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PLC Group Presentation: Guided Reading
Transcript of PLC Group Presentation: Guided Reading
ust Read Florida (2002). K-3 Reading Academy: Foundations of Reading Research References. University of Texas/Texas Education Agency
EasyCBM is a tool that teachers can use in the classroom as a progress monitoring assessment. "It was designed by researchers at the University of Oregon as an integral part of an RTI (Response to Intervention) model. The developers of easyCBM have emphasized that the goal of the system is to help facilitate data-driven instructional decision-making".
It is important that students are not reading too quickly, or too slowly, both will effect comprehension.
EasyCBM is used in many classrooms as an assessment tool for letter recognition, letter sound recognition, blending phonemes, fluency, and comprehension.
Example of fluency passage, students are timed for one minute. Student progress is monitored once a month.
Phonics and Word Study
Choose the categories and model
the sorting procedure.
Example: Present three categories, read three words (bolded), and place them in the correct column. Then, ask students to sort the remaining words.
Short /i/ words Short /u/ Short /a/words
This activity can be used to practice CVC words and then they can work on VCe pattern (ex. van, vane, pan, pane, can, cane, mad,made, hat, hate, tap, tape.
"Word sorts can be scaffolded for struggling readers by choosing known words, by keeping the sorts focused on a single new category, and by providing more modeling. Color code the spelling pattern"
Just Read Florida (2002).
K-3 Reading Academy: Foundations of Reading Research References.
University of Texas System/Texas Education Agency.
Setting Up Groups
Groups should be dynamic
In comparative studies of 1st grade reading interventions, small group intervention did better than comparison groups.
Groups should be homogenous
So what about the other students in the classroom?
When the teacher is pulling guided reading groups, what are the rest of the students doing?
While these activities can take on many
names (centers, literacy stations, etc.),
all students should be engaged in
authentic reading and writing tasks
"A successful balanced literacy program combines teacher-directed instruction of skills, strategies, and processes as well as
that focus on authenticity, choice, and meaning." (Fret et al., 2005, pg. 279)
Activities can include:
1. Read to Self
2. Read with Someone
3. Listen to Reading
4. Work on Writing
5. Word Work
(Boushey & Moser,
Read to Self
Read to Self is independent reading. During this time, students should have a book box with 3-5 leveled texts.
Read with Someone
Read with Someone is buddy reading. The students work in partners to read a text together. They can read three different ways:
1. I Read, You Read
2. Check for Understanding
3. Read Different Texts
Listen to Reading
Listen to Reading provides the students with the opportunity to hear fluent reading.
Work on Writing
The students should engage in writing for authentic purposes.
Students should be working on specific word studies according to their academic needs. Word lists should be differentiated for students.
Important Things to Consider:
You should have a rotation schedule, time frames, and signals/procedures for start and ending times.
Each student should have accountability for each literacy station. Consider assessments for the stations.
Think of how you will store and handle materials; also consider classroom spaces- portable center materials can also work!
"The time in extension centers is devoted to reinforcing or enriching the classroom instruction." (Donat, 2006, pg 312)
Your centers should be an extension of what you are doing in your reading block.
Read Write Think
Teachers Pay Teachers
They should change in response to assessment and student need.
They should be fluid and flexible.
This provides opportunity for students to engage in proficient, independent processing at a level of success that allows them to expand their reading powers.
Students may be able to decode words however, they are unsure of the meaning.
Teachers can ask questions as their students are reading a text to make sure the meaning is understood.
Vocabulary and fluency effect comprehension. If students do not understand the meaning of the words, they will not get the full meaning from the text.
Initial assessments which include phonemic awareness, alphabet knowledge, phonics, word reading, fluency, and comprehension, will be a guide for effective interventions.
Resources to help reluctant readers and struggling readers
The Drop Everything and Read Program is used by over a thousand schools. http://www.readwritethink.org. It encourages and motivates students to read.
Fast for Words is a program offered by many schools that uses principles of brain science. This program targets foundational phonemic awareness, language, memory, attention, processing and sequencing skills. www.scilearn.com
Istation Reading program is also available and offers individualized instruction. Reading curriculum includes education in the critical reading domains that were previously mentioned. www.istation.com
Fry Instant Phrases is a list of high frequency words that represent about 67% of all the words students encounter in their reading.
Teachers need to use a diagnostic assessment to help them form effective guided reading groups.
Diagnostic assessments help teachers determine a baseline for their students as readers.
Strategies for Homogeneous Grouping
Which Diagnostic Assessment do I choose?
A great diagnostic assessment for teachers to use when forming their guided reading groups is FAIR; Florida Assessments for Instruction in Reading.
What will this assessment provide for me as an instructor?
The FAIR Diagnostic Assessment will provide teachers with: letter sound knowledge, word reading, comprehension placement word list, comprehension passages, vocabulary, phoneme blending, phoneme deletion initial, phoneme deletion final, word building consonants, and word building vowels.
Teachers will administer the FAIR Diagnostic Assessment three different times a year.
This is important because teachers need to change their groups frequently.
Teachers need to make sure not to keep students in the same groups all year.
Teachers need to have 4-5 groups.
Teachers need to meet with these groups for 10-15 minutes.
Teachers may also use an Informal Reading Inventory to assess students and change groups more frequently.
Guided Reading References
Boushey, G. & Moser, J. (2006).
The Daily 5
. Portland, ME: Stenhouse Publishing.
Donat, D. J. (2006). Reading their way: A balanced approach that increases achievement.
Reading & Writing Quarterly
. 22(4), 305-323.
Ellery, V. (2009).
Creating Strategic Readers: Techniques for Developing Competency in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension
International Reading Association, Inc.
Florida Center for Reading Research: https://pmrn.fcrr.org
Fountas, I. & Pinnel, G. (2010).
Guided reading as an instructional practice
. Scholastic Publishing. www.scholastic.com/guidedreading
Frey, B., Lee, S. , Tollefson, N., Pass, L., & Massengill, D. (2005). Balanced literacy in an urban school district.
Journal Of Educational Research
, 98(5), 272-280.
Maurer, C. (2010) Meeting academic standards through peer dialogue at literacy centers.
, 87(5), 353-362.
Pressley, M., Roehrig, A., Bogner, K., Raphael, L. & Dolezal, S. Balanced Literary Instruction. (2002).
Focus on Exceptional Children
, 34(5), 1.
Routman, R. (2010).
Reading essentials: The specifics you need to teach reading well.
Portsmouth, MN: Heinemann.
So what does guided reading look like?
"Be sure the texts you use are of highest quality." (Routman, 2010)
Routine of Guided Reading (Fountas & Pinnell, 2010):
1. Warm Read (you should take one for Running Record)
2. Set purpose for reading
3. Preview Text
4. Students independently read while teacher assists and takes anecdotal notes
5. Comprehension Check
Picking a Text
You should choose texts based on readers' instructional level and current reading needs
The text should support reading for meaning and when possible, high interest for students
Once you have chosen a text, you will need to pick a mini lesson (i.e. phonemic awareness, phonics, vocabulary, fluency). You should always have a comprehension focus as well.
It is also important to remember to have the students read a variety of texts (i.e. narratives, informational, poetry, etc.)
When the students come to guided reading area, you should "warm up" with a text from the previous session. While every student is independently reading, the teacher should take a running record on one student.
Set Purpose for Reading
Teachers should be teaching reading strategies to help create independent readers.
You should introduce these strategies individually.
All of these strategies should be introduced and modeled before students are asked to use them (i.e. Gradual Release of Responsibility).
Introduce the book by displaying the cover.
Ask students to predict what they think the book will be about...
Introduce important and/ or unfamiliar vocabulary.
Preview the text and discuss what the students see.
Reading the Text
Students should independently read the new (cold) text
The teacher should be listening in to each students as they read aloud
When necessary, the teacher can assist students when they encounter difficulties; the teacher should prompt with questions and encourage the use of decoding strategies
Teacher should take anecdotal notes on each student; this can include behaviors, progress, next steps in instruction, etc.
Students should be able to retell the story (for fiction)
After reading the text, the teacher should always check for comprehension
Students should be able to provide main idea and details (for nonfiction)
Teacher should review lesson objective to check for understanding