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Guided Reading Implementation Training

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by

Kristy Reese

on 23 August 2016

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Transcript of Guided Reading Implementation Training

Notes
Before
During
After
Guided Reading Implementation Training
Learning Outcomes
Identity the components of Guided Reading and how they support Balanced Literacy
Define Guided Reading
Observe a Guided Reading lesson
Set-up your classroom to support Guided Reading & Literacy Stations
Identify the purpose of the workstations
Characteristics of
Guided Reading
The teacher:
Works with groups of 4 to 6 students
Uses texts at the students' instructional level
Focuses "on the reading strategies students need at that point in their development"
Monitors the reader's progress regularly
Ensures that grouping is flexible
Supports and coaches students by guiding discussions
Planning a Guided Reading Lesson
Before Reading: 3-6 minutes

During: 8-10 minutes

After Reading: 3-6 minutes

Total time: About 20 minutes
Observe a Guided Reading Lesson
Conclusion
What is Guided Reading?
GR is a teaching approach designed to help individual students learn how to process a variety of increasingly challenging text with understanding and fluency.”
(Fountas and Pinnell, 2001)
Lesson Plans and
Instruction Focus On:
Phonemic Awareness
Phonics
Vocabulary
Fluency
Comprehension Strategies
The goal is to address components of the reading process that are holding the students back from being able to read the next level of text.
Guided Reading
Teacher establishes the purpose
Front load vocabulary
Prediction making
Build required background knowledge
Students silently or whisper read
Teacher coaches individual students
Discussion prompt
Comprehension Questions
Mini-lesson to address gaps noticed
Second
Grade
Setting up the room:
Determine number of reading groups based on assessment
Identify number of rotations
Identify location of teacher area and literacy stations
Identify location of independent work (if applicable)
Post rotation chart and schedule

What happens in the Literacy Workstations?
1. Focus on practice and purpose, not the stuff
2. Link to your teaching
3. Slow down to speed up
4. Balance process and product
5. Less is more. Don’t put out too much at once

Read to Self-
• Encourage students to keep a reading log of books read
• Allow students to write book reviews
• Encourage students to record in a book journal (Why did you choose that book? What’s your favorite part so far? Have you had any questions as you read? What new words have you noticed? How will you choose the next book you read?)
• Encourage students to record the number of minutes read on their stamina chart

Partner Reading-
• Teach students how to check their partner for understanding when reading
• Teach students how to be a good coach to their partner
• Provide students with timers to monitor reading with fluency
• Encourage students to use comprehension strategies: monitoring comprehension, making connections, questioning, visualizing, inferring, determining importance, summarizing, & synthesizing
• Have students practice reading with expression
• Practice word-attack skills
• Reader’s theater
• Read poetry
• Allow students to use Big Books

Listen to Reading-
• CD player
• iPads
• Tumble books
• Computer Station
• Use response journals to hold students accountable
• Use discussion questions/graphic organizers
• Books on tape
Ideas from above (Read to Self) can be used to hold students accountable for this station

Work On Writing-
• Allow students to choose what to write about
• Persuasive writing-convincing a friend to read a favorite book or see a popular movie
• Friendly letters to classmates, pen pals, or relatives
• Recounting personal stories (narratives)
• Reporting on topics of interest
• Writing poetry or songs
• Procedural writing
• Respond to text
• Write news articles
• Write in a variety forms (lists, cards, letters, stories, etc.)
• Work on pieces from independent writing (balanced literacy)
• Use books from read aloud as models for writing
• Begin to use reference materials, such as word walls, help boards or dictionaries
• Use a computer for brainstorming, drafting and publishing
• Writing prompts (using a writing checklist)

Word Work-
• Work on spelling patterns
• Work with content area vocabulary words
• Incorporate sight words
• Work with word families
• Use root words to create words with prefixes & suffixes-have students discuss the new meaning
• Conduct word sorts
• Incorporate the use of white boards, magnetic letters, clay, letter stamps, technology, etc.
• Play vocabulary related games to learn new word meanings (Bingo, Taboo, Jeopardy)
Full transcript