Guided Reading


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This was the presentation given to the staff on the 24 of January 2010.

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Guided Reading

  1. 1. Literacy Program The Clermont School
  2. 2. “ Reading, math and science are the foundations of student achievement. But to compete and win in the global economy, today’s students and tomorrow’s leaders need another set of knowledge and skills. These 21st century skills include the development of global awareness and the ability to collaborate and communicate and analyze and address problems . And they need to rely on critical thinking and problem solving to create innovative solutions to the issues facing our world. Every child should have the opportunity to acquire and master these skills and our schools play a vital role in making this happen .” MICHAEL DELL, CEO, Dell, Inc.
  3. 3. <ul><li>ARE OUR STUDENTS: </li></ul><ul><li>• Critical thinkers? </li></ul><ul><li>• Problem solvers? </li></ul><ul><li>• Good communicators? </li></ul><ul><li>• Good collaborators? </li></ul><ul><li>• Information and technology literate? </li></ul><ul><li>• Flexible and adaptable? </li></ul><ul><li>• Innovative and creative? </li></ul><ul><li>• Globally competent? </li></ul><ul><li>• Environmentally literate? </li></ul>
  4. 4. FUTURE AIMS OF THE DEPT. <ul><li>Maximize children's opportunities for reading, writing, listening and using oral language. </li></ul><ul><li>Develop children's positive attitudes toward reading and writing. </li></ul><ul><li>Help children become more self-directed learner. </li></ul><ul><li>Use the language properly. </li></ul>
  5. 5. “ In primary grades children are learning to read and in upper grades they are reading to learn.” Anonymous
  6. 6. SUPPORT SYSTEMS to make sure it happens • Standards (MEN) and others. • Curricula (School) What the school wants. Scope and sequence • Instruction ( Directed reading and writing) A way to teach a methodology. • Assessments – TOEFL and others • Learning Environments • Professional Development
  7. 7. Our present program <ul><li>“ The goal of the current program is to develop and encourage a fluent reader, an articulate writer and speaker and finally a listener and viewer .” </li></ul><ul><li>Scott Foresman Reading </li></ul>
  8. 8. Through what? <ul><li>Reading – The goal is that the reader constructs meaning of a text. </li></ul><ul><li>How? </li></ul><ul><li>Syntax (meaning) </li></ul><ul><li>Semantics (oral language) </li></ul><ul><li>Graphonics (writen words) </li></ul><ul><li>A. Phonics, B. Spelling. </li></ul>
  9. 9. <ul><li>Literature </li></ul><ul><li>For the student to learn the different characteristics and genres </li></ul><ul><li>Communication – both orally and written </li></ul><ul><li>Grammar usage B. writing process </li></ul><ul><li>C. mechanics </li></ul><ul><li>Research and Study skills </li></ul>
  10. 10. Guided Reading <ul><li>In guided reading, the teacher guides small groups of students in reading short, carefully chosen texts in order to build independence, lenguaje fluency, comprehension skills, and problem-solving strategies . </li></ul>
  11. 11. How can you help your students become good readers? <ul><li>Reading loud helps children understand the structure of written language, expands the knowledge of words and learns a new way of using language. </li></ul><ul><li>B. Individual reading helps them become independent. </li></ul><ul><li>C. Instructional reading , which involves a carefully designed program to HELP readers expand their skills and strategies. </li></ul>
  12. 12. Your role <ul><li>You as a teacher, you provides effective support for students´literacy learning. </li></ul><ul><li>You as a teacher actively enhances students understanding. </li></ul><ul><li>You as a teacher will develop students comprehension of a text. </li></ul><ul><li>You as a teacher will analize individual students strenghts and needs. </li></ul>
  13. 13. Simple s teps for guided reading ONE METHODOLOGY <ul><li>The teacher often begins by introducing the text and modeling a particular strategy. </li></ul><ul><li>Previous knowledge to motivate the student. (oral skills) </li></ul>
  14. 14. <ul><li>Then students read softly, in quiet voices , as the teacher listens in, noting strategies and obstacles, and cuing individual students as needed. </li></ul><ul><li>The student reads aloud to the teacher and his group and the teacher corrects the pronunciation . </li></ul>
  15. 15. Oral skills are developed <ul><li>Students then discuss es content, and share problem-solving strategies . Guided-reading materials usually become increasingly challenging and are often read more than once. </li></ul>
  16. 16. Teacher is part of the process <ul><li>The teacher regularly observes and assesses students' changing needs , and adjusts groupings accordingly </li></ul>
  17. 17. Simple Guidelines <ul><li>With the teacher: </li></ul><ul><li>The students are organised in small groups, for example, around six pupils, so that: </li></ul><ul><li>1. the pupils are grouped with a common curricular target . </li></ul><ul><li>2. the teacher specifically plans the session . </li></ul><ul><li>3. the teacher works with the group for a short session, i. g . 20 minutes </li></ul>
  18. 18. <ul><li> P upils spend some time reading independently, supported as necessary by the teacher </li></ul><ul><li> Th e session focuses on application and extension of skills, supporting pupils between , shared and independent work . </li></ul>
  19. 19. What is Leveled Reading? <ul><li>Using le v e led reading instruction, you can help students become good readers who not only CAN read but do read. </li></ul><ul><li>Good readers do not simply “practice” reading, they have a purpose and objectives. </li></ul>
  20. 20. <ul><li>A leveled book collection is a large set of books organized in levels of difficulty. </li></ul>
  21. 21. What are some of the criterias for l e veling books? <ul><li>Length </li></ul><ul><li>Layout </li></ul><ul><li>Structure and organization </li></ul><ul><li>Ilustrations </li></ul><ul><li>Words </li></ul><ul><li>Phrases and sentences </li></ul><ul><li>Literacy features – (complexity of ideas) </li></ul><ul><li>Content and theme. </li></ul>
  22. 23. How are they distributed? <ul><li>Elementary Education Reading Level Table - By Grade </li></ul><ul><li>K and TR - A-B-C </li></ul><ul><li>1st grade - C- D-E F-G-H-I </li></ul><ul><li>2nd grade - H-I -J K-L-M </li></ul><ul><li>3rd grade - L-M -N-O-P </li></ul><ul><li>4th grade - O-P -Q-R-S-T-U-V </li></ul><ul><li>5th grade - T-U-V -W-X-Y-Z </li></ul><ul><li>  </li></ul>
  23. 24. So what do we want our students to achieve? <ul><li>Opportunities to develop fluency, to be enthusiastic, independent and critical readers. </li></ul>
  24. 25. In summary <ul><li>The following strategies are used effectively during guided reading: </li></ul><ul><li>− questioning; </li></ul><ul><li>− listening; </li></ul><ul><li>− observing; </li></ul><ul><li>− discussing; </li></ul><ul><li>− analysing. </li></ul>
  25. 26. Students are able to show understanding <ul><li>It be c omes a methodology for the teacher </li></ul><ul><li>A. Use of previous knowledge </li></ul><ul><li>B. Clarification of knowledge and additional information </li></ul><ul><li>C. Use of the knowledge under a new context. </li></ul>
  26. 27. What did we buy? <ul><li> </li></ul><ul><li> </li></ul>