn to read (repeated lines on a nursery rhyme) • Talk about words that rhyme or• Talk about things you know sound the same• Show me something want to learn more about• Be an author and add some pages • Talk about words that start with the same letter• Pick a part you want to share with a friend• Pick pictures in the book and talk about them (velcro props/pictures)• Pick out words to clap4/19/2012 4/19/2012 19 20 5
  • 6. 4/19/2012Specific tasks for the teacher Specific tasks con’dduring shared reading include:• Make reading an enjoyable activity so that • Support participation through the use of props and students will want to do it again and again puppets and through the use of repeated lines on• Model how to make sense of books ACC systems• Model concepts about print (e.g. page turning, left • Expose students to a variety of different to right, top to bottom, speech-word match, simple texts, such as, storybooks, punctuation) informational text, poetry,• Relate to students’ experiences to the text jokes/riddles. Talk about different features of the texts• Attribute, meaning to the students’ attempts in order to support meaning and making • Promote interactions4/19/2012 4/19/2012 21 22Before Reading Follow-up/ending• Introduce a book to build active background • After reading, it’s important to go back to the knowledge and to set a purpose purpose you’ve set • The main goal is the help students understand• Relate to students’ personal how they achieved the purpose experiences you set while they were reading!4/19/2012 4/19/2012 23 24 6
  • 7. 4/19/2012 What are some shared reading activities? • Big books, predictable books, books with simple, clear text and pictures, social stories • 75/Department/Literacy/AdaptedBooks4/19/2012 4/19/2012 25 26Shared Reading Lesson PlanTemplate4/19/2012 4/19/2012 27 28 7
  • 8. 4/19/2012 GUIDED READING4/19/2012 4/19/2012 29 30 Guided Reading • Guided reading is an opportunity for students to learn and use strategies for comprehension in small or large groups • The teacher “guides” students to use strategies to make sense of text4/19/2012 4/19/2012 31 32 8
  • 9. 4/19/2012 “Routine” for Guided Reading Lesson• Students focus on: – The meaning of the story • Before Reading – Sequencing story events – Character development • During Reading – Application of various strategies to problem solve when questions arise • After Reading 4/19/2012 4/19/2012 33 34Before Reading:• Introduce the book During Reading:• Vocabulary Review • Reading individually or simultaneous oral reading• Picture walk (not choral reading) or teacher read• Connect student’s prior knowledge• Target the skill/strategy that is the • Teacher guides the use, points focus for the lesson out applications of identified – Story sequence/retelling strategies – Identifying sight words, vocabulary, unknown words – Main character, traits – Main events, ideas 4/19/2012 4/19/2012 35 36 9
  • 10. 4/19/2012After Reading:• Discussing reading process & problem solving strategies• Comprehension questions GUIDED READING LESSON – Cloze – Sentence strips PLAN TEMPLATE – pics• Sequencing & Retelling – story boards – Sentence strips• Main character, traits – Compare to self, to text, to other story characters, to world – Graphic organizers• Main idea, topic – Graphic organizers 4/19/2012 37 38 4/19/2012 GRAPHIC ORGANIZERS 4/19/2012 4/19/2012 39 40 10
  • 11. 4/19/2012 4/19/20124/19/2012 41 424/19/2012 4/19/2012 43 44 11
  • 12. 4/19/20124/19/2012 4/19/2012 45 464/19/2012 4/19/2012 47 48 12
  • 13. 4/19/2012Resources for books:• School media center• Grade level reading lists• “Leveled” readers4/19/2012 4/19/2012 49 50 Summary: • Reading & Literacy for SWSD should be based on State (or National) Standards! • Find out what your state’s standards are and how to locate them! • Shared reading: Students actively participate to understand the purpose of reading • Guided reading: Students actively participate to apply strategies for comprehending text4/19/2012 4/19/2012 51 52 13