Gr for portal(1)

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Gr for portal(1)

  1. 1. Guided Reading
  2. 2. What is Guided Reading? “An instructional context for supporting each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty” (Fountas and Pinnell 1996).
  3. 3. What is the structure of a Guided Reading Lesson? 1. 2. Rereading of a Familiar text and Running Record of 1 student (Prior to the Lesson) Selection of a new text that will be just right to support new learning for the group---at the instructional level (1 level above independent…90-95% accuracy) 3. Introduction to the text to scaffold the reading for the learner but leaves some problem solving for the reader to do. 4. Reading the text. Students read the text softly or silently. If students are reading orally the teacher may interact briefly to teach for, prompt, or reinforce strategic actions. 5. Discussion of the text. The teacher invites student to discuss the text, guiding the discussion and lifting the students’ comprehension. 6. Teaching Points. The teacher makes explicit teaching points, grounded in the text, and directed toward expanding the students’ strategic actions. This is based on what the students do during the first reading. 7. Word Work. The teacher provides explicit teaching to help student become flexible and efficient in solving words. 8. Writing about Reading. This usually happens every other lesson and extends students’ understanding of the text and reinforces Common Core Standards. This can be done away from the Guided Reading Table. *Adapted from Fountas and Pinnell Guided Reading
  4. 4. What do I need to do to prepare for a Guided Reading Lesson? • Form Groups of your students based on levels and determine Instructional Levels. • Select texts for your students to read. • Read the texts and plan for questions, text based responses (every other lesson), determine words that you would like to practice with the students before the lesson, plan your introduction. • Create a schedule for when you will meet with groups. • Prepare differentiated independent learning activities for the other students that are based on student needs.
  5. 5. What does a Guided Reading Lesson Look Like? • Video • Questions: • What did the teacher do before the lesson, during the lesson, and after the lesson? • What were the goals of the lesson?
  6. 6. Guided Reading and MIL Video https://www.teachingchannel.org/videos/guided-readingdifferentiation-system?fd=1
  7. 7. What are the other students doing? • Managed Independent Learning or Reading Workshop that is differentiated based on student needs that you have determined during Guided Reading or in other areas of the reading block. • Basic Centers include but are not limited to: Reading, Writing, ABC/Word Work, Listening, Fluency/Poetry, Writing about Reading • Not every child should be doing the same activity even if it is the same center, these should be literacy experiences that reinforce what kids need to know.
  8. 8. Planning A Guided Reading Lesson • Examine 1 Reading Level Description in the Continuum • Select a text based on the text gradient located on the level page. • Select the book based on reader needs and interests • Read the book • Look for any words or phrases the students may need support with and note them as well as the page numbers • Decide what the entire book is about and any key features you may want to highlight for the students. “Today we are going to read a book about a boy named Tom and what happens to him on his way to the store. Let’s take a look at some of the pictures. Good readers look at pictures to help them better understand the meaning of the story and to also solve words. Let’s read to find out…”
  9. 9. Planning continued • Are there any teaching points you want to reinforce based on what the students are demonstrating in other areas of the reading block or from other readings they have done? 11, getting the mouth ready, look across the word, checking for meaning, etc. • Write out your introduction as well as 3-4 questions you may want to ask the students as they read to guide thinking. • The Prompting Guide can help with this as well as what to do when they come to parts they do not know…Take a look at Prompting Guide 1 and 2…how can these help?
  10. 10. Word Work and Writing About Reading • These happen after the lesson and are based on what you see and hear the students doing or want them to get better at. • They are optional but you will most option choose one of these to wrap up your lesson. • Text based Response Questions • Word Study from words they are struggling with or the group’s Word’s Their Way Sorts
  11. 11. How often do I regroup students? • Often! When students demonstrate mastery of a level as indicated by characteristics at that level it is time to move them up! The goal is to continuously increase the levels of challenge for the students, if the texts are too easy for students we are not helping them to grow strategically.
  12. 12. Planning Time! • Plan your first lessons for the students in your room. • Create a schedule and select texts for next week. • Create a system for managing your records and plans (these can be in your data binder) • Questions?

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