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Guided Reading

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Mashaell Abedy

on 22 April 2014

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Transcript of Guided Reading

Guided reading
is a teaching approach used with all readers.

Three fundamental purposes:

To meet the varying instructional needs of all children in the class
To teach children to read increasingly difficult texts with fluency
To construct meaning while using problem-solving strategies to figure out unfamiliar vocabulary within complex sentence structures

Involves small groups of students at a similar place in their reading development. However, grouping should be flexible or dynamic based on ongoing assessments of the students’ needs.

The goal is for children to be able read independently and fluently.

More After Reading Steps...
The teacher provides explicit teaching to help students become flexible and efficient in solving words. Can include:
Using a whiteboard to deconstruct and reconstruct tricky words or new vocabulary

If further work with the meaning is needed, students extend their understanding of the text through writing and/or drawing (may be independent). Can include:
Discussion of story elements, plot devices etc
Retelling using comic strip structure (beginning, middle, end)

Guided by the teacher, the students engage in critical reading, thinking and discussion, deepening their understanding of the effect of inferred messages, beliefs, and possible bias embedded in the text and whether these ideas are constructive or deconstructive in our social situations.

Leveled Texts - Where to Find?
The 8 Steps
Before the Reading...
By: Stacey, Abi, Cynthia, and Mashaell
Guided Reading
Teacher selects a text that will be just right to support new learning for the group – at the instructional level.

The teacher introduces the text to scaffold the reading but leaves some problem-solving for the readers to do. Can include:
introducing title and author
providing information about the story or text
providing information about word meaning
taking a ‘picture walk’ to predict what the story might be about

During the Reading...
The students read the entire text softly or silently. If the students are reading orally, the teacher may interact briefly to teach for, prompt, or reinforce strategic actions. Can include:

using graphic organizers
teaching reading strategies taught during a previous mini lesson
interacting with children on processing strategies - word solving, maintaining fluency, and detecting and correcting error
ongoing assessment of children’s reading development

After Reading...
The teacher invites students to discuss the text, guiding the discussion and lifting the students’ comprehension. Can include:
processing strategies or inviting personal response

The teacher makes explicit teaching points, grounded in the text, and directed toward expanding the students’ systems of strategic actions. Can include:
Students revisiting the text

The level of a text depends on:
• Length of words
• Number of words
• Size of font and layout
• Difficulty of vocabulary and concepts
• Predictability and pattern of language
• Complexity of language and syntax
(Devries, 2011)

Fountas, I., & Pinnell, G.S. (2000). Guided Reading: Good first teaching for all children. Portsmouth, NH: Heinemann.

Fountas, I.C., & Pinnell, G.S. (2009). The Fountas and Pinnell leveled booklist, K-8 (2010-2012 ed.). Portsmouth, NH: Heinemann.

Schulman, M.B., & Payne, C.D. (2000). Guided Reading: Making it work. New York: Scholastic.

What Are Other Kids Doing?
Teacher Resources
Burkins, J. M. & Croft, M. M. (2010). Toolbox: Handy helpers for guided reading. The reading teacher 65(2), 147-149. Retrieved from https://mymasonportal.gmu.edu/courses/1/13071.201410/db/_2467183_1/The%20toolbox.pdf

Fountas, I. C. & Pinnell, G. S. (2012). Guided reading: The romance and reality. The reading teacher 66(4), 268-284. Retrieved from https://mymasonportal.gmu.edu/courses/1/13071.201410/db/_2458940_1/Guided%20Reading%20-%20The%20Romance%20and%20the%20Reality.pdf

Frey, N. & Fisher, D. (2010). Identifying instructional moves during guided reading. The reading teacher, 64(2), 84-95. Retrieved from https://mymasonportal.gmu.edu/courses/1/13071.201410/db/_2470039_1/Frey%20and%20Fisher.pdf

Guastello, E. F. & Lenz, C. (2005). Student accountability: Guided reading kidstations. The reading teacher 59(2), 144-156. Retrieved from https://mymasonportal.gmu.edu/courses/1/13071.201410/db/_2467186_1/Wiley.pdf

Mandy. (2007). Guided reading. Retrieved from http://www.tips-for-teachers.com/guided%20reading.htm#What%20Is%20Guided%20Reading
Phillips, E. (2011). A case study of questioning for reading comprehension during guided reading. Education 3-13 41(1), 110-120. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/03004279.2012.710106#.U09U3Ve9Y-o

Ford, Michael P. (2002). Using centers to engage children during guided reading time: Intensifying learning experiences away from the teacher. The Reading Teacher. 55 (8), p. 710-717.
Fountas, I. C. & Pinnell, G. S. (2012). Guided reading: The romance and reality. The reading teacher 66(4), 268-284. Retrieved from https://mymasonportal.gmu.edu/courses/1/13071.201410/db/_2458940_1/Guided%20Reading%20-%20The%20Romance%20and%20the%20Reality.pdf

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

Iaquinta, A. (2006), Guided Reading: A research-based response to the challenges of early reading instruction. Early Childhood Education Journal 33(6). DOI: 10.1007/s10643-006-0074-2
Image from: www.kidscount1234.com
Image from: funkyfirstgradefun.blogspot.com
Image from: www.haven.k12.pa.us
Image from: dukes.stark.k12.oh.us
Take A Moment
To Complete first 2 sections of the
Graphic Organizer
A Sample Guided Reading Experience
• Pearson, www.pearsonschool.com
• Rigby, www.rigby.com
• Creative Teaching Press, www.creativeteachingpress.com
• Houghton Mifflin, www.eduplace.com
• Scott Forseman, http://books.atozteacherstuff.com/leveled-books
• Sundance, www.sundancepub.com
• McGraw-Hill, www.mheonline.com

Publishers of Leveled Books
READING A-Z: www.readinga-z.com/books/leveled-books/
SCHOLASTIC BOOK WIZARD: www.scholastic.com/bookwizard/
Routines/classroom norms established
Short transition time
Independent groups
Some Options for Classroom Management Practices During Guided Reading:
The "Daily 5" framework by Gail Boushey & Joan Moser
Read to yourself
"Kidstations" by Guastello and Lenz
"It is estimated that one in three children experience significant difficulties in learning to read (Adams, 1990)...One particular research-based strategy, guided reading, is an important
"best practice"
associated with today's balanced literacy instruction." (Iaquinta, 2006, p. 413)
Best Practice
Share Out With Class
What "before, during, & after" ideas for structuring a guided reading experience did your small group come up with using the picture book, Chrysanthemum for...
students reading at leveled text
students reading slightly below leveled text
students slightly above leveled text
students who are DLLs on level
Kidstation 1: Word recognition, vocabulary development, and literal comprehension
(e.g., word sorts, word walls, concept maps, character mapping),
Kidstation 2: Response to literature
(e.g., setting maps, open-mind portraits, response journals),
Kidstation 3: Critical analysis and evaluation
(e.g., writing a review of a book, write a new ending, how did the story make you feel?).
At the end of each 5-day cycle, one group of students present (together) what they
learned/created at their kidstations that week
5-day, 4-week cycle
Model many of the independent activities at beginning of school year
No group work until individuals demonstrate responsibility for completing and presenting their work (in the beginning, teachers select the work to be presented; afterwards, more flexibility with implementation of this model
Guided reading extended beyond 15 minutes, using the last ~15 minutes of the session to allow the group to work independently while interacting around the classroom and giving feedback to students in the kidstations
Student-driven management structure:
Teacher-driven management structure:
o Running records give the teacher an idea of which level the student belongs. It is also used as a method for the student to test out of one level and move to the next.
o According the Fountas and Pinnell (2012), a running record is a great tool to assess the following elements:
 Fluency
 Accuracy level
 Comprehension
 To see how the student decodes words, where he/she has difficulty, and to see how the individual solves the problem where difficulty has arisen.
o Once the students have all been tested they are placed in the same leveled group and use the same leveled text to improve their reading skills and become proficient readers.
 The book should be on the students’ instructional level and they should be able to progress gradually.
 If the students are not progressing efficiently, then the text is too hard and another text should be provided.

Which level does the student belong?
• Primary Assessment used: Running records
• “Precision Teaching”
Guastello and Lenz (2005)
Ford, Michael P. (2002). Using centers to engage children during guided reading time: Intensifying learning experiences away from the teacher. The Reading Teacher. 55 (8), p. 710-717.
Could include: Independent reading, building stamina
Read to someone
Could include: Buddy reading, book club
Working on writing
Could include: working on developmental writing skills, or project-based writing, write the room
Listening to reading
Could include: Technology station, listening center
Word work/Spelling
Could include: Word study
Full transcript