B IG T ICKET ITEMS

L I S A K I N G , C K E C L I T E R A C Y C O N S U LTA N T

POWERPOINT ON SLIDESHARE

WHAT IS CHILI?

CHILI: ANY KIND OF MEAT OR COMBINATION OF MEATS,COOKED WITH RED CHILI PEPPERS, VARIOUS SPICES AND OTHER INGREDIENTS, WITH THE EXCEPTION OF BEANS AND PASTAWHICH ARE STRICTLY FORBIDDEN. NO GARNISH IS ALLOWED.

Small Group Reading /Work

Stations

Shared Reading/ Independ

ent Reading

BALANCED LITERACYFRAMEWORK

Guided

Reading

Moving students forwardWith their processing strategies on text

INITIAL CONSIDERATIONS• What will drive the work? • Do we have the necessary materials? • Does it take precedence in our daily schedule? • How will we support the work and build capacity?

90 minutes

Why is

difficult?CHANGE

• Pre-contemplation

• Contemplation

• Preparation

• Activation

• Maintenance

• Termination

STAGES OF CHANGE

“Change never ends with action.”

~J. Prochaska

PETER SENGE, CHANGE

Trust Vision Skills Resources Payoff Action

Plan

PHASES OF IMPLEMENTATION

Assessment and

Organization

Data driven decision making

Strategic Teaching

PHASE 1 ASSESSMENT

AND ORGANIZATIO

N

•How should I group students?•What text should I use with each group?•What strategy should I teach next?

Jan Richardson “The Next Step in GR”, 2009

BEGIN WITH ASSESSMENT

EMERGENT AND EARLY READERS• What do they know about letters, words and text?

– Letter ID (visual and auditory)– Word Reading and Writing– Text Reading (Concepts about Print and Running Record)– Comprehension Check– Writing Sample/Dictation

TRANSITIONAL AND FLUENT READERS (LEVEL I AND UP)• What strategies do they use on text? (Running Record)• What do they know about how words work? (Phonics

Assessment)• How well do they comprehend what they read?

(comprehension Rubric)

READING LEVELS (FOUNTAS AND PINNELL)

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)

ORGANIZATION

• All materials well organized• Lesson plan for each group• All lesson components covered• Pacing is adequate, stays within 20 minute timeframe• Students engaged with continuous text at the appropriate level• Teacher is listening in with each student• Small groups are differentiated

LOOK FORS AND COACHING QUESTIONS PHASE ONE

KEY POINTS TO REMEMBER DURING PHASE 1• The goal of guided reading is to move students forward in their

____________________ _______________ of text.• The components of Guided Reading include; review, ___________

__________, strategic teaching points and ____________ study.

• In the initial phase, teachers should have information about what readers do at the letter, word and _____________ level.• Students should be reading in their ________________level when in

Guided Reading. • Students should be reading continuous text. No ____________ ________.

Strategic processingText reading

word

textinstructional

Round robin reading

PHASE 2: DATA DRIVEN

DECISION MAKING

S E T T I N G A F O C U S A N D P L A N N I N G T H E L E SS O N

SETTING A FOCUS AND MAKING TEACHING DECISIONS BASED ON DATA

ARTICULATING READING BEHAVIORS•What do the readers do at difficulty? When it is easy?•What do they need to do next? •What is my priority for instruction?

STRATEGIES FOR SUSTAINING READINGREADING FOUNDATIONAL SKILLS

• Emergent behaviors under control– 1 to 1, Directionality, Concepts about Print, Letter Knowledge,

Word Knowledge• Detecting and Correcting Error (monitoring)• Self correcting• Cross Checking: Searching for and Using two sources of Information• Problem Solving New Words• Maintaining Fluency

“Guiding Readers and Writers”Fountas and Pinnell, 2001

STRATEGIES FOR EXPANDING MEANING• Predicting• Making Connections• Inferring• Synthesizing• Analyzing• Critiquing

95% Comprehension on a text they read with 90%+ accuracy“Guiding Readers and Writers”Fountas and Pinnell, 2001

“AS CHILDREN WORK THROUGH TEXT THEY DEVELOP A NETWORK OF STRATEGIES FOR ATTENDING TO DIFFERENT SOURCES OF INFORMATION.”MARIE CLAY

Structural cues

Visual cues

Meaning

Cues

ANALYZING DATA SOURCES

Can teachers describe reading behaviors accurately?

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?

ECHOES THROUGHOUT THE LESSONMrs. K has a group of students that neglects meaning when trying to problem solve on difficult words. They try to sound everything out using visual information, but do not consider what would make sense to help them problem solve. (Running Records)They also struggle with vowel teams in the middle of words.Her focus is using meaning to self monitor, then confirm with cross checking the visual information.

www.janrichardsonguidedreading.com

LOOK FORS AND COACHING QUESTIONS FOR PHASE 2

KEY POINTS FOR PHASE 2

• Teachers can describe reading _____________.• The lesson focus is supported by ___________________.• There are connections or ______________ across the

lesson.• Text is the appropriate level to support processing

____________ but also offer some _____________.

STRATEGIC TEACHING

T I G H T E N I N G T H E L A N G UA G E T O S U P P O RT P R O C E SS I N G

THINK ABOUT MOVES BEFORE, DURING AND AFTER THE READING

TEACHING AND PROMPTING FOR STRATEGIC ACTION

GRADUAL RELEASE (FISHER AND FREY, 2008)

Model the behaviorPractice together

Guided Practice with feedback

Independent practice with feedback

How will you teach this behavior?

Why did you make these choices before the reading?How will they support strategic processing? How will you prompt

students?How will your reinforce students?During and after the reading….

TEACHER PROMPTS ARE A CALL TO ACTION

Teacher language should be consistent and succinct.

LOOK FORS AND COACHING QUESTIONS FOR PHASE 3

KEY POINTS IN PHASE THREE• Teacher language should be ______________ and

_____________.• Look for ______________ release in the lesson.

GUIDED READING TOP 3: