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Para Reading PD

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Para Professional PD

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Para Reading PD

  1. 1. GUIDED READING PARAPROFESSIONALS YALE PUBLIC SCHOOLS 2015-16 Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer
  2. 2. AGENDA Structure of Guided Reading Questioning Questioning in Guided Reading Connections Connections in Guided Reading Nonfiction
  3. 3. The ultimate measure of success in comprehending is when a student can describe how and why use of a comprehension strategy helps him/her understand more completely
  4. 4. “ Guided reading is a teaching approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” • Fountas and Pinnell WHAT IS GUIDED READING?
  5. 5. ESSENTIAL ELEMENTS FOR EFFECTIVE GUIDED READING Bring children with similar reading ability together in small groups for focused, efficient instruction. Select texts that are “just right”. Provide introductions that show children how the text “works,” explain difficult words or concepts, and prepare them to read independently (Before). Support independent reading with brief, specific prompts to help children use the strategies you have previously demonstrated (During). Help children revisit and reflect on the text to support comprehension, processing strategies, and extending meaning of text (After). Work explicitly on word-solving strategies (Word Study).
  6. 6. GUIDED LESSON FORMAT Before the Reading: Fluent Reading / Writing Introduce the Text New Vocabulary / Concepts During the Reading: Support effective reading After the Reading: Discuss and revisit the text Teach for processing strategies Extend the text Conduct word work
  7. 7. Showing children how the book works – how it’s organized. Give children an idea of what the entire story is about. Draw attention to language structures and vocabulary children will need to use and point out new and important words. Build interest in the story by building prior knowledge, making predictions, connecting to previous lessons, etc. Help children make connections with their own background experiences and knowledge. Point out aspects of print or layout that are important. Show how illustrations or other strategies support the meaning. General Principles for Introductions (Before) to Focus on Include:
  8. 8. DURING READING OBSERVATIONS TO FOCUS ON: During reading the teacher interacts briefly with students to prompt and encourage their use of strategies at their instructional level. Strategies should support whole class mini-lesson instruction. During reading the teacher records observations to help guide instruction. This should be the longest part of the lesson. These brief conversations are very powerful. Teachers use specific language to facilitate the reader’s use of problem-solving actions. As children independently whisper read the text, teachers will record anecdotal records and interact briefly with students to prompt, facilitate, and encourage their use of strategies and problem-solving actions. No Round Robin Reading 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.
  9. 9. AFTER READING OBSERVATIONS TO FOCUS ON: After reading, teachers discuss and revisit the text with children. They engage children in reflecting on the meaning of the text and bringing their own interpretations to the process. Teachers are asking children to be active in sharing meaning with the group. Teachers reinforce effective processing strategies. Teachers may also provide purposes for rereading text based on observations and ask students to extend the text in different ways. It is important for students to respond to what they have read in many different ways. (ie. Graphic organizers, reading response journals, appropriate learning centers)
  10. 10. CRITICAL READING SKILLS • Phonemic Awareness • Alphabetic Principle • Fluency • Comprehension • Vocabulary K-3 • Word Study • Fluency • Vocabulary • Comprehension • Motivation 4-6
  11. 11. GUIDED LESSON  https://www.youtube.com/watch?v=3AHxqggc- yI&index=1&list=PL95DC4FBFA0DC457C (9 min. inference guided lesson in 2nd grade)  http://www.schooltube.com/video/c73b68cace3e477b8108/Prim ary%20Guided%20Reading (1st grade guided reading lesson 8min)  RESA Monthly Guided Reading Videos: http://sccresa.org/insideresa/resa-tv/foreducators/  Next Steps in Guided Reading Videos: http://www.janrichardsonguidedreading.com/video-clips (Scroll down to “Early” introducing the book 2nd grade 4:53min)
  12. 12. Q.A.R.  Strategy:  Question – Answer – Relationship Q.A.R. is a framework to help readers relate prior knowledge and text information. It describes relationships between comprehension – guided questions and their answers.  Three Types of Questions: Right There (The answer is in the text, easy to find.) Think and Search (The answer is in the story, but you need to put together different story parts to find it. Author and You) On My Own (The answer is not in the story. You use your own experience to answer the question.)
  13. 13. QUESTIONING
  14. 14. WHY USE Q.A.R.? Fluent readers appropriately integrate their background knowledge with what the text suggests. They seek, identity, and combine information from various places within the text to construct meaning. Current research on schema theory, text structure, and metacognition finds:
  15. 15. HOW TO DO Q.A.R.:  Using a gradual release model, teacher begins by modeling and then gradually relinquishing the tasks to the students. Reads selection of text Asks a question Considers and states the answer States the Q.A.R. Gives explanation for the choice
  16. 16. HARCOURT – TROPHIES EXAMPLE  Read First paragraph of “Old Notch”  Ask: How long of a ride in the car would it be to go to the store?  How do you know?  Why do you think someone would want to live that far away from a store?  How do you know? Two main places to find answers one hour read it right there in the text in my head Answers will vary
  17. 17. QUESTIONING DURING GUIDED READING
  18. 18. CONNECTIONS “When we begin strategy instruction with children, stories close to their own lives and experiences are helpful for introducing new ways of thinking about reading. Readers naturally make connections between books and their own lives. Once they have heard a wealth of stories and narratives, they begin to connect themes, characters, and issues from one book to another. When children understand how to connect the texts they read to their lives, they begin to make connections between what they read and the larger world. This nudges them into thinking about bigger, more expansive issues beyond their universe of home, school, and neighborhood Strategies That Work.”
  19. 19. WE REQUIRE PROPER PLANNING. What do I want students to understand about this strategy? Of all the places in the text where I could authentically think out loud, which two or three would best illustrate my point? Mark those places before your lesson, and think about what you will say and how you will say it. Only model the point you are trying to make, don’t model another thinking strategy during this read aloud. Be aware of your focus and keep it.
  20. 20. As we teach the students to think through the text we encourage the students to respond using this terminology: •“When I read [of heard] these words… it reminded me of…” •“When I saw the picture of… it made me think about…”
  21. 21. TEACHERS SHOULD ENCOURAGE THE STUDENTS TO EXPLAIN WHY THEY ARE THINKING ABOUT THAT CONNECTION. “What were the words in the story that made you think about….” It is important for teachers to become aware of what’s going on inside their heads as they read, to learn how to articulate their thinking for themselves and others, and think aloud about their connections and mental images. As children’s thinking grows, the students construct meaning, the ability to reflect on what they read, and opportunities to share their insight.
  22. 22. Remember to ask your students, “How does that connection help you understand?”
  23. 23. CONNECTIONS IN GUIDED READING
  24. 24. When reflecting on the student’s ability to make connections, the teacher needs to think about: •Are children making real connections to the story? •Do they understand how these connections help them? •What kind of language do they use when they talk to each other?
  25. 25. NONFICTION •Text Features including: •Bold print •Headings - Subheadings •Captions •Pictures – Graphs – Charts •Table of Contents •Glossary Focus:
  26. 26. PLANNING Think of a group you are working with: Plan tomorrow’s guided reading lesson using one of the strategies learned today. Practice teaching your lesson to a partner.
  27. 27. QUESTIONS?

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