Downloaded 17 times
Uploaded byLisa Shaw
Guided reading overview fayette principals correct
This document discusses strategies for building reading stamina and strength in small group guided reading sessions using complex texts. It describes assessing students and grouping them for guided reading instruction focused on strategic reading actions. Teachers are encouraged to select texts at students' instructional levels and teach comprehension and foundational reading skills through prompting and close reading exercises tailored to students' needs. The goal is to increase students' processing abilities across increasingly challenging texts.
More Related Content
Similar to Guided reading overview fayette principals correct
Guided reading overview fayette principals correct
- 1. Building Reading Staminaand Reading Strength Using Small Group Guided Reading and Complex Text in a Balanced Literacy Framework
- 2. Road Map forthe Morning Preparing for DI in Guided Reading Assessments and grouping for Guided Reading Strategic Teaching in Groups Balanced Literacy Components Complex Text
- 3. Two types ofReading Activities Stamina: Less Complex Text Strength: More Complex
- 4. Small Group Reading /Work Stations Shared or Independent Reading Read aloud Balanced Literacy
- 6. Characteristics • Eachgroup is differentiated based on students current need and reading level. • Each learner is engaged with the whole text. • Books are selected based on student needs and level. • Teachers focus on strategic actions of readers.
- 7. Characteristics • Writingor discussing text • Explicit instruction in vocabulary, phonics or word work. (Reading Foundational Skills Standards)
- 8. Moving students forward With their processing strategies on text
- 9. Road Map forthe Morning Preparing for DI in Guided Reading Assessments and grouping for Guided Reading Balanced Literacy Components
- 10. Students wiRthe resaedaingrcdihffi cEulvtieids wehno caree taught in small groups learn _______than students who are instructed as a whole class. (National Reading Panel, 2000) 10 a.More b.The same c.Less
- 11. “ The LearningZone”
- 12. What they can do independently With support of an expert Learning Zone
- 13.
- 14. 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)
- 15. • 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
- 16. Universal Screener anda Diagnostic Assessment
- 17. 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
- 18. 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
- 20. 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! 20
- 21.
- 22. Road Map forthe Day Preparing for DI in Guided Reading Assessments and grouping for Guided Reading Strategic Teaching in Groups
- 23. Why is knowledgeof “Change Over Time” important?
- 24. Making Connections, Reviewor Practice Text Reading Common Core • Comprehension • Foundational Skills • Vocabulary Strategic Teaching Points/ Revisiting Text Word Study Vocabulary Guided Reading
- 25.
- 26. 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
- 27. As children workthrough text they develop a network of strategies for attending to different sources of information. Structural cues Visual cues Meaning Cues
- 28. chicken water •Billy saw the rooster on the bank by the river. stops curb Student is using Meaning and Structure but neglecting Visual
- 29. going ---- S-o-n It is getting ready to rain very soon. looks She likes to run. Using visual and structure, neglecting Meaning
- 30. Strategies for ExpandingMeaning • Predicting • Making Connections • Inferring • Synthesizing • Analyzing • Critiquing 95% Comprehension on a text they read with 90%+ accuracy
- 31. Transitional Reader J-M or P
- 32. 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?
- 33. Process for selectinga focus based on RR
- 34.
- 35. Text Selection Knowinghow text change and support your focus
- 36. Consider the FollowingWhen Selecting Text • 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
- 37. Teaching and Promptingfor Strategic Action
- 38. Increase processing poweracross increasingly complex text
- 40. Think about yourmoves before, during and after the reading
- 41. Teacher Prompts area Call to Action
- 44. Read like aDetective
- 45. Small Group Reading /Work Stations Shared or Independent Reading Read aloud Balanced Literacy
- 46. Which Standards RequireClose Reading?
- 47. Close Reading •Grade Level or above text • Worthy of extended time • Short and include a wide genre of text • K-2 Shared experience, Teacher reading to students, may reread a section to answer a questions • 3-5 Independent first read, Shared experience • Text dependent questions
- 48. Teaching Annotation atDifferent Levels
- 49.
- 50. Establish Rituals andRoutines
- 51. Ideas for organizingfor Guided Reading and Independent Worktime
- 54. Implement Behavior ManagementSystem 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 55
- 55. Students need toknow: – who to go to for help – how to clean up – how to decide who goes first when working with a partner 56