guided reading what does it look like: …at the table?
TRANSCRIPT
Guided Reading
What does it look like:
…at the table?
Materials needed…
•Leveled Readers
•Teaching Wall
• Sticky Notes
• Pencils
• Stopwatch
• Calculator
• Response sticks
• Highlighters
• Letter Tiles
• Word Cards
• Desk Reference
• Notebook for anecdotal notes
What materials
will I need?
Guided Reading Components…
3-6Day 1Day 1 Whole Group Basal
Before Reading: (20 min) Mini lessons: comprehension strategy and skill focus, Introduce vocabulary, Activate prior knowledge (prediction), Establish a purpose for reading
During Reading: (20-30 min) Read basal: choral reading (girls/boys…), shared reading (with teacher), CD recording (identify points to pause for discussion, answer questions, and check for understanding)
After Reading: (5-10 min) Check for understanding: (Summarizing, Share examples of strategy work, skill practice)
Guided Reading Components…3-6
Small Group Leveled Readers1. Recap/Review of Comprehension Strategy and
Skill2. Introduce New Book3. Strategy Check “listening in” and anecdotal
notes (Teacher can do a Running Record during this time.)
4. Return to Text “check for understanding”5. Response/Extension (Teacher is doing a Running Record at the reading
table!)
Days 2-5
Days 2-5
Transitional Readers (levels I/J-P)
•Have large bank of sight words
•Still learning to decode big words
•Increase fluency
•Expand vocabulary
•Improve comprehension
Grade level Text Level Instructional Needs
K & 1st above level I vocabulary and comprehension
2nd J-M decoding, fluency, vocabulary, retell
3rd-6th J-P self-monitoring, decoding, fluency,
vocabulary, and retell
Can be found at any
grade level
Components of GR for Levels I/J-P:Transitional Readers
• Introduction to book: predictions, new vocabulary, text
features
• Teaching Points (choose 1-2 based on skill &
strategy focus)
• Students Read Quietly or Silently-
Teacher takes anecdotal notes/running record
• Discussion of book- refocus on teaching points
• Word Study (if appropriate)
• Follow-up
Fluent Readers(Levels Q-Z)
• Independent use of comprehension
strategies
• Vocabulary
• Discussion and responses to reading
Components for Fluent GR (levels Q-Z):
• Introduction to text: preview, predict, new vocabulary
• Teaching Points (strategy/skill)- teacher models
• Students Read Silently & Respond- Teacher
observes
and checks- in and may question students
• Discussion: share examples of teaching points
Running Records
Running records can be done during guided reading lessons, but should not consume the
entire guided reading block.
How do I know what level book I should be using with
my students?
Running Records
Progress Monitoring RR
– Done anytime– Use any text– Less formal; used for– day-to-day instruction– Helps analyze errors– Fluency rate is not
always done, but should be done periodically
– Comprehension is not always done, but should be done periodically
– Should happen during daily routine
Benchmark RR
– Done three times a year(initial, ongoing, summative)– Use secured text – Formal assessment– Helps analyze errors– Fluency rate is done every time!– Comprehension/retell done every time!– Should happen with little disruption of daily routine
Benchmark Running Records MUST include accuracy, fluency (rate), and comprehension/retell
1970’s 1980’s 1990’s Now
Purpose We will all get
through the story
Kids must feel
good about
themselves.
We will all get
through the
story with help.
Every child
deserves to be
taught on their
level at some
time during the
day
Students learn reading
strategies to access text
Resource Basal
One Anthology
Basal
One Anthology
Class Sets of
Trade Books
Basal Anthology
Trade books
children could
read
Basal Anthology
“Level Books”
Book Rooms
Library Books of Choice
Differentiation Whole group
Reading groups
Whole group
Heterogeneous groups
Whole group
Guided Reading
Whole group
Small group – guided readers
One on one
Access Text Round robin
You might not be able to read the
text
Round robin
You might not be able to read the
text
Each student reads text they
can read
Teach skills and strategies so student can read any text
Each student has text they can read independently
Historical Overview
What will this look like in my classroom?
• Routines should be in place.
• Students should be working independently: reading to self/someone, working with words, listening to books, writing,…
• Small groups should be meeting with teacher at reading table for guided reading lessons (with some exceptions)
• May be doing Running Records…
Non-verbal cues for managementLeveled Readers
Previewing and Setting Purpose
Center Rotation Management
Daily FiveManagement System /Structure
Teaches/ Fosters Independence
5 Components: Read to Self Read to Someone Word Work Writing Listening to Reading
The Daily Five does NOT hold content, it is a structure. Content comes from your curriculum. Daily Five is not a replacement for guided reading- it Is the structure in place so that guided reading can work effectively.
Guided Reading in Action
Cross Checking for Understanding Checking our Word Wall for Support
Anchor Charts- the heart of teaching structure
Reading to Someone
Lesson Formats…
Focus Walls
“By following lesson plans and selecting a purpose for your guided reading groups, you will see radical improvements in children’s reading progress. Your focus will determine your effectiveness.”
-Jan Richardson
The Next Step in Guided Reading Grades K-8 by Jan Richardson, published by Scholastic, 2009
Guiding Readers and Writersby Irene Fountas and Gay Su Pinnell, Heinemann Publishers
References:
