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Guided reading day 1 2016 lisa
This document provides information about guided reading and implementing small group instruction in the classroom. It discusses what guided reading is, the key components of guided reading lessons, how to group students and select appropriate texts, and how to plan strategic teaching using a guided reading framework. Sample lesson structures and classroom management ideas are also presented to help teachers effectively implement guided reading in their literacy block.
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Guided reading day 1 2016 lisa
- 1. GUIDED READING 101 U SI N G S M A L L G R O U P S TO D I F F E R E N T I AT E I N S T R U C T I O N
- 2. W E BS I T E : W W W . C K E C . O R G T W I T T E R : @ C K Y E C F A C E B O O K : C E N T R A L K E N T U C K Y E D U C AT I O N A L C O O P E R AT I V E I N S T A G R A M : C E N T R A L _ K Y _ E D U C AT I O N A L _ C O O P P I N T E R E S T : C E N T R A L K E N T U C K Y E D U C AT I O N A L C O O P E R AT I V E Connect with CKEC #CKECSI2016
- 3. 1.On a scaleof 0-5, rate your knowledge of guided reading. 2. What is something that you find challenging when implementing small groups in your classroom? 3. What is one thing you would like to learn from this training? Getting to Know You
- 4. Skim your chapter. 3things to learn more about 2 key ideas 1 resource
- 5. WHAT IS GUIDEDREADING? “Guided reading is a --------- approach designed to help ---------- students learn how to process a variety of ------------ challenging texts with ------------ and fluency.” -Fountas and Pinnell
- 6. ROAD MAP FORTHE DAY Assessment and Organization For Differentiated Instruction Data Driven Decision Making Strategic Teaching in Small Groups Overview
- 7. Traditional Reading Groups versus Guided Reading Groups 10 Let’sTake Our Temperature!
- 8. Small Group Reading /Work Stations Shared Reading Read aloud BALANCED LITERACY GradeLevel Standards Grade Level Standards Differentiation based on needs
- 10. 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.
- 11. CHARACTERISTICS • 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)
- 13. What is themagic number?
- 15. KEY COMPONENTS OFGUIDED READING • Groups are __________________, and change on a regular basis based on __________________. • Text is chosen based on __________________________. • Students read _______________________ text. • Skills Practice is _________________ in the reading.
- 16. GUIDED READING VSLIT CIRCLES
- 17. Small Group Reading /Work Stations Shared Reading Read aloud BALANCED LITERACY GradeLevel Standards Grade Level Standards Differentiation based on needs Lit circles
- 18. ROAD MAP FORTHE DAY Assessment and Organization For Differentiated Instruction Data Driven Decision Making Strategic Teaching in Small Groups Overview
- 19. “ THE LEARNINGZONE”
- 20. What they cando independently With support of an expert Learning Zone
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- 22. 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)
- 24. BEGIN WITH ASSESSMENT •Howshould I group students? •What text should I use with each group? •What strategy should I teach next? Jan Richardson “The Next Step in GR” Pgs. 38-55
- 25. EMERGENT AND EARLYREADERS Primary Assessments Information Provided Letter ID (K-1) Sight Word List Dictation Sentence Writing Sample Running Record and Retell Pg. 39
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- 27. TRANSITIONAL AND FLUENTREADERS (LEVEL I AND UP) Assessment Information Provided Running Record Comprehension Questions Word Study Inventory Pg. 49
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- 29. ANALYZING A RUNNINGRECORD Pgs. 41- 46
- 30. AS CHILDREN WORKTHROUGH TEXT THEY DEVELOP A NETWORK OF STRATEGIES FOR ATTENDING TO DIFFERENT SOURCES OF INFORMATION. Structural cues Visual cues Meaning Cues
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- 33. 90 Second SpeedDate
- 34. ROAD MAP FORTHE DAY Assessment and Organization For Differentiated Instruction Data Driven Decision Making Strategic Teaching in Small Groups Overview
- 35. Why is knowledgeof “Change Over Time” important?
- 36. # GUIDED READINGLEVELS • Descriptors of the reader at each level • Key points for teaching at each level • How readers change at each level Why is this critical?
- 37. WHERE TO GOIN THE TEXT…… • Pre Emergent 56-57 • Emergent Pages 56-57 • Early Pages 106 • Transitional Pages 144 • Fluent Pages 178
- 38. HOW DO IGROUP STUDENTS FOR GUIDED READING? •Keep group size small (5-8 students) •Base small groups on instructional need with specific instructional strategies in mind •Be Flexible! 45
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- 40. THINGS TO CONSIDER •Placestudents on similar levels with similar needs together. •Students may go into more than one group •Try to keep it to 4 groups or less for management purposes.
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- 42. ROAD MAP FORTHE DAY Assessment and Organization For Differentiated Instruction Data Driven Decision Making Strategic Teaching in Small Groups Overview
- 43. Making Connections, Review orPractice Text Reading Strategic Teaching Points/ Revisiting Text Word Study Vocabulary Guided Reading Common Core • Comprehension • Foundational Skills • Vocabulary Sight words, review story, making words, fluent rereading Text Intro Students reading Text, teacher listens in How words work, new vocabulary Focus on strategies, Comprehension How does writing fit at your level?
- 44. PARTS OF THEGUIDED READING LESSON Page 96: The Emergent Reader Page 173: The Transitional Reader
- 45. GET FAMILIAR WITHEACH GUIDED READING LEVEL • Pre Emergent 56-57, 63 • Emergent Pages56-57, 86 • Early Pages 106 and 117 • Transitional Pages 144 and 157 • Fluent Pages 178 and 189
- 46. FOR YOUR LEVEL…… •What materials? • Preview the Lesson Plan…. • Preview the rubric • Key things to remember when – introducing the text – Planning teaching points – Selecting word work – Selecting the text
- 47. SUMMARY FOR PLANNINGA LESSON • Know the reading level of the group • Choose your focus based on data – Emergent page 57 – Early page 106 – Transitional page 145 – Fluent page 180-181
- 48. • Pick abook 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?
- 49. TEXT SELECTION K NO W I N G H O W T E X T C H A N G E A N D S U P P O R T YO U R F O C U S
- 50. SET A FOCUSAND SELECT A TEXT FOR YOUR GROUPS
- 52. How is planninga lesson using the “Jan Plan” similar and different from how you planned in the past?
- 55. I _ D__E N_ _N _ _ INDEPENDENCE
- 56. Before you canbegin small-group instruction, your students must be able to work independently for sustained periods of time. -Jan Richardson
- 57. READING WORKSHOP • Whole GroupMini-Lesson- 20 minutes • Guided Reading Group (1)- 20 minutes • Guided Reading Group (2)- 20 minutes • Guided Reading Group (3)- 20 minutes • Guided Reading Group (4)- 20 minutes • Whole Group- Closure- 20 minutes • Whole Group Options: Shared Reading, Read Aloud with emphasis on standard, Interactive Writing, Phonemic Awareness or Word Work instruction
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- 61. ANCHOR CHARTS- THEHEART OF TEACHING STRUCTURE
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- 65. CLASSROOM DESIGN WITH WORKSTATIONSIN MIND 80
- 66. More questions about CLASSROOMMANAGEMENT? Pgs. 29-31
- 67. PGES CONNECTION DOMAIN1 AND 2
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- 69. •1 thing thatyou will do to get started •1 thing that will be challenging
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