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CKEC Summer2014 guided readingbreckenridge
The document provides an overview of guided reading groups and instruction. It discusses: 1) Characteristics of guided reading groups including differentiating instruction based on student needs, engaging students with whole texts, and focusing on strategic reading actions and comprehension. 2) Assessing students and forming flexible reading groups based on assessment data and instructional needs. 3) Strategic teaching points to focus on during guided reading including reading skills, vocabulary, and comprehension strategies.
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CKEC Summer2014 guided readingbreckenridge
- 1. Good Morning! • Didyou 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 GroupGuided Reading to Differentiate Instruction The Next Step in Guided Reading
- 4. Road Map forthe Day Preparing for DI in Guided Reading Assessments and grouping for Guided Reading Strategic Teaching in Groups
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- 7. Characteristics • Each groupis 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 iscritical 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 forthe Day Preparing for DI in Guided Reading
- 10. I _ d__e n_ _n _ _
- 11. Teach students towork independently
- 12. • Scheduled • Transitions •Organized • Practiced
- 13. Ideas for organizing for Guided Readingand Independent Worktime
- 19. ImplementBehaviorManagementSystem Students need toknow 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 toknow: – 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 withWorkstations in Mind 22
- 23. Road Map forthe Day Preparing for DI in Guided Reading Assessments and grouping for Guided Reading
- 24. Research EvidenceStudents withreading 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 Withtheir processing strategies on text
- 26. “ The LearningZone”
- 27. What they can doindependently With support of an expert Learning Zone
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- 29. Change Over Time Emergentand Early Transitional and Fluent
- 30. • How shouldI 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 EarlyReaders 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 FluentReaders (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 GroupsBased on Assessment • Keep group size small (5-8 students) • Base small groups on instructional need with specific instructional strategies in mind • Be Flexible! 35
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- 38. Road Map forthe Day Preparing for DI in Guided Reading Assessments and grouping for Guided Reading Strategic Teaching in Groups
- 39. Making Connections, Review or Practice TextReading Strategic Teaching Points/ Revisiting Text Word Study Vocabulary Guided Reading Common Core • Comprehension • Foundational Skills • Vocabulary
- 40. Strategies for SustainingReading 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 workthrough text they develop a network of strategies for attending to different sources of information. Structural cues Visual cues Meaning Cues
- 42. Strategies for ExpandingMeaning • Predicting • Making Connections • Inferring • Synthesizing • Analyzing • Critiquing
- 43. Teaching During theReading
- 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 Page86 • Early Page 117 • Transitional Page 157 • Fluent Page 189 Get familiar with your Lesson Description
- 49. Knowing how textchange 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
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- 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 • Cognitiveactions 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: AboveLevel 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: AboveI • 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
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- 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 presentstrategies • 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 Textfor your Groups Why did you choose this text?
- 63. “As a childapproaches 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 atSome Story Orientations
- 65. Teaching Before theReading
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- 68. Orientation to Story Yourbook introduction is the KEY to the child accessing the book
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- 71. Teaching and Promptingfor 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 poweracross increasingly complex text
- 75. Think about yourmoves before, during and after the reading
- 76. Teaching After theReading
- 77. Teacher Prompts area Call to Action
- 78. Sight Word Reviewand Working with Words
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