guidingreadersiascd2 20 13 - maria walther · 2015-07-31 · this with officer buckle and gloria...

©Dr. Maria P. Walther, ILASCD 2-20-13 (Revised 2-18-13), All Rights Reserved

Guiding Readers

Presented by: Maria Walther 1st Grade Teacher Graham Elementary School 2315 High Meadow Rd. Naperville, IL 60564 (630) 428-6945 [email protected]

www.mariawalther.com


Powerful Reading Instruction

Powerful reading instruction is comprised of the following components:

• Frequent read-aloud experiences

• Engaging conversations

• Playful phonemic awareness activities

• Explicit phonics instruction

• Robust vocabulary teaching

• Thoughtful comprehension lessons

• Meaningful fluency development activities

• Multilevel, flexible, small group instruction

• Ample time to read independently

• Effective writing instruction

• Integrated content area studies

Source: Walther, M. P., & Fuhler, C. J. (2010). Teaching struggling readers with poetry: Engaging poems with mini-lessons that target and teach phonics, sight words, fluency, & more—laying the foundation for reading success. Scholastic.

“Children who haven’t heard words sing, who have not experienced words that make them laugh and cry, words that make them go suddenly quiet, even pensive, are not going to be readers, no matter how adept they are at decoding.” Susan Ohanian One Size Fits Few


What the Common Core Standards Say About Reading Aloud “Children in the early grades—particularly kindergarten through grade 3—benefit from participating in rich,

structured conversations with an adult in response to written texts that are read aloud, orally and comparing and

contrasting as well as analyzing and synthesizing” (CCSS, p. 27).

“By reading a story or nonfiction selection aloud, teachers allow children to experience written language without

the burden of decoding, granting them access to the content that they may not be able to read and understand by

themselves. Children are then free to focus their mental energy on the words and ideas presented in the text, and

they will eventually be better prepared to tackle rich written content on their own” (CCSS, p. 27).

Read Aloud! A Few of My Favorites

Bishop, N. (2012). Snakes. New York: Scholastic. Nic Bishop draws his readers into the world of snakes through stunning photographs and interesting, well-written information. I usually read his books a few pages at a time, like a chapter book, so we can enjoy the experience! Nic Bishop’s informational texts have earned him many awards and include the following Spiders, Frogs, Butterflies and Moths, Marsupials, and Lizards. Teaching Ideas: CCSS Grade 1 RL.5 Comparing Fiction/Nonfiction Pair with My Snake Blake by Randy Siegel LaRochelle, D. (2012). It’s a tiger! (J. Tankard, Illus.). San Francisco, CA: Chronicle. Begin reading this boldly illustrated picture book on the front flap and continue to read, notice, and laugh at the young narrator’s adventures as he narrowly escapes a tiger again and again! Teaching Ideas: Read Like a Writer, Creative Conventions, Repeated Line

Mack, J. (2012). Good news bad news. San Francisco, CA: Chronicle. If you are looking for another picture book with a see-saw pattern to pair with Fortunately (Charlip, 1964), young readers with enjoy this tale of a rabbit and a mouse who, when trying to have a picnic, experience good news and bad news together. Teaching Ideas: Read Like a Writer, Pattern Books, See-Saw Pattern

Rosenthal, A. K. (2013). Exclamation mark. (T. Lichtenheld, Illus.). New York: Scholastic. Feeling alone in a world of periods, the exclamation mark tries everything to fit in and is about to give up when he meets the question mark. Question mark helps him discover his unique talent—exclaiming! Teaching Ideas: Inferring Big Ideas—Accepting Differences


Engaging Conversations

New Illinois Learning Standards: Speaking and Listening Standard K-5 Comprehension and Collaboration

Grade 1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e. g. listening to others with care, speaking one at a time about topics and texts under discussion) b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.

Grade 3-5

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material, explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e. g. gaining the floor in respectful ways, listening to others with care, speaking one at a time about topics and texts under discussion). c. Pose and respond to specific questions to clarify or follow up on information, make comments that contribute to the discussion, and link to or elaborate on the remarks of others. d. Review the key ideas expressed, explain their own ideas and understanding, and draw conclusions in light of the discussion.

Source: Month-by-Month Reading Instruction for the Differentiated Classroom (Walther & Phillips, 2012)


Playful Phonemic Awareness Activities

Phonemic Awareness Skills to Highlight Through Poetry Before displaying poem in a pocket chart, on the overhead, or on an interactive whiteboard, begin by reading the poem aloud to strengthen students’ skills in the following areas. Phonological Awareness (oral/listening activities—no print) • Word Awareness/Concept of Word—Give students counters and a cup or ask them to use their fingers or take a sideways step. Read aloud a sentence from the poem. Invite students drop a counter in the cup, put up a finger up, or take a sideways step each time they hear a word. • Concept of Syllables—Select a multisyllabic word from the poem. Clearly say the word and invite students to clap once for each syllable they hear. • Concept of Phonemes—Say a word from poem, invite students to chop the word by making a chopping motion for each sound they hear. Phonemic Awareness (oral/listening activities—no print) • Rhyme recognition—Ask students to identify the rhyming words they hear as you read t the poem. • Phoneme matching—(Alliteration) Read an alliterative sentence and say, “Listen to this sentence and tell me what sound you hear at the beginning of most words.” • Phoneme blending—Select a word from the poem to segment. Say each phoneme separately then say, “Listen to these sounds and tell me what word they make.” • Phoneme segmentation—Select a word from the poem. Say, “Listen to this word, tell me how many sounds you hear or tell me the sounds you hear in the word _______.” • Phoneme manipulation—Play with the words! Substitute, add, or delete sounds to create new words. For additional phonemic awareness teaching ideas see Teaching Struggling Readers With Poetry (Walther & Fuhler, 2010), p. 44. A Sampling of Teaching Ideas for “Brother” by Mary Ann Hoberman Fluency Fun with Tongue Twisting Poems—Challenge students to reread this tongue-twisting poem faster and faster. Picture Book Pairing Once Upon a Baby Brother (Sullivan, 2010)


Brother

I had a little brother

And I brought him to my mother

And I said I want another

Little brother for a change.

But she said don’t be a bother

So I took him to my father

And I said this little bother

Of a brother’s very strange.

But he said one little brother

Is exactly like another

And every little brother

Misbehaves a bit, he said.

So I took my little bother

From my mother and my father

And I put the little bother

Of a brother back to bed.

Mary Ann Hoberman

Source: Paschen, E. (2005). Poetry speaks to children. Naperville, IL: Sourcebooks. (p. 95) For teaching ideas see p. 41 of Teaching Struggling Readers With Poetry (Walther & Fuhler, 2010)


Robust Vocabulary Teaching

Three Read-Aloud Words Plan In her book, What Really Matters in Vocabulary: Research-Based Practices Across the Curriculum (2009), renowned literacy expert Patricia Cunningham shares a sensible vocabulary-building strategy. Cunningham suggests targeting “Three Read-Aloud Words” from one read-aloud selection each week. She dubs read-aloud words “Goldilocks” words—words that are not “too easy” and generally known by most of your students or words that are not uncommon, obscure, or “too hard.” Once you’ve selected the target words, follow the lesson sequence she’s created. 1. Read the text for pleasure. 2. Show the target words to your students on index cards, one at a time. Teach your students to pronounce each word, but ask them not to share the meanings so that you can demonstrate the strategies that readers use to acquire new word meaning during reading. Place the words where your students can see them. 3. Reread the text and invite your listeners to yell, “STOP!” when they hear a target word. At this point, stop reading and demonstrate for your readers how you use the context, illustrations, and word parts to figure out and explain the meaning of that particular word. Continue with the two other words. 4. After reading, ask questions to help readers connect the words to their own experience. 5. The next day, reread the text and ask students to retell the text to a partner using the target vocabulary words. 6. Display the words in your classroom next to the cover of book or poem. Then, challenge students to be on the lookout for these words. Place a tally mark next to each word that a student read, hears, or notices in print. Your challenge is to also try to use these words in your conversations throughout the week. Professional Resources: Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford. Cunningham, P. (2009.) What really matters in vocabulary instruction. New York: Allyn & Bacon.


Read Alouds with Rich Vocabulary

Title and Author

Brief Summary Words to Highlight and Kid-Friendly Definition

Amos & Boris (Steig, 1971)

When Amos, the mouse, rolls off his boat into the sea, Boris, a whale, saves him and brings him back to his home. Later, Amos saves Boris’ life. Draw readers’ attention to the similarities to the fable The Lion and the Mouse.

immense: very big, huge desperately: needing something in an urgent or critical way, needing action right away admiration: a feeling a respect and approval

Gumption!

(Broach,

2010)

Uncle Nigel and Peter go on an African expedition and encounter many challenges. With gumption, and the help of the animals, Peter manages to keep up with his uncle. Readers will enjoy the humorous pictures showing that Uncle Nigel has no idea that Peter’s adventures are occurring. Pair this with Officer Buckle and Gloria (Rathman, 1995) to discuss how both books’ illustrations add to the humor of the story.

expedition: a trip that is taken for a

certain reason

gumption: to show bravery

peered: to look hard or closely at

something to see it better

The Inside

Tree (Smith,

2010)

Mr. Potter’s house is warm and comfortable until he decides to invite a dog and a tree inside. Great for Peek and Predict (See M-by-M Reading page 116)

eerie: when something is spooky or scary

fetched: to go somewhere, pick something

up, and bring it back

parlor: a room in a house that is used for having people over and talking.

Source: Walther, M. P., & Phillips, K. A. (May, 2012). Month-by-Month Reading Instruction for the Differentiated Classroom. New York: Scholastic.


Thoughtful Comprehension

Lessons

• Predict the Title

• Step Into the Story “Step into the Story” by Debbie Miller author of Reading With Meaning (Stenhouse, 2013) andTeaching With Intention (Stenhouse, 2008) Prepare an overhead or interactive whiteboard document with a key picture in the book or mark a key picture in the book. [See suggestions below.] Read aloud until you come to that page. Pause and show illustration or overhead. Invite students to “step into the story” and share what they imagine the character is thinking and feeling at this moment. Bunting, E. (1991). Fly Away Home. (R. Himler, Illus.). New York: Clarion. **NOTE: This book is also ideal for practicing QUESTIONING before, during, and after the story. You might want to save it for that strategy. [The picture where the boy is watching his father drive away on the bus to work.] Coles, R. (1995). The Story of Ruby Bridges. (G. Ford, Illus.). New York: Scholastic. [The illustration that shows Ruby walking up the steps of the school for the 1st time.] McKissack, P. (2002). Goin’ Someplace Special. (J. Pinkney, Illus.). New York: Atheneum. [The scene where ‘Tricia Ann is pushed into the “white” hotel.]

Meaningful Fluency Development

Activities

To introduce the concept of fluency, read aloud two

poems from Jack Prelutsky’s book Something Big Has

Been Here (1990). Begin by reading the poem “Slow

Sloth’s Slow Song” found on page 65 aloud and then

invite your students to join in. Follow this slow poem

with “Twaddletalk Tuck” (p. 64) that simply begs to be

read quickly. Discuss the difference between the two

readings and how Prelutsky’s use of punctuation marks

helps the reader to understand how to read each poem.

If you have multiple copies of the poem, invite students

to read the poems with a partner. After reading “ Slow

Sloth’s Slow Song,” young learners might be interested

in discovering more about sloths. If so, read aloud the

nonfiction title Let’s Look at Sloths (Piehl, 2011). As a

follow-up to this lesson, read either Hip and Hop Don’t

Stop (Czekaj, 2010) or Wolf! (Bloom, 1999) where the

wolf learns to read with style!

Source: Walther, M. P., & Phillips, K. A. (May, 2012). Month-by-Month Reading Instruction for the Differentiated Classroom. New York: Scholastic.


Slow Sloth’s Slow Song I . . . . . . . am . . . . . . . a . . . . . . . sloth . . . . . . . a . . . . . . . sloth . . . . . . . am . . . . . . . I . . . . . . . I . . . . . . . live . . . . . . . in . . . . . . . trees . . . . . . . But . . . . . . . I . . . . . . . can’t . . . . . . . fly . . . . . . . I . . . . . . . do . . . . . . . not . . . . . . . run . . . . . . . I . . . . . . . am . . . . . . . so . . . . . . . slow . . . . . . . But . . . . . . . I . . . . . . . am . . . . . . . where . . . . . . . I . . . . . . . want . . . . . . . to . . . . . . . go. . . . . . . .Jack Prelutsky Source: Prelutsky, J. (1990). Something Big Has Been Here. (J. Stevenson, Illus.). New York: Greenwillow. (p. 65)


Twaddletalk Tuck

by Jack Prelutsky

I’m Twaddletalk Tuck and I talk and I talk

and I talk when I run and I talk when I walk

and I talk when I hop and I talk when I creep

and I talk when I wake and I talk when I sleep

and I talk when it’s wet and I talk when it’s dry

and I talk when I laugh and I talk when I cry

and I talk when I jump and I talk when I land

and I talk when I sit and I talk when I stand

and I talk and I talk into anyone’s ear

and I talk and I talk when there’s nobody near

and I talk when I’m hoarse and my voice is a squawk

for I’m Twaddletalk Tuck and I talk and I talk.

Source: Prelutsky, J. (1990). Something Big Has Been Here. (J. Stevenson, Illus.). New York: Greenwillow. (p. 64)


What the Common Core Standards Say About Comprehension Conversations

• Develop students’ understanding that thinking and reading occur at the same

time

• Encourage listeners to participate in thoughtful, collaborative conversations

• Include complex informational texts from the content areas like history and

science

• Driven by high-quality, text-dependent questions

• Invite readers to think carefully about texts and find evidence in text to

support their response

Source: Revised Publishers’ Criteria for the CCSS in ELA Grades K-2 (Coleman & Pimentel, 2012)


THOUGHTFUL COMPREHENSION LESSONS BOOKS TO SPARK COMPREHENSION CONVERSATIONS

Inferring Big Ideas Cecil, R. (2012). Horsefly and honeybee. New York: Holt. A sweet story about a horsefly and honeybee that decide to nap in the same flower, have a fight, and each lose a wing. Later, when the bullfrog wants to eat them, they work together to fly away. Teaching Ideas: Comprehension Conversations—Inferring Big Ideas (K), Social Studies—Friendship, Teamwork Woodson, J. (2012). Each kindness. (E. B. Lewis, Illus.). New York: Penguin. Chloe learns a life lesson when her teacher points out the power of kindness. After this compelling lesson, Chloe wishes she would have shown kindness to the new girl, Maya, instead ignoring her because she was less fortunate and different. Unfortunately, Chloe never gets the chance to show kindness because Maya moves away. Teaching Ideas: Comprehension Conversations—Inferring Big Ideas; Social Studies—accepting differences, friendship Accepting Differences Text Set Ideas: Odd Velvet by Mary E. Whitcomb, The Rag Coat by Lauren Mills. Lichtenheld, T. (2011). Cloudette. New York: Henry Holt. Little Cloudette wants to do big and important things like her fellow clouds. When a storm blows her to a new neighborhood she discovers that even a little cloud can make a big difference. Teaching Ideas: Comprehension Conversation—Inferring Big Ideas; Weather, Pair with Clouds (Rockwell, 2008). Asking and Answering Questions Williams, L. E. (2010). The can man. (C. Orback, Illus.). New York: Lee and Low. When Tim’s parents can’t afford to buy him a new skateboard for his birthday he is looking for ways to earn money. Along comes Mr. Peters, a homeless man dubbed “The Can Man” for collecting cans, giving Tim an idea. Soon, Tim discovers that he has taken away Mr. Peters’ only source of income. Teaching Ideas: Comprehension Conversations—Inferring Big Ideas; Social Studies—homelessness; Pair with Fly Away Home by Eve Bunting Comparing and Contrasting Traditional Tales Kostecki-Shaw, J. S. (2011). Same, same but different. New York: Holt. Elliot lives in America and Kailash lives in India, by exchanging letters and pictures the two boys discover that their lives are similar yet different. Teaching Ideas: Comprehension Conversations—Discovering Connections; Pair with Mirror (Baker, 2010) Ketteman, H. (2012). Señorita Gordita. (W. Terry, Illus.). Chicago, IL: Albert Whitman. Add this fun and fast-paced retelling of The Gingerbread Man to your traditional tale collection. The text includes Spanish words along with a glossary and recipe for gorditas in the back. Teaching Ideas: Traditional Tales; Pair with The Gingerbread Man Loose in School (Murray, 2011)


A Three-Part Instructional Framework ASSESS • Reading Interest Survey • Word Knowledge Inventory • Comprehension Assessment • Reading Assessment Conference—Running Record DECIDE • Analyze assessment data—The Big Picture • Analyze assessment data—Guiding Readers in Small Groups

o Form guided reading groups o Select a lesson plan that matches the students’ stage of

reading development Pre-A Emergent Early Transitional Fluent

GUIDE • Pinpoint an instructional focus • Select a text • Observe, prompt, teach, converse, and write with your readers • Record observations to further guide your instruction


Maria’s Ten Terrific Tips for Guiding Readers

1. Maintain balance among the different teaching processes including

read aloud, shared reading, guided reading, and independent

reading.

2. Get to know your students’ interests and their literacy learning

needs.

3. Select texts carefully. Don’t forget picture books, poetry,

informational texts, magazine or newspaper articles, short stories,

and excerpts of books!

4. Focus on teaching strategies, not on completing texts.

5. Avoid “round robin” reading. Students should be reading softly or

silently until you listen in to prompt and coach.

6. Observe, coach, and take notes as readers apply strategies.

7. Give descriptive feedback.

8. Use anecdotal assessment to drive instructional next steps.

9. Enlist the help of interested adults to work with other students

while you’re meeting with groups

10. Enjoy your young readers!


Suggested Teaching Sequence for a Guided Reading Lesson

Before Lesson Preparation • Identify the needs of your students through authentic assessment tools such as:

o Running records o Scholastic’s The Next Step in Guided Reading Assessment, ISEL, Rigby Benchmark

Assessments, DRA (Developmental Reading Assessment), Fountas & Pinnell Benchmark Assessment System

o Teacher observation and anecdotal records o Writing samples o Developmental spelling assessment—Darrell Morris, Words Their Way

• Group four to six students with similar reading abilities, instructional needs, and/or

interests. Remember that these groups are FLEXIBLE and will change often as students develop new skills and you identify new instructional needs.

• Match the readers with an unfamiliar text at their instructional level that will support their

reading development and appeal to the group. • Plan your teaching focus and your book introduction. Before Reading

• Think, Talk, and Question through the book. Each child has his/her own copy of the book. Begin with a summary statement about the main idea then, as you walk through the book page by page, use open-ended questions to stimulate a language rich discussion with students.

o Predict using cover, back cover, title, and illustrations. o As you do a picture walk, discuss background knowledge, key events, and

challenging vocabulary. o Sample the text. Point out and read words and sentences and/or call attention to

visuals.


During Reading

• Students read the book. The students read the story to themselves softly or silently. This is not choral reading or round robin reading. Every student is reading at the same time, but each student reads at his/her own pace.

• Monitor and guide. As the students are reading move around the group to observe and

coach students to use strategies and confirm and celebrate effective strategy use.

• Record observations. Making notes to record your observations will help as you plan your future guided reading lessons. Note students who are tracking accurately, reading fluently, using strategies, self-correcting, comprehending the text, and so on.

• Students reread the book. When students finish reading the book, ask them to reread

again. Rereading is important for emergent readers to build fluency and confidence. As students progress, there will be much less rereading.

After Reading

• Return to the text as a group to discuss and clarify understandings, do some phonics or word work, or review a reading skill or strategy. Any skill, strategy or feature you choose to target should be based on students’ needs.

• Encourage responses. Students may respond to the text in a variety of ways both within

the group and during independent practice.

• Repeated reading. Students may read the book with a buddy, place the text in a book basket for familiar reading, or complete an extension activity.

• Review observations. Reviewing your recorded observations will help you evaluate each

student’s reading of the text to determine what the students need to learn next.

Adapted from: Merrilees, Cindy. Resource Handbook: Effectively Using Guided Reading. Bellevue, WA: Bureau of Education and Research. Recreated on 10/22/04 by Indian Prairie District 204 Trainers

Revised 7/26/11 by Maria Walther


STAGES OF READING DEVELOPMENTSTAGES OF READING DEVELOPMENT

Adapted from: On Solid Ground (Taberski, 2000)

Pre-Emergent (Pre-A)

Emergent Reader (A-C)

Early Reader (D-I)

Transitional Reader

(J-M)

Fluent Reader (N+)

Enjoys book experiences

Uses repetitive text patterns to mimic reading

Reads familiar text word-by-word

Reads familiar text with increasing fluency (rate, accuracy, phrasing, and expression)

Reads independent-level text with fluency (rate, accuracy, phrasing, and expression)

Interacts with books

Uses prior knowledge and experiences to make meaning

Uses prior knowledge, clues from text, and experiences to make and predict meaning

Uses prior knowledge, clues from text, text structures, and experiences to make, predict, and infer meaning

Uses prior knowledge, clues from text, text structures, and experiences to make, predict, infer, and synthesize meaning

Developing phonemic awareness

Attends to features of print such as lines of text, words, and letters

Figures out most simple words using meaning, context clues, or phonics

Integrates meaning, context clues, and phonics to decode difficult words

Uses self-monitoring strategies and self-corrects while reading

Developing letter-sound knowledge

Recognizes a few high-frequency words, names, and simple words in context

Recognizes and reads many high-frequency words and simple words in context

Recognizes and reads high-frequency words and an increasing number of difficult words, many of which are content-related

Recognizes and reads most words automatically


General Characteristics of Emergent Readers (Levels A-C)

Decoding/Self-Monitoring • Matches some spoken words to printed words when reading text • Relies on picture clues • Recognizes some personally significant words in context • Uses beginning sounds to predict words in text • Uses the repetitive patterns found in books to predict words and phrases Comprehension • Understands that print contains a consistent message • Uses background knowledge and personal experiences to make meaning • Focuses on expressing the meaning of a story rather than accurately reading the words

General Characteristics of Early Readers (Levels D-I) Decoding/Self-Monitoring • Recognizes most high-frequency words and many simple words • Relies heavily on beginning letters and sounding out for word identification • Reflects on own decoding strategy use (When asked, “How did you figure out that word?”

Can answer, “I sounded it out.”) • Reads word-by-word, line-by-line, focusing on decoding • Uses picture clues and context clues to check for understanding • Beginning to self-correct miscues • Beginning to reread, read on, use sentence structure and punctuation (syntax) to make

meaning Comprehension • Retells familiar stories, both visual and printed, including key details • Recounts ideas and information from informational texts and connects it to their own

knowledge • Identifies and discusses different text types (letters, lists, stories, articles, and so on) • Understands that all texts, both narrative and informational, are written by authors

expressing their own ideas General characteristics adapted from: Reading Developmental Continuum, Heinemann, 1994


General Characteristics of Transitional Readers (Level J-M) Decoding/Self-Monitoring • Has increasing bank of sight words and subject-specific words • Is becoming efficient at using the following decoding strategies

o Look through the word for sounds you know o Get your mouth ready o Look for chunks, letter patterns o Look for known word parts (roots, prefixes, suffixes) o Blend the sounds o Use word segmentation and syllabification to make sense of whole word

• Constructs meaning by integrating knowledge of o text structure (letter, narrative, procedure) o text organization (paragraphs, chapter, introduction, conclusion) o language features (descriptive language, transition words) o subject-specific language

• Makes meaningful substitutions that demonstrate integration of semantic, syntactic, and graphophonic cues.

Comprehension • Can retell and discuss own interpretation of texts read or viewed with others • Can recognize stereotypes • Selects appropriate material and adjust reading strategies for different texts and purposes • Is becoming efficient in using most of the following strategies for constructing meaning

o Predicts and proves o Self-corrects o Rereads to clarify meaning o Reads on o Slows rate to read difficult text o Substitutes familiar words o Uses knowledge of print conventions

General characteristics adapted from: Reading Developmental Continuum, Heinemann, 1994


General Characteristics of Fluent Readers (Levels N+) Decoding/Self-Monitoring • Uses word identification strategies appropriately and automatically when encountering an

unknown word o Knowledge of graphophonics o Knowledge of word patterns o Knowledge of word derivations, morphographs, prefixes, suffixes, and syllables

• Uses a wide range of strategies automatically when constructing meaning from text o Self-corrects o Rereads o Reads on o Slows down o Sub-vocalizes

Comprehension • Can recognize and discuss elements and purposes of different text structures • Read and comprehends text that is abstract and removed from personal experience • Makes inferences based on implicit information drawn from a text and can provide

justification for these inferences • Returns purposefully to make connections between widely separated sections of text • Makes critical comparisons between texts • Can discuss an alternative reading of a text and offer possible reasons why a text may be

interpreted differently by different readers


Pre-A Guided Reading Lesson Preparation Lesson

Component Materials Preparation

Working With Names

• Sentence strips, one per student • 6x9 manila envelopes, one per

student • Magnetic letters, set of letters

in name for each student • Dry-erase markers • Plastic sheet protectors

1. Write students’ names on sentence strips and cut into two or more parts depending on the level of the child. Place cut-up name in manila envelope and print student’s name on outside of envelope. (Name Puzzle) 2. Spell out each child’s name in magnetic letters and put the letters in a bag or small container. (Magnetic Letters) 3. Print each child’s first name on a piece of paper and slide the name template into a sheet protector. (Rainbow Writing) or Write each student’s name two times, as big as possible, on a piece of copy paper. Xerox a few times and cut in half. (Rainbow Writing)

Working With Letters

• Upper- and lowercase magnetic letters or copies of reproducible upper- and lowercase letters, two sets per student

• Quart-sized zippered plastic

bags, each labeled with student’s name

• Alphabet chart with pictures

To create letter bags for Letter Bags Activities: 1. Assess students to determine which letters they already know. 2. Make personal Letter Bags by placing two sets of known uppercase and two sets of known lowercase letters in a bag. 3. Add additional letters to bag as children learn them. For Alphabet Chart Activities: Laminate or place alphabet charts in plastic sheet protectors. Tip: Place the chart in the same sheet protector as the name template used for Rainbow Writing.

Working With Sounds

• Picture cards or list of one- and two-syllable words

• List of rhyming word pairs • Consonant picture sort cards

You will need enough words to dictate one or two words each time you do this activity. Select familiar words or use the name of students or objects in your class. Find familiar pictures that begin with consonant sounds. When sorting pictures, choose two distinctly different consonants such as m and s.

Working With Books

Sets of Level A Books (one book per student)

Choose books with the following features: • One line of print per page • Familiar topics and concepts • Stories that make sense

Working as Writers:

Interactive Writing/Cut

Apart Sentences

• Strips of paper for interactive sentence writing

• Markers • Scissors

Create a simple four- to six-word sentence related to the book, which you will write in front of your students. Think about the letters and sounds the group is working on and try to include them in the sentence you are planning to write. Record the sentence on your lesson plan.

Adapted From: The Next Step In Guided Reading (Richardson, 2009) www.janrichardsonguidedreading.com Source: The Next Step in Guided Reading Assessment K-2 Guide (Richardson & Walther, 2013)


Pre-A Guided Reading Record Date _____________________ Name Name Name Name

Activity Ideas +, √, - +, √, - +, √, - +, √, -

Working With Names (Omit once child can write name without model and knows all letters in name) (2 minutes) __Put name puzzle together with and without model on envelope __Put magnetic letters of name in order __Rainbow write name – Trace over xeroxed name with different color crayons

Working With Letters – Choose 1 each day (2 minutes) Letter Bag Activities: __Match letters to alphabet chart – place each “letter bag” letter on chart and name letter/picture on chart __Match upper- and lowercase letters from bag __Put letters in a line and read them from left to right __Pull a letter out of bag and name a word that begins with that letter Alphabet Chart Activities: __You say, “Find a letter on the alphabet chart that you hear at the beginning of the word ____.” __ You say, “Find a letter on the alphabet chart that makes the sound __”

Working With Sounds (2-3 minutes) __Clapping Syllables: Say or show pictures of one or two syllable words, invite students to clap syllables __Rhyming: Say word pairs, students put thumbs up if they rhyme, thumbs down if they don’t rhyme __Picture Sorts: Sort pictures by beginning sounds Teach students to:

• Say the name of the picture. • Say the beginning sound • Say the name of the letter • Put the picture under the correct letter

Working With Books (5 minutes) Book Title: _______________________________________ 1. Interactive Picture Walk and Conversation 2. Choral Reading 3. Teach one or two of the following print concepts Concept of word: How many words are on this page? First/last word: Point to first word on page/last word on page. Concept of letter: Show me one letter. Show me two letters. First/last letter: Point to first letter of a word/last letter.

Working as Writers: Interactive Writing/Cut Apart Sentence (5 minutes) Sentence: ________________________________________ 1. Think of a 4-6 word sentence. 2. Write one line for each word in sentence. 3. Have one student at a time help you write words in sentence. 4. When finished, cut apart sentence and reassemble.

Source: The Next Step In Guided Reading (Richardson, 2009) Source: The Next Step in Guided Reading Assessment K-2 Guide (Richardson & Walther, 2013)


Emergent Guided Reading Lesson Plan (Levels A-C) DAY 1

1. Review Taught Sight Words (1-2 minutes) Dictate 3-4 previously taught sight words and record student responses on your high frequency word chart. 2. Introduce and Preview the Book (3-4 minutes)

• Introduce the text by sharing a quick gist statement like, “This book is about two friends who like to play together.” • Preview the text by doing a picture walk

o Introduce new vocabulary (sight words, concept words) encourage cross-checking. o Connect concepts to students’ background knowledge

• Invite predictions based on preview and text structure

3. Listen, Prompt, and Notice as Students Read the Text (5-8 minutes) (Students read independently, not chorally or in pairs—no round-robin reading) Prompts for Emergent Readers Self-monitoring prompts • What can you try? What can you do to help yourself? • Pause, think, and check for understanding. Did that word look right and make sense in the sentence? Did that word match

the picture and make sense in the sentence? • You figured out that tricky word by yourself. How did you figure that out? Decoding prompts • Look at the picture clue. What word would make sense and match the picture? • Get your mouth ready by saying the first sound. • Reread and think about what would make sense and match the picture clue. • Pause, think, and check for understanding. Did that word match the picture clue and make first sound? • Can you find the word [select a familiar sight word]. Point to the word. Now reread the sentence again. Fluency prompts • Use your reading finger to point to each word. • Slide your finger as you read. • Try reading without pointing. • Read it like the character would say it. 4. Teach and Discuss (1-2 minutes) (Choose one word-solving and one comprehension.) Word-Solving • CROSS-CHECKING • One-to-one matching • Use picture clues (meaning) • Get mouth ready • Blend little words • Fluency: Expression (Begin at Level C)

Comprehension Conversations • Did you enjoy the story/informational book? Why or why not? • I thought the story was funny/sad/silly. Do you agree or disagree? • Who were the author and illustrator? What kind of book is this? • Does this book remind you of any others that you’ve read? How was this

book similar or different than that one?

5. Teach One New Sight Word (1-2 minutes) • What’s Missing • Mix & Fix • Table Writing • White Boards

6. Word Study (3-5 minutes) • Picture sorts • Making words • Sound boxes Source: The Next Step in Guided Reading Assessment K-2 Guide (Richardson & Walther, 2013)


Emergent Guided Reading Lesson Plan (Levels A-C) DAY 2

1. Review Taught Sight Words (1-2 minutes) Dictate 3-4 previously taught sight words and record student responses on your high frequency word chart. Include the sight word you taught on Day 1. 2. Listen and Prompt as Students Reread Familiar Text (5-8 minutes) (Students read independently, not chorally or in pairs—no round-robin reading)

Prompts for Emergent Readers Self-monitoring prompts • What can you try? What can you do to help yourself? • Pause, think, and check for understanding. Did that word look right and make sense in the sentence? Did that word match

the picture and make sense in the sentence? • You figured out that tricky word by yourself. How did you figure that out? Decoding prompts • Look at the picture clue. What word would make sense and match the picture? • Get your mouth ready by saying the first sound. • Reread and think about what would make sense and match the picture clue. • Pause, think, and check for understanding. Did that word match the picture clue and make first sound? • Can you find the word [select a familiar sight word]. Point to the word. Now reread the sentence again. Fluency prompts • Use your reading finger to point to each word. • Slide your finger as you read. • Try reading without pointing. • Read it like the character would say it.

3. Teach and Discuss (1-2 minutes) (Choose one word-solving and one comprehension.) Word-Solving • CROSS-CHECKING • One-to-one matching • Use picture clues (meaning) • Monitor with known words • Get mouth ready • Visual scanning • Expression

Comprehension Conversations • Let’s retell the story or share the fun facts that we learned. • Did you enjoy the story/informational book? Why or why not? • I thought the story was funny/sad/silly. Do you agree or disagree? • Who were the author and illustrator? What kind of book is this? • Does this book remind you of any others that you’ve read? How was this

book similar or different than that one?

4. Teach Same Sight Word as Day 1 (1-2 minutes) • What’s Missing • Mix & Fix • Table Writing • White Boards

5. Guided Writing (8-10 minutes) Dictate a simple sentence that includes some known sight words and other words that provide opportunities for students to apply their phonics knowledge to stretching out and writing the sounds they hear. To extend students’ auditory memory, increase sentence length as follows:

• Level A: 3-5 words • Level B: 5-7 words • Level C: 7-10 words

Source: The Next Step in Guided Reading Assessment K-2 Guide (Richardson & Walther, 2013)


Emergent Guided Reading Record: DAY 1 Text:_________________________________________ Level: ________ 1. Taught Sight Word Review: ___________, __________, __________ 2. Gist Statement/Vocabulary: 3. Teaching Point: CROSS-CHECKING __One-to-one matching __Use picture clues (meaning) __Monitor with known words __Get mouth ready __Visual scanning __Expression 4. New Sight Word: _____________ 5. Word Study: __Picture Sort __ Making Words __ Sound Boxes

Name 1:1 Decoding

Cross-Checking

Fluency/ Expression

Observations

Follow-up: __________________________________________________ Emergent Guided Reading Record: DAY 2

Date: ______________ 1. Taught Sight Word Review: ___________, __________, __________ 2. Teaching Point: CROSS-CHECKING __One-to-one matching __Use picture clues (meaning) __Monitor with known words __Get mouth ready __Visual scanning __Expression 3. New Sight Word: _____________ 4. Guided Writing Sentence: ____________________________________

Name 1:1 Decoding

Cross-Checking

Fluency/ Expression

Observations

Follow-up: __________________________________________________


Early Guided Reading Lesson Plan (Levels D-I) DAY 1

1. Review Known Sight Words (optional after Level E) (1 minute) 2. Introduce and Preview the Book (3-4 minutes) • Introduce the text by sharing a quick “gist” statement like, “This book is about a hungry frog that wants some lunch. Read

to find out if frog gets his lunch.” • Preview Text: Picture Walk

o Introduce new vocabulary (sight words, concept words) encourage cross-checking. o Connect concepts to students’ background knowledge

Invite predictions based on preview and text structure 3. Listen, Prompt, and Notice as Students Read the Text (8-10 minutes) Invite students to read the text quietly as you visit each reader to “listen in.” Ask each student to “whisper read” when it is his or her turn to read to you. Prompt for decoding, self-monitoring, fluency, and comprehension using the following prompts:

Decoding • Cover the ending. Is there a

part you know? Try that again and think, “What would make sense?”

• Do you know another word that looks like this one?

• Break the word into parts and think about what would make sense?

• Think about the two words that make up that contraction.

• Can you think of a word that has the same part in it?

Self-Monitoring • What’s wrong? Something

didn’t make sense, did it? What can you do?

• Are you right? Does that make sense and look right??

• Think about the story and try something that looks right.

• You figured out that tricky word by yourself. How did you figure that out?

• I noticed that you self-corrected. That’s what readers do! You should be proud of yourself!

Vocabulary • Look at the picture/text feature to help you

understand that word.

Fluency • How would the character say that? Can you read it like

the character? • Put the words together so your reading sounds smooth.

Comprehension

• Tell me about what you just read. What happened at the beginning?

• How does the character feel now? • Why do you think the character did that? • What might the character do next?

4. Teach and Discuss (Choose 1 Focus – 5 minutes) From your quick observations, select a decoding, self-monitoring, fluency, or comprehension strategy to quickly demonstrate and teach. Then, invite students to retell or have a comprehension conversation.

Retelling (5 minutes)

• Can you retell the story or recount important facts that you learned?

• Retell the Beginning, Middle, and End.

• Retell using Somebody, Wanted, But, So, Finally

Comprehension Conversation (5 minutes)

• What are you thinking? What did you notice? Do you have any questions about what you’ve read?

• What was your opinion of that book? Does anyone have a different opinion? • What kind of text is this? Have you read any other texts like this? • How are ______books different from _______ books? • How do you think (character) feels about that? • What was the big idea/central message/lesson/moral? Why do you think that?

5. Word Study (5-8 minutes) • Picture Sorts • Making Words • Sound Boxes • Analogy Charts Source: The Next Step in Guided Reading Assessment K-2 Guide (Richardson & Walther, 2013)


Early Guided Reading Lesson Plan (Levels D-I) DAY 2

1. Review Known Sight Words (optional after Level E) (1 minute) 2. Listen, Prompt, and Notice as Students Continue Reading the Text (5-8 minutes) • Invite students to read the text quietly as you visit each reader to “listen in.” Ask each student to “whisper

read” when it is his or her turn to read to you. Prompt for decoding, self-monitoring, fluency, and comprehension using the following prompts:

Decoding • Cover the ending. Is there a

part you know? Try that again and think, “What would make sense?”

• Do you know another word that looks like this one?

• Break the word into parts and think about what would make sense?

• Think about the two words that make up that contraction.

• Can you think of a word that has the same part in it?

Self-Monitoring • What’s wrong? Something

didn’t make sense, did it? What can you do?

• Are you right? Does that make sense and look right??

• Think about the story and try something that looks right.


• I noticed that you self-corrected. That’s what readers do! You should be proud of yourself!

Vocabulary • Look at the picture/text feature to help you

understand that word.

Fluency • How would the character say that? Can you read it like

the character? • Put the words together so your reading sounds smooth.

Comprehension

• Tell me about what you just read. What happened at the beginning?

• How does the character feel now? • Why do you think the character did that? • What might the character do next?

3. Teach and Discuss (Choose 1 Focus – 1 minute) From your quick observations, select a decoding, self-monitoring, fluency, or comprehension strategy to quickly demonstrate and teach. 4. Retell or Have a Comprehension Conversation (5 minutes)

Retelling (5 minutes) • Can you retell the story or

recount important facts that you learned?



• Five Finger Retell

Comprehension Conversation (5 minutes) • What are you thinking? What did you notice? Do you have any questions about what you’ve

read? • What was your opinion of that book? Does anyone have a different opinion? • What kind of text is this? Have you read any other texts like this? • How are ______books different from _______ books? • How do you think (character) feels about that? • What was the big idea/central message/lesson/moral? Why do you think that?

5. Guided Writing (10 minutes) • Levels D & E: Dictated or open-ended sentences • Levels F – I: Beginning, Middle, or End or Somebody-Wanted-But-So Source: The Next Step in Guided Reading Assessment K-2 Guide (Richardson & Walther, 2013)


Early Guided Reading Record Date: __________ Text:______________________________________Level:________ Focus: __Decoding __Self-Monitoring __Fluency __Retelling __Comprehension

Name Decoding/S. M.

Fluency Retelling Comp. Observations

Follow-up: ___________________________________________________

Early Guided Reading Record Date: __________ Text:______________________________________Level:________ Focus: __Decoding __Self-Monitoring __Fluency __Retelling __Comprehension

Name Decoding/S. M.

Fluency Retelling Comp. Observations

Follow-up: ___________________________________________________


Transitional Guided Reading Lesson Plan (Levels J-M) Before Reading (3-4 minutes)

• Introduce the text by inviting students to o Activate background knowledge o Share what they notice and what they are thinking about the text o Make predictions o Connect to schema o Read like a writer—Notice what the author and/or illustrator chose to do

• Introduce unknown vocabulary o Say word and give a kid-friendly definition o Connect new word to students’ background knowledge o Relate new word to text o Invite students to “turn and talk” and explain meaning of word to neighbor

• Provide students with sticky notes to jot down any puzzling words, noticings, or ideas that they want to share and discuss. For Beginning, Middle, End retell, insert 3 sticky notes at three places in book and have students summarize each part.

During Reading (10 minutes) • Invite students to read the text quietly as you visit each reader to “listen in.” Ask each student to “whisper read” when it

is his or her turn to read to you. Prompt for decoding, self-monitoring, and fluency using the following prompts: Decoding

• What can you do to help yourself figure out that word? Reread and think.

• Look for chunks. Break the word into parts and think about what would make sense.

• Cover the ending? Is there a part that you know?

• Try chunking the word into syllables and see if that helps.

• Do you see any words or word parts that you know (root words, prefixes, suffixes, word endings)?

Self-Monitoring • What’s wrong? Something didn’t

make sense, did it? What can you do? • Think about what is happening right

now in the book. Try something that looks right and would make sense.


• I noticed that you self-corrected. That’s what readers do!

Vocabulary • Reread the sentence and think about

the context clues. • Stop, use your finger to mark your

place and search for illustrations to help.

Fluency • How would the character say that?

Can you read it like the character? • Put the words together so it sounds

smooth. • Read this part with me. [Read the

text chorally with student to model fluency and phrasing.]

Comprehension • Stop, think, and paraphrase • Think about who and what. Who was

on this page? What did he or she do? • What did you read on this page? • What’s the problem? • How does the character feel right

now?

After Reading (Choose 1 Focus – 5 minutes) Retelling (5 minutes)

• Can you retell the story or recount important facts that you learned?



Vocabulary (5 minutes)

• Did you come across any puzzling words? Let’s discuss them.

Comprehension Conversation (5 minutes) • What are you thinking? What did you notice? Do you have any questions about what

you’ve read? • What kind of text is this? Have you read any other texts like this? What is a different

text on the same theme or by the same author? • What was the big idea/central message/lesson/moral? Why do you think that? • Why do you think the author wrote this text? What was his/her purpose? • Why do think the author chose to begin and end the text that way? • What words would you use to describe [character]? Did the [character] change

throughout the story? • What was your opinion of that book? Does anyone have a different opinion? Why do we

have different opinions?

Word Study and Guided Writing Source: The Next Step in Guided Reading Assessment K-2 Guide (Richardson & Walther, 2013)


Transitional Guided Reading Record Date: __________________ Text:________________________________________ Level: ________ Focus: __Decoding/Self-Monitoring __Fluency __Vocabulary __Retelling __Comprehension

Name Fluency Vocab. Retelling Comp. Observations

Follow-up: ___________________________________________________

Transitional Guided Reading Record Date: __________________ Text:________________________________________ Level: ________ Focus: __Decoding/Self-Monitoring __Fluency __Vocabulary __Retelling __Comprehension

Name Fluency Vocab. Retelling Comp. Observations

Follow-up: ___________________________________________________


Fluent Guided Reading Lesson Plan (Levels N+) Before Reading: Introduce Text, Vocabulary, Focus Strategy (5 minutes)

• Introduce the text by sharing a quick “gist” statement like, “This book is about the rain forest. You will learn how much we depend on products from the rain forest in our daily lives.”

• Invite students to preview and predict – If nonfiction, use table of contents and/or text features. • Introduce unknown vocabulary

o Say word and give a kid-friendly definition o Connect new word to students’ background knowledge o Relate new word to text o Invite students to “turn and talk” and explain meaning of word to neighbor

• Introduce focus strategy • Provide students with sticky notes, response sheet, or notebook to jot down notes related to focus

strategy as they are reading. During Reading: Listen and Check for Understanding (10 minutes)

• Invite students to read the text quietly and jot quick responses as you visit each reader to “listen in.” Ask each student to “whisper read” when it is his or her turn to read to you. Prompt for vocabulary and comprehension using the following prompts:

Vocabulary • Is there a word you don’t understand? • Are there clues in the sentence to help you? • Can you think of another word you could substitute for this

word? • Does the picture help you figure out what the word means? • Where could you look when it is a bold word?

Comprehension Predict: What do you think might happen next? What is your thinking behind that prediction? Did your prediction match the author’s idea? Connect: What does this part/text remind you of? Question: What are you wondering? How does asking questions help you as a reader? Visualize: What are you picturing in your head? How does visualizing help you as a reader? Determine Importance: What is the most important part of the story? What is the most important point in the text? Infer: What you thinking right now? What do you think the character is thinking here? Synthesize: What new understandings have you gained from reading this text? How will you apply what you’ve learned? Evaluate: What is your opinion of this book? Why?

After Reading: Converse/Respond (Choose 1 Focus – 5 minutes) Vocabulary (5 minutes)

• Did you come across any puzzling words? Let’s discuss them.

Comprehension Conversation (5 minutes) • What are you thinking? What did you notice? Do you have any questions about

what you’ve read? • What kind of text is this? Have you read any other texts like this? What is a

different text on the same theme or by the same author? • What was the big idea/central message/lesson/moral? Why do you think that? • Why do you think the author wrote this text? What was his/her purpose? • Why do think the author chose to begin and end the text that way? • What words would you use to describe [character]? Did the [character] change

throughout the story? • What was your opinion of that book? Does anyone have a different opinion? Why

do we have different opinions? Source: The Next Step in Guided Reading Assessment 3-6 Guide (Richardson & Walther, 2013)


Fluent Guided Reading Record Date: __________________ Text:________________________________________ Level: ________ Focus: __Predict __Connect __Question __Visualize __Determine Importance __Infer __Synthesize __Evaluate __Vocabulary __Retell ___Recount Information __Summarize

Name Vocab. Comp. Observations

Follow-up: ___________________________________________________

Fluent Guided Reading Record Date: __________________ Text:________________________________________ Level: ________ Focus: __Predict __Connect __Question __Visualize __Determine Importance __Infer __Synthesize __Evaluate __Vocabulary __Retell ___Recount Information __Summarize

Name Vocab. Comp. Observations

Follow-up: ___________________________________________________


Guiding Fluent Readers: Book Club Sharing Meeting

Book Club Members

1. Ask each child to share a book they’ve been reading and retell the main parts. Some questions you might ask about fiction books include the following:

• Tell us about the characters. Who was your favorite? How did that character change over time?

• Where does the story take place? How did the setting impact the story? • What was the problem? How was the problem solved? • What was your favorite part? Why? • What was the BIG IDEA in this book? • Where do you think the author got his or her idea for this book? • Did this book remind you of anything in your life or another book you’ve read? • How would you rate this book on a scale of 1-10? Some questions you might ask about nonfiction books include the following: • What interesting facts did you learn about __________________? • How was the text organized? • Did you notice any nonfiction text features? What information did you learn from

those features?

2. During Book Club Sharing Meetings, encourage readers to interact with each other without raising hands. Invite the members to ask questions and make comments about each other’s books. Encourage every reader to participate.

3. Enjoy listening to your students and learning about some great books!


The Keys to Creating and Sustaining Engaging Independent Practice

Opportunities

The Reading Zone and

Explore the W. O. R. L. D.


Transform Your Classroom Into a Reading Zone Atwell, Nancie. (2007). The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers. New York: Scholastic. Nancie teaches 7th and 8th grade reading, writing, and history at the Center for Teaching and Learning, a K-8 demonstration school she founded in Edgecomb, Maine in 1990. The Top Ten School Conditions to Help Students Enter THE READING ZONE as determined by her students (p. 23): 1. Booktalks and mini-lessons The most important work as a reading teacher is to become so intimate with good books that we bring life, with our voices to the tattered spines that line the shelves of our libraries (p. 67). A book talk is simply a short, direct enthusiastic endorsement of a book we love. Who the main character is, what his/her problem is, a bit of the plot, maybe a theme of the book or its genre, and what made you love it – why you rated it a 9 or 10. 2. A big, diverse classroom library with regular new additions 3. Quiet, daily in-class time to read 4. Individuals’ free choice of books, authors, and genres 5. Recommendations of books from friends and the teacher and a special bookshelf for kids’ favorites. You can access the Kids Recommend Pages at www.c-t-l.org. 6. Comfort during in-class reading time 7. Students’ letters to teacher and friends about their reading 8. Individuals’ conversation with the teacher about their reading 9. Individuals’ lists of books that want to read someday (Someday pages in reading/writing notebook) 10. Homework reading of at least a half an hour every night


Explore the W. O. R. L. D. Be a Writer—The Writing Center Purpose

In the writing center students have an opportunity to write independently and apply what they are learning during writing workshop.

Writing Center Materials • A variety of paper in different shapes, sizes, and colors • Little books • Colored Pens/Pencils • Envelopes/Mailbox Writing Center Menu Ideas • My Book of Colors—Copy crayon shapes on different colors of paper. List or draw things that

are that color. • My Idea Notebook—A notebook filled with ideas for writing! See Month-by-Month Trait

Based Writing Instruction (Walther & Phillips, 2009, p. 176-178) • My Alphabet Book—Read a variety of alphabet books. Place a collection in the writing center.

Give students a booklet with letters of alphabet - List or draw things that begin with that letter.

• Notes and Lists: After teaching “Jot it Down!” mini-lesson see Month-by-Month Trait Based Writing Instruction (Walther & Phillips, 2009, p. 100) during writing workshop provide note and list paper (p. 183) in the writing center.

• Riddles • My Shape Book—Make shape books of animals, plants, etc. Students write words, sentences,

or phrases to describe that thing. • Beginning, Middle, and End mini-book • Poetry writing • Biographies of family members • Informational writing—Research reports


Be an Observer—The Exploration Station Purpose If you are like us, you occasionally run out of time for your science and social studies lessons. To solve this problem, we created this center to enhance our instruction and provide time for students to observe and explore content-related books and materials. Observers are always excited to share their new learning, and we’re amazed at how much they discover on their own when given time to observe, think, and learn together. We’ve provided a few ideas to get you started, but it is best if you match the materials in this center to what you are studying in your classroom. Students can record their observations on individual recording sheets, on sticky notes to add to a chart posted nearby entitled “What I Noticed/What I Learned,” or in a “Be an Observer” notebook that they only use in this center.

September A basket of wordless books, art prints, view masters

October A basket of wordless books, art prints, view masters

November Air and Weather Unit—air experiments, weather log

December Solar System Unit—planet posters, space books

January A basket of traditional tales

February History—President posters, biographies/Geography—maps, globes

March A basket of poetry books, post-its for noticing craft techniques

April Rock Unit—rocks/gems, magnifying glasses, rock identification

posters, books

May Insect Unit—caterpillars, bug books, insect diagrams


Be a Reader—The Reading Center Purpose

The reading center is a place for students to practice reading books they have selected and apply the reading strategies they are learning during read aloud, shared reading, and guided reading. Through repeated reading, partner reading, discussion, and response they apply their newly learned skills to real reading situations.

Reading Center Materials • Books, books and more books!! Your classroom library should be well stocked with a variety

of genre including poetry, picture books, informational books, mystery, fantasy, and popular series books. Gather inviting books to meet your students’ interests and reading abilities.

• Bins, baskets, tubs, shelves. Organize your books in a way that makes sense to you and your students. Some teachers prefer to let their children assist in book organization.

• Students’ individual “Book Boxes” or “Book Bags” • Comfortable pillows, chairs, bean bags • Carpet • A lamp or two for atmosphere • A place for students to record their reading and/or responses to what they have read

(optional). o Reading Record – List of what they have read o Reading Log – Responses to what they have read o Critic’s Corner o Book Recommendation Chart o Graphic organizers for reading response

Reading Center Mini-lessons • The care and keeping of books • Getting a book and putting it away • Choosing a “just right” book • Reading with a partner • Responding to a book • What do I do when I’m finished with a book?


Be a Listener—The Listening Center

Purpose As students enjoy audio books, they hear fluent reading modeled. They can listen to books that are above their independent reading level. Listening Center Materials • Books with CD, MP3, CassetteTapes • Individual Headsets (optional) • Teacher-made recordings/Activities Listening Center Mini-lessons • How to insert, play, and put away a CD. • How to adjust the volume • What to do if the machine is not working • How to work together to choose an audio book.

Be a Word Detective Purpose

To reinforce the skills learned during systematic word study. Include activities and games that review consonants, short vowels, long vowels, blends, digraphs, sight words, and so on.

Word Detective Center Materials • File Folder Games • Word Games • Wal-Mart Games • Target Games • Any kind of games • Games, Games, Games • Play-Doh to make words • Phonemic Awareness Games Word Detective Mini-lessons • Setting up and cleaning up the games • Reviewing the rules • Deciding who goes first? • Taking turns • What do you do when you don’t agree? Compromising.


Literacy Center Resources Campo, N. (2008). Literacy centers in photographs: A step-by-step guide in photos that shows how to organize literacy centers, establish routines, and manage center-based learning all year long. Scholastic. Campo, N. (1997). What are the other kids doing while you teach small groups?

Creative Teaching Press. Diller, D. (2005). Practice with purpose: Literacy work stations for grades

3-6. Stenhouse. Diller, D. (2003). Literacy work stations. Stenhouse. Holliman, L. (1996). The complete guide to classroom centers. Creative

Teaching Press. Lewis, S., & Williams, R. L. (2001). Center set up. Creative Teaching Press. Morrow, L. M. (2002). The literacy center: Contexts for reading and writing (2nd Ed.). Stenhouse. Nations, S. & Alonso, M. (2001). Primary literacy centers. Maupin House. Owocki, G. (2005). Time for literacy centers: How to organize and differentiate instruction. Heinemann.


Noteworthy Resources about Teaching Reading Atwell, N. (2007). The reading zone: How to help kids become skilled, passionate, habitual, critical readers.

Scholastic.

Boushey, G., & Moser, J. (2006). The daily 5: Fostering literacy independence in the elementary grades. Stenhouse.

_____. (2009). The café book: Engaging all students in daily literacy assessment and instruction. Stenhouse.

Boyles, N. N. (2004). Constructing meaning: Through kid-friendly comprehension strategy instruction. Maupin

House.

Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the common core: Accelerating achievement.

Heinemann.

Collins, K. (2004). Growing readers: Units of study in the primary classroom. Stenhouse.

Cunningham, P. M. (2009). What really matters in vocabulary: Research-based practices across the curriculum.

Boston: Allyn & Bacon.

Cunningham, P. M., Hall, D. P., & Cunningham, J. W. (2000). Guided reading the four-blocks way. Carson-Dellosa.

Cunningham, P. M., Hall, D. P., & Sigmon, C. M. (1999). The teacher’s guide to the four blocks. Carson-Dellosa.

Duke, N., & Bennett-Armistead, S. B. (2003.) Reading and writing informational texts in the primary grades.

Scholastic.

Farris, P. J., Fuhler, C. J, & Walther, M. P. (2004). Teaching reading: A balanced approach for today’s classrooms.

McGraw-Hill.

Fisher, B., & Fisher Medvic, E. (2000). Perspectives on shared reading: Planning and practice. Heinemann.

Fountas, I. C. & Pinnell, G. S. (2006). Teaching for comprehending and fluency: Thinking, talking and writing about

reading K-8. Heinemann.

Fountas, I. C. & Pinnell, G. S. (2001). Guiding readers and writers grades 3-6: Teaching comprehension,

genre, and content literacy. Heinemann.

Fountas, I. C. & Pinnell, G. S. (1999). Matching books to readers: Using leveled books in guided reading,

K-3. Heinemann.

Fountas, I. C. & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Heinemann.

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guidingreadersiascd2 20 13 - maria walther · 2015-07-31 · this with officer buckle and gloria...

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