This document provides information about differentiation in guided reading groups during balanced literacy workshops. It discusses establishing classroom norms, necessary resources, scheduling rotations, and differentiated workstations. Examples of workstations by grade level are given, along with two options for differentiated workstation rotations. Guidance is provided on assessing students, determining reading levels, grouping students, and how often different groups should meet. Sample lesson plans are outlined for three day guided reading sessions with emergent, transitional, and fluent readers.

1. Unpacking Balanced Literacy
Differentiation in Guided Reading
By Jen Sweigart, M.Ed 3rd Grade Teacher Hillside Elementary School Fulton County Schools
Every Kid Needs a Champion Video
www.jensweigart.blogspot.com

2. Daily Warm-Up: Observation vs Inference
A Close Reading of a Daily Picture

3. A Close Reading of a Picture
A Close Reading of a Daily Picture

4. Essential Questions
What are the important components of a Balanced Literacy Reading Workshop? How do I differentiate work stations with various levels of ability? How can I use informal, brief assessments to drive my guided reading instruction? What strategies can I incorporate for high Text engagement?

5. Today’s Focus: Differentiation during Reading Workshop
Student Choice
Responding to Individual Reading Levels
Alternatives at the Reading Table that promote High Text Engagement

6. The Goal of Differentiation
The goal of a differentiated classroom is maximum student growth and individual success.
Differentiation is a lot like fishing…
Gregory & Chapman (2002)
Bait the hook with what the fish like, not what the fisherman likes.

7. Balanced Literacy Gradual Release of Responsibility
Modeled Reading
Shared Reading
Guided Reading Every Kid Needs a Champion ~ Get to Know Your Students
Independent Reading

8. Modeled Writing
Shared Writing
Assessments
Balanced Literacy is more like cooking than baking…
...a pinch of this, a smidge of that, add a little zest. Amounts vary. It is not an exact science or prescribed recipe. Lessons are built off of a standard, driven by assessments, and individualized to the student.
Differentiation
Guided Writing

10. Using Lucy Calkins’ Pushing Your Thinking Stems to Integrate Comprehension and Writing Focus Strategy: Connecting Focus Standard: CCGPS 3.RI.2Determine the main idea of a text; recount the key details and explain how they support the main idea. Balanced Lit Continuum: Introduce in Shared Reading, and then transfer the activity to your Reading Comprehension Work Station or Guided Reading Text: Dismantling the Myth of Learning to Read and Reading to Learn by Houck and Ross of www. ascd.org Response: Let’s have a BLOCK PARTY!

11. Using Lucy Calkins’ Pushing Your Thinking Stems to Integrate Comprehension and Writing Step 1: Initial Reading: Read the selected text. Use Think Marks to code the text as you read. Aim for 3-2-1: 3 Important Parts 2 Surprising Parts 1 Confusing or Wonder Parts *Jot your question(s) in the margins.

12. Using Lucy Calkins’ Pushing Your Thinking Stems to Integrate Comprehension and Writing Step 2: Block Party ~ Mingle and Share Move about the room to find a partner. Go to a question station with your partner. Step 3: Block Party ~ Write in the Air & Respond Read the writing stem on the chart paper. Turn to a partner and respond verbally to a question prompt to organize your thoughts. You must say out loud what you plan to write before writing it on paper. Then, jot your response on the paper. Step 4: Block Party ~ Mingle and Share Move about the room to find a different partner two more times (a total of 3 responses). Writing Prompts: What’s the big idea of the text? ~ In other words… ~ I realize… ~ The surprising thing about this… ~ I’d like to ask the author… ~ So I guess what I’m really thinking is… ~ I used to think, but now I believe…

13. Management of the Reading Workshop:
Class Norms
Needed Resources
Scheduling
Differentiated Workstations

14. Establish Class Norms

15. Needed Resources
Sticky Notes & Highlighters
Leveled Books & texts (2nd-5th www.readworks.org & other site links on www.jensweigart.blogspot.com )
Reader’s Notebook
Word Wall
Stop Watch
Book Boxes
Manipulatives for K-2 (letters, sight word cards, word sorts, reading phones, white boards, dice)
Non-fiction Media for 3-5 (Scholastic News, Super Science Magazine, Time for Kids, Edmodo accounts)

16. A Day in The Life of a Balanced Literacy Classroom (Workshop: 3 groups every day, or 6 groups over 2 days)
7:50-8:00 Morning Meeting 8:00-8:15 Read Aloud that integrates Science or Social Studies content 8:15-8:30 Mini-Lesson / Shared Reading using Integrated Science or Social Studies text 8:30-9:30 Reading Workshop Rotations (15-20 minutes)
• Guided Reading Groups (Leveled)
• Writing & Research (Project-driven)
• Skill Review – Word Work, Fluency, Comprehension, etc 9:30 – 11:30 Math & Lunch 11:40- 12:25 Writing Workshop 12:30-1:30 Specials / Recess 1:35- 2:15 1:1 Conferencing, RTI, Self-Selected Reading, Book Clubs, Word Work
Integrated Science & Social Studies
Integrated Technology

17. A Day in The Life of a Balanced Literacy Classroom Reading Workshop (Workstation Contract)
7:50-9:00 Math 9:00-9:30 Team Time 9:30-9:45 Read Aloud that integrates Science or Social Studies content 9:45-10:20 Mini-Lesson / Shared Reading using Integrated Science or Social Studies text 10:20-12:20 Lunch, Recess, Specials 12:20 – 1:15 Reading Workshop
Guided Reading Groups (pulled throughout the session)
Workstations Using a Contract for Assignments 1:15-1:50 Writing Workshop 1:50- 2:15 1:1 Conferencing, Self-Selected Reading
Integrated Science & Social Studies
Integrated Technology

18. Work Station materials or tasks are introduced through Modeled and Shared instructional times before being placed in work station for independent use. Tasks are driven by standards.
Work materials were typically introduced all at once and were typically not used during direct instruction time.
Work Stations remain primarily the same throughout the year, but change in difficulty levels, target skills, and topic.
Centers were usually changed weekly according to units of study.
students go to work stations as part of their daily schedule. The work is differentiated according to skill level.
were used as motivators, enrichment, or for students that had finished their work. The center activities were the same for all regardless of skill level.
The teacher meets with guided reading groups and does individual reading conferences during work station time.
The teacher may have been running a small group or whole group reading lesson.
Shifting to Balanced Literacy Workstations
Literacy Work Stations vs Traditional Work Stations
Work Station materials or tasks are
introduced through Modeled and Shared instructional times before being placed in work station for independent use. Tasks are driven by standards.
Work materials were typically introduced all at once and were typically not used during direct instruction time.
Work Stations remain primarily the same throughout the year, but change in difficulty levels, target skills, and topic.
Centers were usually changed weekly according to units of study.
All students go to work stations as part of their daily schedule. The work is differentiated according to skill level.
Centers were used as motivators, enrichment, or for students that had finished their work. The center activities were the same for all regardless of skill level.
The teacher meets with guided reading groups and does individual reading conferences during work station time.
The teacher may have been running a small group or whole group reading lesson.

19. Reading Workshop Stations by Grade
Work Stations
Kindergarten – 2nd
3rd
4th & 5th
Word Study
Phonics & Sight Words
(Daily 5 – Word Work)
Word Sorts, Affixes & Root Words, Content Words
Affixes & Root Words, Content Words
Technology
Skill Review, Ipad, or Listening Center
(Daily 5 – Listen to Reading)
60% Skill Review & 40% Project-Based Learning
70% Project-Based Learning & 30% Skill Review
Writing with Purpose
Developmental Writing Skills, Write the Room
(Daily 5 – Work on Writing)
Writing Skills ~ Targeted standards-based writing tasks that support the reading standards
Science & Social Studies Content-Based
Reading Practice (integrated content w/response)
Buddy Reading to improve Fluency, Decoding Skills, and Comprehension
(Daily 5 – Read to Someone)
Reading for Information (Non-fiction) short leveled text & Comprehension Response; Book Clubs
Reading for Information (Non- fiction) leveled text & Comprehension Response; Book Clubs
Self-Selected Reading
Independent Reading
(Daily 5 – Read
to Self) BUIL D STAMINA
Independent Reading with a Reading Response
Independent Reading with a Reading Response

20. Differentiated Workstations Rotations Option #1 – Small Groups Rotate Together
Tasks are differentiated by groups
Small homogenous group of learners support each other during time away from the teacher by completing the same tasks and reading the same level of text. The tasks and texts are based on the independent reading level of the group.
Insert pic of math groups

21. Differentiated Workstations Rotations Option #2 – Heterogeneous Groups of students complete leveled tasks using a Workshop contract
Tasks are differentiated by student needs.
Students are given a “Workshop Contract” at the beginning of the week. Students have to complete a certain number of tasks by the end of the week.
Students select their tasks based on a color-coded system (mine matches our Media Center’s “Just Right Book” color levels.)
Teacher calls students away from work stations when it’s time for a guided reading session.
Advantage ~ Students aren’t tied to a 20 minute segment
Disadvantage ~ Students must learn to manage their time throughout the week.

22. Differentiated Workstations Rotations Option #2 – Heterogeneous Groups of students complete leveled tasks using a Workshop contract
Insert color- coded station tasks

23. Differentiating with:
Choice Boards
Dinner Menus
Leveled Reading Texts
Book Clubs
Edmodo Assignments
Tiered Lessons
Project-Based Learning
Webquests
Individual Goal Setting using Data

24. Websites for Workstation Ideas
http://tunstalltimes.blogspot.com/2012/11/longestpostever.html
http://www.lauracandler.com/strategies/balancedlit.php http://www.jmeacham.com/balanced%20literacy/balanced.literacy.guided.reading.htm http://hil.troy.k12.mi.us/staff/bnewingham/myweb3/ http://www.thedailycafe.com/public/department104.cfm http://fabulous-fourth.blogspot.com/p/literacy-workstations.html http://www.ateacherstreasure.com/2012/11/5th-grade-literacy- centers.html http://serenadetosecondgrade.blogspot.com/2011/07/literacy-work- stations-centers-freebie.html

25. Literacy Work Stations
Resources
Organization
K-5 Workstation Easy to Implement Ideas www.jensweigart.blogspot.com 10 Minutes for Exploration

26. Planning for Guided Reading How do I meet the needs of the varied readers and writers?

27. 4 Elements for Teaching Guided Reading:
Assessments drive the instructional focus
Coaching the students’ use of reading strategies when encountering difficulties
Direct Instruction of Skills
Utlilizing Guided Writing to accelerate the reading growth ~The Next Steps in Guided Reading by Jan Richardson

28. Developmental Stages of Reading
Reading Stage
Fountas & Pinnell Letters
Text Level Range
Emergent
A-C
Kindergarten
Early
D-I
1st
Transitional
J-P
2nd-3rd
Fluent
Q-Z
4th-6th
*When we differentiate, teachers have to let go of their identity with a specific grade!

29. Developmental Stages of Reading Sort

30. Assessing & Grouping Students
STAR Reading Universal Screening ~ Records: Set Up Instructional Groupings& View Suggested Skilks: 3 times a year
STAR Progress Monitoring for students below grade level ~ every two weeks
Fountas & Pinnell BAS (Benchmark Assessment System) ~ A-Z: 3 times a year
DRA (Developmental Reading Assessment) ~ 1-80 (2-3 times a year)
Brief Running Records conducted during guided reading: as needed
Conferencing: once every two weeks
*Professional Judgment ~ What reading behaviors do you see?

31. How often should groups meet?
Teachers create Guided Reading schedules after considering the following variables:
Reading Levels and Needs: What do the group of students need?
Size: How many students in the group?
Frequency: How often will you meet with them?
Time: How long will the lesson last?

32. How often should groups meet?
Foundation, Emergent and Early groups are: • Small (3–5 students), • Meeting frequently (every day for struggling readers), • Meeting for short periods of time (10–15 minutes). • Transitional and Fluent groups are: • Larger (4-6 students), • Meeting less frequently (3 times per week), and • Meeting for longer periods of time (20–30 minutes).

33. DAY 1
Emergent (A-C) & Early (D-I)
Transitional (J-P)
Fluent (Q-Z)
Before Reading
Sight Word Review – Writing (Levels A-E)
Introduce New Book
Introduce new vocabulary
Establish a purpose for reading
Introduce New Book
Introduce new vocabulary
Establish a purpose for reading
Introduce vocabulary,
Preview and Predict (the entire book)
Establish a purpose for reading
During Reading
Text Reading with Prompting
(Record Anecdotal Notes)
Choose 1 or 2 Teaching Points Each Day (decoding, Fluency, Vocabulary or Comprehension)
Students read silently or whisper read
*1:1 Conferencing and Notes
Model the Strategy (comprehension or vocabulary)
Students read silently and respond
*Students write as they read
Note observations and scaffolds
After Reading
*Connect back to original purpose (EQ)
Discussion Prompt
Teach 1 Sight Word : (Levels A-E)
Word Study (Pick 1: Sound Sort, Making Words, Sound Boxes, Analogy Charts for after level C)
Discussion Prompt
Word Study
(Pick 1: Sound boxes, Making a Big Word, Analogy Chart)
Discussion and Teaching Points
Words for New Word List (kept in Reader’s Notebook)

34. DAY 2
Emergent (A-C) & Early (D-I)
Transitional (J-P)
Fluent (Q-Z)
Before Reading
Sight Word Review – Writing (Levels A-E)
Review 1-2 Teaching Points
(decoding, Fluency, Vocabulary or Comprehension)
Preview next text portion
Discuss New Vocabulary
During Reading
Re-read Day 1’s book (and other familiar books)
Record Observations
Students continue first reading
Record Notes
Review the Strategy
Students Read and Respond
*Students write as they read
Note observations and scaffolds
After Reading
Select Teaching Points
Discussion Prompt
Teach the Same Sight Word as Day 1
Guided Writing: Dictated or open-ended sentence (A-C)
Levels D-E: 2 sentences
Levels E-F: Beginning-Middle- End (3 Sentences)
Levels G-I: BME (4 Sentences) or Somebody, Wanted, But, So (SWBS)
Discussion Prompt
Word Study (Pick 1: Sound boxes, Making a Big Word, Analogy Chart
Discussion and Teaching Points
Words for New Word List (kept in Reader’s Notebook)

35. DAY 3+
Emergent (A-C) & Early (D- I)
Transitional (J-P)
Fluent (Q-Z)
Before Reading
(Days 3- end of Book)
Preview next text portion
Discuss New Vocabulary
During Reading
Re-read for Fluency
Review the Strategy
Students Read and Respond
*Students write as they read
Note observations and scaffolds
After Reading
Guided Writing
(Could start a project- based learning piece)
Discussion and Teaching Points
Words for New Word List (kept in Reader’s Notebook)
*Guided Writing for struggling writers

36. 5 Minute Break: What does your Shoulder Buddy think? What are you already doing successfully in your classroom? What are the barriers you’re facing in your guided reading group or reading workshop?

37. “Leslie was huddled next to one of the cracks below the roof trying to get enough light to read.” --- Bridge to Terabithia, By Katherine Paterson

38. Theater Techniques: Sitting Statues and Tableaux ~ All Levels (K-5)
In theater, a tableau is a frozen silent picture a group of actors make with their bodies to show a moment in time. Tableau can be used to visually and physically depict character relationships, environment, scenes, emotions, events, ideas, and themes within a story.
Statue is a frozen silent picture an individual actor makes with his whole body to represent a moment in time. Statues may show characters, setting details, emotions, objects, and ideas within a story.
Vocal Expression is the range of vocal qualities used when reading or acting to show what a character is thinking, feeling, and wanting in a given moment.

39. Theater techniques: Sitting Statues and Tableaux
Standards Addressed: • Character perspective: What a character is thinking and believes about a problem or situation • Character traits: Features usually displayed by a character such as how they look, feel, or act that tells us about their personality and helps the reader understand the story • Making inferences: Inferring is the process of taking what is in the text, but not explicitly stated by the author, and combining it with relevant background knowledge to make meaning • Story elements: The key elements that create a cohesive story including character, setting, problem, events, and resolution • Summarization: Briefly restating the main points of a text • Prosody: Reading with expression

40. Theater Techniques: Sitting Statues and Tableaux
Student Directions in Guided Reading Discussion Section:
From The Real Story of the Three Little Pigs: “Show me a sitting statue of when the wolf feeling misunderstood and wrongly accused. 3-2-1 Freeze! When I touch your shoulder, vocalize what the wolf might say.”
In Nonfiction, Paul Revere Social Studies unit, “Show my a statue of a Patriot….Loyalist. 3-2-1 Freeze! When I touch your shoulder, vocalize what a Patriot might say.”
As you read the text, place a star next to the 3 most important sections of the text. In literature – problem, climax, and resolution. Then, give the group 2 minutes to develop a group tableau depicting the scene.

41. Sketch to Stretch Graffiti Tables (K-5) ~ Excellent for Struggling Readers
K-2 completes “After Reading” and 3rd-5th completes “During Reading”
Silently sketch pictures to represent the text. Groups members discuss each sketch, and then artist share’s his/her perceptions.
Writing Stem Responses
Illustrate Informational Text Features to Support the passage

42. Literature Circle with Informational Text ~Extension for Fluent Students
Circles can deepen and enhance understanding of text, build motivation for reading, and expand oral language. Lit Circles are not the best tool for teaching reading strategies, though. The Teacher’s Role: To quietly guarantee the success of the discussion, and guide students to extend their thinking.

43. Literature Circle with Informational Text ~Extension for Advanced Students
Key Points to Success for Literate Conversations:
Model, Model, Model before moving slowly to independence
Guide students to Extend their thinking: “What an interesting thought. Can anyone else link up to that?”
Encourage the use of evidence: “ I wonder if someone can find something in the text to help us”
Assist in clarifying ideas: “I’m not sure I understand. Can you tell us more?”
Support participation from all students: “ Jonathan, you have great ideas. What are your thoughts?

44. Turn & Talk with Think Dots (K-5: Level The Questions)
Writing in the Margins of Complex Text with Think Dots (3rd-5th)

45. 3-2-1 Think Marks
3 Important Parts 2 Surprising Parts 1 Confusing or I Wonder Parts

46. Read, Cover, Remember, Retell ~Early to Transitional Readers
Some readers will continue reading even when they don’t understand the material. This process supports readers by stopping them frequently to THINK about the meaning. READ only as much as you can cover with your hand. COVER the words with your hands. REMEMBER what you have just read. (It’s OK to take another look) RETELL what you just read inside your head or to a partner.

47. Quick Comprehension Tasks for Early – Transitional Readers You know these....but with the constant drum of new initiatives and flood of information, we sometimes forget the basics!
B-M-E: Beginning-Middle-End Literature: Students take turns telling what happened at the beginning, middle, and end of the narrative. Informational: Students stop at 3 sticky note points and summarize the text. S-W-B-S: Somebody-Wanted-But-So (Literature) Students recall the character (Somebody), the character’s goal (Wanted), the conflict (But), and the resolution (So). Who & What: (Informational) Student summarizes each page by saying or writing a summary of Who the text is about and What happened or was learned. Five Finger Retell: (Literature) Use the fingers on one hand to recall and retell the 5 story elements. Use the palm of the hand for the theme.

48. Quick Comprehension Tasks for Fluent Readers *Use the strategy and genre to support the CCGPS standard
Comprehension-Fiction
Comprehension-NonFiction
Comprehension-Poetry
Retell
Visualize
Predict & Support
Make Connections
Character Traits
Ask Questions
Determine Importance
Cause and Effect
Character Analysis
Make Inferences from dialogue, action, or physical descrption
Retell
Ask Questions
Summarize with Key Words
Main Idea & Detail
Important/Interesting
Interpreting Text Features
Compare & Contrast
Cause & Effect
Evaluate – fact/opinion, author’s point of view
Clarify
Visualize
Make Connections
Ask Literal Questions
Summarize
Make inferences
Draw Conclusions
Interpret author’s purpose
Figurative Language
* These reading strategies are taught to all students through Modeled/Shared.

49. Word Study (Brief work at the end of a lesson or in work stations)
Sound Boxes
Analogy Charts
Making Words
Personal Word Wall (Fluent)

50. Guided Writing through Reading Groups
Guided Writing occurs the day after students finish reading the text It varies based on the text structure of the book, and your standard 7 strategy choice.

51. Responses to Fiction (Transitional & Fluent)
Character Analysis – Students create a web of character traits, and then write a paragraph about the character, using examples from the story.
I Poems – Students select a character and write a poem from that character’s POV. Some sample prompts include: I am…, I wonder… , I worry…, I dream…
Microthemes - What was the author’s message? What did the character learn that you can apply to your life? Write a reponse.
Alternate Ending - Students write an alternate ending that describes what could have happened and what the consequences would have been.
*Your focus with each student may be individualized. Conduct short conferences during this time, guiding the students where each student needs growth.

52. Responses to Non-Fiction (Transitional & Fluent)
BioPoems – Students follow a predetermined structure to write a poem about a famous person.
Ex: Line 1: First Name Line 2: Four traits that describe the person Line 3: Who needs…(three items) Line 4: Who fears…(three items) Line 5: Who gives…(three items) Line 6: Last Name
Text Structure Responses
Ex: Compare and Contrast Ideas in the text Compare two historical events
Main Idea & Detail Response – Students use the chapter titles and headings to write a paragraph that uses details and examples from the text to explain the main idea.

53. Elevator Speech
What is Guided Reading?

54. “We’ve taught you that the earth is round, That red and white make pink, And something else that matters more- We’ve taught you how to think.” --Hooray for Diffendoofer Day! By Dr. Seuss

55. Hoyt, Linda. 2002. Make it Real. Portsmouth, NH: Heinemann. Moore, Sharon. 2004 Conversations in Four-Blocks Classrooms. Greensboro, NC: Carson-Dellosa Publishing, Inc. Richardson, Jan. 2009. The Next Step in Guided Reading. New York: Scholastic Inc. Seravallo, Jennifer. 2007. Conferring with Readers. Portsmouth, NH: Heinemann.