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Guided Reading: Freshening Up Best Practice

This presentation includes tips and strategies to increase the rigor in guided reading lessons.
by

Abbie Vlcek

on 8 October 2013

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Transcript of Guided Reading: Freshening Up Best Practice

Guided Reading:
Freshening UP Best Practice

Support Teacher instruction
Review and update our knowledge of best practice
Develop a structure to ease planning and build routines
Above All...

INCREASE STUDENT ACHIEVEMENT

Session Objectives:
The Guided Reading lesson is broken into three main segments:

Before Reading
During Reading
After Reading

Each of these segments have pieces to them that are meant to aid in the structure and increase student readiness for reading an instructional text.
Parts of a Guided Reading Lesson:
Groups of ten or more
Students reading for practice with text at that instructional level emphasizing the use of reading STRATEGIES
Students reading for practice with text that may be too easy or too difficult
Multiple copies of texts based on student's instructional levels
Based on one assessment
Round Robin reading
Based on multiple assessments
Small groups of students (3-6) students
Reinforcing skills and strategies that are determined by student needs following the scope and sequence of grade level outcomes
One text/story used for all students
Teaching strategies to all students at the same time with text
What is Guided Reading?
1. Take 3 pieces of 8 1/2 x 11 inch paper.
2. Fold pieces of paper on the horizontal line of symmetry.
Notemaking Device
Before Guided Reading Lesson
Before Guided Reading Lesson
Step 2: Building Background

During the Building Background section of the lesson, the teacher engages a student in a QUICK discussion that will prepare them for reading.

Ex) "Have you ever been faced with a situation where someone was about to make a bad decision? What did you do? Well today we are going to read a story about a character who had the same thing happen to them."
Step 1: Warm Up Reading and Assessment
Documentation
Warm-Up reading is an excellent opportunity for teachers to conduct a running record with a previously read text or take some anecdotal notes. These running records are an excellent formative assessment and provide useful information about a child's reading behaviors. See Running Record Handout.
Step 3: Text Introduction
Step 4. Reading Practice
During Reading
Step 6: Summary/Extension
After Reading
During the summary and extension portion of the Guided Reading lesson, the teacher summarizes learning and focus skill practice. Summaries should also include a reference to the posted learning goal. Teachers may assign students to reread text, finish reading text, or respond to text.
Take a moment to record:

Something I want to Start.

Something I want to stop.

Something I will keep on doing!!!
Summary
You dedication to your students is truly an amazing gift. Thank you again for ALL YOU DO for our students here in Omaha Public Schools!
Thank you for your time!!!
After activating student's prior knowledge and providing them with a 'hook' to help new learning move to long-term memory, the teacher provides a QUICK text introduction that will support students as they begin to read.
During this Text Intro.:
Read title
Students predict
Summarize the text
How does this text work???
PROBLEM/SOLUTION
FICTION/NONFICTION
TEXT FEATURES etc.
Set purpose:
Remind student of focus skill as you refer to the objective.
Students should whisper read the text at their own pace while the teacher listens in and provides fix-up strategies. Anecdotal notes can also be take during this time to track student progress and determine student needs.
Students reading at second grade level or higher (K-Z) should be learning to read silently.

Students who have mastered the early reading behavior of one-to-one corespondence, finger tracking or finger swiping should discontinue. This process interrupts fluency (Fountas & Pinnell).

Resist the urge to tell students words they are struggling with. Instead, provide them with a fix-up strategy that will lead them to success. Remember if a student is missing multiple words in a text, it may not be the correct instructional level for them.

If the entire group of students is struggling with a particular reading strategy, reading practice may be interrupted to complete a short mini-lesson on that particular skill. Reading will then resume for practice using the strategy.
Fix-Up Strategies
We want to move beyond basic comprehension questions to questions that promote deeper comprehension.
Share with someone close to you!!!
Let's see it in ACTION!!!

Kindergarten Teacher video:
http://www.montgomeryschoolsmd.org/departments/development/resources/kindergarten_broadacreses/01.shtm

Third Grade Classroom:
http://www.montgomeryschoolsmd.org/departments/development/resources/reading%20grade%203/03.shtm
Let's See it in Action!!!

Thoughts/Impressions?
What would you do the same?
Different?
Questions?
Take a moment to write a few a-has regarding comprehension conversations in your Buddy Book.
Step 5: Comprehension Conversation
After Reading
Welcome to....
Guided Reading: Updated & Upgraded:

Please take a moment to get to know the colleagues at your table.
Activating Prior Knowledge
What do we already know?
Let's quiz ourselves.
A Balanced Literacy Approach
Omaha Public Schools has adopted a Balanced Literacy Approach to reading instruction. This is a Framework for Reading Instruction that includes instruction in Reading, Writing, Listening and Speaking utilizing the Gradual Release of Responsibility.
Reading instruction is provided through the following
subjects and time allotments:
Comprehension/Vocabulary 25 minutes (Core Resource)
Word Work 25 minutes (Sitton, Journeys/Storytown etc.)
Differentiated Instruction 80 minutes (Instructional Leveled Text)
"Every student, every day, time is the variable"
Writing 60 minutes (Writer's Workshop Framework, 6-Traits, Step-Up etc.)
Why Build Background???
Step 2: Building Background & the Brain
"Information is most likely to get stored if it makes sense & has meaning." David Sousa 2006
Brain Research tells us that in order to learn NEW information (moving from the working memory to the long-term or permanent memory), we must establish a "hook" in the brain.
In order for the brain to "keep" new information and store it, it must be hooked to a past experience OR we must CREATE an experience together.
Building Background provides us this "hook" in our brain.
During this time we activate prior knowledge.
Fountas & Pinnell believe this is a critical component of the guided reading lesson.
Take a moment to add some main ideas to your Buddy Book on Building Background.
Before Reading
Step 3: Text Introduction
Now you give it a try:
Work in pairs at your table.
Choose an objective based on a recent comprehension strategy from the Core Resource
Read through the leveled text.
Generate a prompt to activate prior knowledge.
Intentionally choose 2-3 places to stop that will prepare students for reading the text.
Share at your table.
Record notes and/or a-has regarding Text Introductions.
A Note on Round Robin


"You'll want your student to read as independently as possible. They should not be doing round-robin reading. This is not considered a best practice When round-robin reading, students don't get enough reading practice; they are not developing reading comprehension (it's just listening comprehension since they're taking turns and listening to each other); and it's boring...for you and them. Instead, have them read it at their own pace, not chorally but independently of each other."
Reading Behaviors
As teachers it is paramount that we get to know our students as readers. One way to do this is by taking notes of particular reading behaviors during student reading & utilizing Fountas & Pinnell's Guide for Observing and Noting Reading Behaviors.
These posters are located in your grade level conferences.
After Reading
Step 5: Comprehension Conversation
Guide students in a conversation about the book. Make sure to utilize the Continuum of Literacy Learning to choose appropriate WIthin, About, and Beyond the text questions.
Fountas & Pinnell's Question Classifications
Evidence WITHIN is literal understanding: solving words, monitoring comprehension, remember information in summary form, sustaining fluent reading. (Levels A-K)

Evidence BEYOND text: making predictions, connections, inferring, synthesizing. (Levels A-K)

Evidence ABOUT text: literary elements, writer's craft, thinking critically. (Levels L-Z)
Comprehension Conversations are an opportunity for a teacher to facilitate a discussion about the text. Teachers provide questions that stimulate student led conversations rather than a question-answer session. We want students to develop a love of reading by interacting with text rather than reading text simply to answer questions asked by the teacher.
Benefits/Road Blocks
Timed Pair Share
Planning for Guided Reading
Quick Write:

How are you currently

planning for guided reading? What works? What doesn't work?
Stand Up, Hand Up, Pair Up.
Timed Pair Share.
Planning for Guided Reading
A Guided Reading Framework has developed in order to:
Taking the guess work out.
Ease planning
Plan for rigorous reading practice
Increase student achievement
Remember: This framework is meant to be a tool. Please alter it in any way you need to meet the needs of your students.
Resources
Continuum of Literacy Learning
Assessment Guide
Guided Reading Planning Framework (handout)
Balanced Literacy Flipbook
Angel
Think Central
WW for Guided Reading Quick Reference Table
Grade Level Conferences
Elementary Supervisors
Instructional Support Team (LF, IF etc.)
Etc.
References
Making the Most of Small Groups
Fountas & Pinnell Continuum of Literacy Learning
Fountas & Pinnell Assessment Guide
Level Literacy Intervention Systems
Planning for Guided Reading
A guided reading framework has been developed for you to ease planning. It is an optional tool. Feel free to take and use what works for you. A couple of thing to keep in mind:
Students benefit most from reading LOTS and LOTS of instructional leveled text.
In lower leveled text, it is possible to read 4-5 different books per week; in addition to rereading familiar texts.
As texts become longer, the number of books covered during a week decreases to 2-3.
Incorporate varying genres & multiple text types.
SEE Framework Handout
Planning for Guided Reading
Primary Day A:
Planning for Guided Reading
Primary Day B:
Planning for Guided Reading
Intermediate Day A:
Planning for Guided Reading
Intermediate Day B:
Planning for Guided Reading
Intermediate Day C:
Planning for Guided Reading
Guided Reading Weekly Schedule
***Thursday & Friday are abridged groups
to allow time for book clubs/literature circles/novel studies etc. if desired.
***The total number of books indicated per week does not include the warm-up reads. It is possible for a student to read 7-15 books per week when incorporating the warm-up reading segment of guided reading lesson.
Warm-Up Reading 3-5 min.
Build Background 1-2 min.
Text Introduction 1-2 min.
Read title
Students predict
Summarize the text
How does this text work???
PROBLEM/SOLUTION
FICTION/NONFICTION
TEXT FEATURES etc.
Set purpose
Remind students of focus skill.
Independent Reading 10-12 min.
Comprehension Conversation 3 min.
Summary/Extension
Warm-Up Reading 3-5 min.
Build Background 1-2 min.
Text Introduction 1-2 min.
Read title
Students predict
Summarize the text
How does this text work???
PROBLEM/SOLUTION
FICTION/NONFICTION
TEXT FEATURES etc.
Set purpose
Remind students of focus skill.
Independent Reading 10-12 min.
Comprehension Conversation 3 min.
Summary/Extension
Warm-Up Reading 3-5 min.
Comprehension Conversation 2-3 min.
Build Background/Text Introduction 1-2 min.
Abridged version of Day A's Intro. Find 1-2 places where comprehension strategy is applicable.
Independent Reading 6-8 min.
Guided Writing 5-7 min.
Summary/Extension
Warm-Up Reading 3-5 min.
Comprehension Conversation 2-3 min.
Build Background/Text Introduction 1-2 min.
Read title
Students predict
Summarize the text
How does this text work???
PROBLEM/SOLUTION
FICTION/NONFICTION
TEXT FEATURES etc.
Set purpose
Remind students of focus skill.
Independent Reading 10-12 min.
Comprehension Conversation 3 min.
Summary/Extension
Warm-Up Reading 3-5 min.
Comprehension Conversation 2-3 min.
Build Background/Text Introduction 1-2 min.




Independent Reading 6-8 min.
Guided Writing 5-7.
Summary/Extension
Diller 2007 pg. 8
5. Solving Words
6. Maintaining Fluency
7. Other
1. Attention to Print Features
2. Detecting Errors
3. Self-Correcting
4. Searching for and Using Information
(Meaning, Structure & Visual)
Fountas & Pinnell's Sub-groups for Reading Behaviors:
Keep in mind...
During Reading
Step 4: Reading Practice
Abridged version of Day A's Intro. Find 1-2 places where comprehension strategy is applicable.
increasing rigor and updating best practices
Round Robin.
Abbie Vlcek
Literacy Facilitator
Gilder Elementary

3. Make a small cut about 1 cm from the edge of the sheet of paper. The cut should be about 1/4 of a cm.
4. Remove 1 piece of paper.
5. Slice the 2 pieces of paper from the small slit to the end of the paper. Repeat on both ends.
6. Make a small cut from the small slices along the fold.
7. Insert 2 pieces of paper into 1 piece of paper.
Response Cards:
What is Guided Reading?
Showdown:

All showdown cards are placed face down in the center of the table.
Team member 1 is the person with the most pockets.
Team members number off clockwise 2-4.
Team member 1 flips over Showdown card.
All team members read question and think whether or not the statement is true.
Team member 1 says, "Showdown!"
All team members hold a thumbs up or thumbs down to indicate their answer.
If there is any disagreement, discuss so that ALL team members find a consensus.
Let's Practice taking a Running Record.
Before Guided Reading Lesson
Running Record Analysis

M
-Meaning (Does it makes sense?)
S
-Structure (Does it look right?)
V
-Visual (Does it sound right?)

When conducting Benchmark Assessments, we analyze each miscue. In a running record we are looking for patterns.

Before Reading
During Reading
Lights, Camera, ACTION!!!
Teacher provides descriptive feedback during
reading.
Full transcript