guided reading

Guided Reading: Let’s Get It Started

Daniel J. Sonnier

6th Grade Reading Teacher

TEAM Academy

1

Who are you?

2

AGENDA

PurposePhonemics, Phonics and FluencyIndependent vs. InstructionalEmergent, Early, and Fluent ReadersGetting Started with DataOverview of Guided ReadingWhat Does Guided Reading Look Like?Next Steps/Questions

3

Purpose

Guided reading is a time to have students practice using decoding and comprehension strategies as they read a text that is on their instructional level. Membership in a Guided Reading group is flexible and depends on the needs of students. The teacher works with a small group (ideally, no more than six or

seven) to support their reading. 4

Purpose

Guided Reading can serve a variety of purposes:

To build book and print awareness – by having students recognize the cover and back of a book and practice reading from top to bottom and left to right.

To develop phonics skills in students practice decoding words with a text that is on their instructional level.

To improve students’ reading accuracy and fluency by teaching fluency mini-lessons and by asking students to repeatedly read a text.

To develop students’ reading comprehension skills by having students use a particular comprehension strategy.

5

Phonemics, Phonics & Fluency

PHONEMIC AWARENESS is the ability to notice, think about, and work with the individual sounds in spoken words. Before children learn to read print, they need to become aware of how sounds in words work. They must understand that words are made up of speech sounds, or phonemes.

6

Phonemics, Phonics & Fluency

PHONICS is the relationship between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. It teaches children to use these relationships to read and write words.

7

Phonemic, Phonics & Fluency

FLUENCY is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. Readers who have not developed fluency read slowly, word by word. Their oral reading is choppy and plodding.

8

Phonemic, Phonics & Fluency

Msot adluts are abel to read flunetly, becuase we immidaeatly recognize certian lettesr in wrods and the lettesr trigger sight wrods we've stoerd in our brain. We are then abel to read flunetly

and spned the bluk of our

time on comprheeension.

9

Independent vs. Instructional

INDEPENDENT is the level at which a child can read easily and with pleasure. Independent reading levels are identified by having students read a text aloud and is based on fluency and accuracy. A range of 96% - 100% accuracy is generally agreed to be a range of independence in reading.

10

Independent vs. Instructional

INSTRUCTIONAL is the level at which the teacher “stretches” the student in his/her thinking and reading. Instructional reading levels are identified in the same way as independent reading levels. A range of 90% - 95% is generally agreed to be an appropriate range for instruction in reading. A range lower than 90% is considered to be a level of FRUSTRATION!

11

Emergent, Early & Fluent Readers

EMERGENT READERS are typically broken into to groups:

Early Emergent & Emergent

Early Emergent Readers – Levels A – CEmergent Readers – Levels D – I

Emergent Readers are “learning to read”.

12


EARLY EMERGENT READERS Aspiring readers are just beginning to grasp the basic concepts of book and print. They are acquiring a command of the alphabet with the ability to recognize and name upper and lowercase letters. They are also developing many phonological awareness skills, such as recognizing phonemes, syllables, and rhyme.

Early Emergent readers are beginning to learn sound/symbol relationships--starting with consonants and short vowels--and are able to read CVC (consonant-vowel-consonant) words, as well as a number of high-frequency words.

13


EARLY EMERGENT READERS

Books at this level have:

Strong picture support Carefully controlled text Repetitive patterns Controlled, repeated vocabulary Natural language Large print Wide letter spacing Familiar concepts Limited text on a page

14


EMERGENT READERSReaders at this stage have developed an understanding of the alphabet, phonological awareness, and early phonics. They have command of a significant number of high-frequency words.

Emergent readers are developing a much better grasp of comprehension strategies and word-attack skills. They can recognize different types of text, particularly fiction and nonfiction, and recognize that reading has a variety of purposes.

15


EMERGENT READERS

Books at this stage have:

Increasingly more lines of print per page More complex sentence structure Less dependency on repetitive pattern and pictures Familiar topics but greater depth

16


EARLY FLUENT READERS & FLUENT READERS

Early Fluent Readers – Levels J - MFluent Readers – Levels N – Z

Fluent readers are “reading to learn”.

17


EARLY FLUENT READERSAt this stage, reading is more automatic, with more energy devoted to comprehension than word attack. Readers are approaching independence in comprehending text.

These readers are experiencing a greater variety of text and are able to recognize different styles and genres. Independence often varies with the type of text being read.

18


EARLY FLUENT READERS


More pages Longer sentences More text per page Richer vocabulary Greater variation in sentence pattern Less reliance on pictures More formal and descriptive language

19


FLUENT READERSReaders have successfully moved from “learning to read” to “reading to learn.” Their reading is automatic and is done with expression and proper pauses. Their energy is devoted to understanding, and they have good command and use of the various comprehension strategies.

These readers read a wide range of text types and do so independently. They will continue to refine and develop their reading skills as they encounter more difficult reading materials. But for the most part, they are capable of improving their reading skills and selection of materials independently through increased practice.

20


FLUENT READERS


More text Less familiar, more varied topics Challenging vocabulary More complex sentences Varied writing styles More description

21

Getting Started With Data

In order to begin guided reading, you need to know where to start:

o Fountas and Pinnello DRAo Slossano Teacher’s College Running Records

22


Teachers College http://www.tc.edu/rwp/assessment/2008/

Slossan Oral Test

http://www.literacychicago.org/downloads/SlossonReadingTest.pdf

23


Using the instructional reading data below, how would you group the students listed below?

Al-Quan – B Nashawa – CAsia – FLamont – A D’asia – A Tiffany – ECierra – C Al-Juan – B Devon – DClarissa – D Dami – H Chris – ETajanae – F Abdul – A Briana – CTarek – D Sabor – B Craig – EJames – A Samayah – C Karl – JStephen – B Jasmine – E Jalil - D

24

Overview of Guided Reading

Guided Reading generally has four

components:

1. Word Work/Vocabulary Instruction

2. Pre-Reading

3. During Reading

4. Post Reading

25


WORD WORK/VOCABULARYA variety of activities can and should occur in this portion of guided reading:

Phonemic awareness practices Sight word Review Phonics strategies Chunking words Identifying syllables Context Clues

26


PRE-READINGThis is the point in guided reading where you set the purpose for reading. You will provide students with the tools, skills, and strategies that will help them read an instructional level text meaningfully. Depending on the level of the group and the text you are working will determine what the purpose of the session is:

Identify high frequency/sight words Use context clues Identify/Work with story elements Begin working with reading strategies

27


PRE-READINGGuided Reading is the ideal place to work on the core four comprehension strategies:

predicting summarizing clarifying* questioning

*This skill is perhaps the most important taught in guided reading, because students need to monitor their reading.

28


DURING READINGThis is the point in guided reading where you allow the students to work with the instructional text on their own. Here are a few general guidelines and suggestions to make this portion of guided reading the most productive:

Students must read the text independently before sharing in the reading with the teacher or fellow group members.

Students reading on levels A – L should always read aloud. Students reading on levels M – Z should always read silently. Depending on the length of the text, the teacher may decide to

chunk the reading into smaller pages. The teacher should take notes on how well students are

reading. The teacher may decide to take an informal running record

during independent reading. The teacher is NOT reading during this portion of guided

reading.

29


POST-READINGThis is the point in guided reading where you revisit the purpose of the guided reading session and begin to assess how well students understood the purpose and/or comprehended the text that they read. It is also the point where you begin to focus more specifically on fluency. Here are some of the best methods of building fluency:

Reread the text independently Shared Reading Echo Reading Choral Reading Whisper Reading Train Wreck Reading

30

What Does Guided Reading Look Like?

31

Next Steps/Questions

1. Ask questions2. Observe a teacher conducting a guided

reading session3. Explore Teachers College Running

Records4. Become familiar with Reading a-z5. Don’t Stop Believing

[email protected]

guided reading

Education

fluent readers fluent

fluent readers levels

early phonics

instructional reading

c emergent readers levels

independent reading

oral reading

fluent readers levels