Guided Reading, Strategies, small group, text selection,

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

4. Road Map for the Day
Preparing for DI in
Guided Reading
Assessments and
grouping
for
Guided Reading
Strategic Teaching in
Groups

5. Traditional
Reading
Groups
versus
Guided
Reading
Groups
5

6. Small Group
Reading
/Work Stations
Shared
Reading
Read
aloud
Balanced
Literacy

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

10. I _ d_ _e n_ _n _ _

11. Teach students to work independently

12. • Scheduled
• Transitions
• Organized
• Practiced

13. Ideas for
organizing for
Guided
Reading and
Independent
Worktime

19. ImplementBehaviorManagementSystem
Students need to know how to problem
solve what to do when:
– something doesn’t work
– they don’t understand an activity
– they complete an activity
19

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

22. Classroom Design with Workstations
in Mind
22

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

25. Moving students forward
With their processing strategies
on text

26. “ The Learning Zone”

27. What they can
do independently
With support of an
expert
Learning Zone

28. Acceleration

29. Change Over Time
Emergent and Early Transitional and Fluent

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

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

36. Grouping Students

37. Managing Groups

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

43. Teaching During the Reading

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

49. Knowing how text change and support
your focus
Text Selection

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

51. Text Level A

52. Text Level C

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

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

58. Focus: Fluent ( above Level N)
• Comprehension Strategies for
complex text
• Predicting
• Visualizing
• Questioning
• Connecting
• Determining Importance
• Summarizing
• Inferring

59. Transitional and Fluent Text

60. Reading Levels
Independent
Level
Text
Instructional
Level
Text
Frustration
Level
Text
Relatively easy
text, with no
more than
approximately
one error in
twenty words,
good
comprehension.
(95% success)
Challenging but
manageable text,
with no more
than
approximately
one error in ten
words good
comprehension.
(90% success)
Problematic text,
with more than
one in ten words
difficult for the
reader (less than
90% success)

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

64. Let’s Look at Some Story
Orientations

65. Teaching Before the Reading

66. Story Orientation

67. Story Orientations

68. Orientation to Story
Your book introduction is the KEY
to the child accessing the book

69. Plan your Lesson!

70. We have arrived!

71. Teaching and Prompting for
Strategic Action

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

73. Increase processing power across
increasingly complex text

75. Think about your moves before,
during and after the reading

76. Teaching After the Reading

77. Teacher Prompts are a Call to
Action

78. Sight Word Review and Working
with Words

79. Share