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Reading A-Z, Shared Reading, Guided Reading

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Melissa Zirkel

on 6 October 2015

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Transcript of Reading A-Z, Shared Reading, Guided Reading

Teachers will observe three reading methods

Teachers will identify concrete examples and strategies to incorporate in their classrooms or share with other educators

What is Reading A-Z?
“Every day I make an effort to go toward what I don't understand. This wandering leads to the accidental learning that continually shapes my life.”
—Yo-Yo Ma, cellist
How to Use and Apply Reading A-Z
What is Shared Reading?
“One of the major goals of shared reading is to help children develop a range of effective strategies for reading and understanding text.”
The Shared Reading Process
What is Guided Reading?
How to Set up Guided Reading
>Reading A-Z
"Reading A-Z." : The Online Leveled Reading Program. N.p., n.d. Web. 12 Apr. 2015. <http://readinga-z.com/>.
>Shared Reading
>Guided Reading
Richardson, Jan. The next Step in Guided Reading: Focused Assessments and Targeted Lessons for Helping Every Student Become a Better Reader. New York: Scholastic, 2009. Print.
"Janrichardsonreading." Janrichardsonreading. N.p., n.d. Web. 12 Apr. 2015. <http://www.janrichardsonguidedreading.com/home>.
The Road to Success!
By: Judy Handleman, Sadie Jackson, and Melissa Zirkel
Reading A-Z, Shared Reading, Guided Reading
"Guided Reading is a teaching approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency."
-Fountas & Pinnell
Keeping your kids in mind...
Why is Guided Reading important?
3. Vocabulary
Guided Reading provides opportunities to expand vocabulary through reading, conversation, and explicit instruction
1. Phonics
Guided reading expands students abilities to apply skills in phonics to text
2. Phonemic Awareness
Expands students' abilities to apply phonemic awareness to the processing of print
4. Comprehension
Supports critical thinking and deep conversations
5. Fluency
Provides explicit instruction in fluency
"The goal in reading is not reading with 100% accuracy; it is using strategies."
-Jan Richardson
Step 3
Step 4
Step 5
Step 2
Step 1
Plan Your Lesson
Things to consider:

*Resources you will need include sight words, a guided reading word study (pick one from a group of four), and a story
Things to consider:

*Keep sessions around 20 minutes long
Set a timer to keep track of time
*Pre-reading strategies should be short, sweet, and to the point
*The bulk of time will be spent reading and comprehending
Reflection/Planning for the Next Session
Know your students level of your students
Take anecdotal notes to look back on growth and to assess if your students are ready to move to harder books and concepts
Use the handout packet!
The Logistics
Things to consider:

*Classroom set-up (what are other children doing while you are in guided reading groups?)
i.e. centers, computers, etc.
*Classroom management (setting up clear expectations in the rest of the classroom as to WHAT students are doing, HOW they are doing it, and WHY it is important)
*You are NOT a center!
Things to consider:

*Groups can be flexible (according to skill) or done by reading level
If groups are flexible, start with the Qualitative Spelling Inventory
Make your Groups
If groups are made by reading level, use the Alpha Kids/QRI to group kids according to their reading level
Also use your own judgement based on observation
Hi my name is:

Bob Holl
Why is Reading A-Z important?
Online reading database with HUNDREDS of books with corresponding lesson plans and worksheets to practice reading strategies, comprehension, phonics, and grammar/mechanics
Books can be use in guided reading (leveled books), multiple series of books, alphabet books, decodable books, shared reading books, sound/symbol books, high-frequency word books
Books (fiction and nonfiction) geared specifically towards the Pre K-6 classrooms (and books written for contents art/music, math, science, social studies!)
Additional resources include Science A-Z, Writing A-Z, vocabulary A-Z, and Raz Kids
Books also available in Spanish and French
Where to Start?
1) Pick a Book
2) Introduce Objectives and Pre-Teach Concepts
3) Read and Guide Comprehension
4) Review Concepts and Assess
Donald Holdaway
What is Shared Reading?
• Shared Reading is an interactive reading experience that occurs when students join in or share the reading of a book or other text while guided and supported by a teacher. The teacher explicitly models the skills of proficient readers, including reading with fluency and expression. The shared reading model often uses oversized books/big books with enlarged print and illustrations.

• New concepts and strategies are best introduced during Shared Reading before guided practice or independent reading takes place.

• The shared reading experience also provides the opportunity for the teacher to share different genres, or types of books, with students and familiarize them with some of their text features.

Why is Shared Reading Important?
• It provides struggling readers with necessary support.
• Shared reading of predictable text can build sight word knowledge and reading fluency.
• Allows students to enjoy materials that they may not be able to read on their own.
• Ensures that all students feel successful by providing support to the entire group.
• Students act as though they are reading.
• Helps novice readers learn about the relationship between oral language and printed language.
• Supports students as they gain awareness of symbols and print conventions, while constructing meaning from text read.
• Assists students in making connections between background knowledge and new information.
• Helps in teaching frequently used vocabulary.
• Helps students develop a sense of story and increases comprehension.
• Focuses on and helps develop concepts about print and phonemic connections.

Before Reading
• Make sure everyone has access to the text.
After Reading
During Reading
• Teacher supports fluent shared reading in which either she/he reads the text aloud while others read aloud at the same time, with periodic stops to discuss content. This implementation may vary depending on the grade level, the purpose of the lesson, and the difficulty of the text.
• Teacher engages in a think-aloud, modeling the strategies that are their instructional focus for the lesson.
• Regardless of grade level, shared reading should engage students in a discussion of the text. Support students in thinking deeply about their reading and in discovering things in the text.
• The teacher should incorporate the text into other reading experiences, such as students rereading the text independently or finding other texts by the same author.
• Select a more difficult text than one you would use for guided reading but simpler than one you would read during a teacher read-aloud. Choose text based on relevant criteria such as print features, patterns in the text, and comprehension opportunities. For younger students the teacher could talk about the title, cover, and title page as well as engage the students in a picture walk.
• Make sure each student has a copy of the text because the heart of shared reading involves all students and the teacher looking at the text while reading together. You can use big books, charts, or text on the ENO board.
• Teacher pre-reads the text, identifying your teaching points. Focus on a comprehension purpose, and direct the experience toward meaning work. Shared reading is highly useful for teaching about print and for illustrating strategies of cross-checking and monitoring.
• Revisit the text during other group reading times.
• Provide students with their own copies of the text that they can carry into their independent reading.
• If the text remains difficult for some students, let them practice during guided reading or in a small-group.
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