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Guided Reading

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Julia Levin

on 29 November 2017

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Transcript of Guided Reading

Prosper ISD
Reading Academy

Presented by Julia Roberds and Michelle Maple

Reading Academy Norms
* Actively participate
* Be open-minded
* Be an active listener
* Take care of your needs
* Use electronics respectfully

Reading Academy Philosophy
The reading academy was designed to standardize literacy instruction across the district to ensure that all students become proficient and sophisticated readers.
A Balanced Literacy Approach
Prosper ISD has adopted a ELAR Philosophy that focuses on a balanced literacy approach. This is a framework for reading and writing instruction.

The elements of a Balanced Literacy approach are as follows:

Read Aloud
Shared Reading
Guided Reading
Independent Reading
Word Work/Vocabulary
Shared Writing
Interactive Writing
Writing Workshop
Independent Writing
Quick Sort
Take a moment to work with a partner about what you know about guided reading.
Guided Reading is NOT...



Guided Reading IS...




Let's Share!
What is Guided Reading?
Guided Reading is NOT...(misunderstandings)

Based on one assessment
Groups of ten or more.
Running records are primarily for identifying instructional reading level and making grouping decisions.
One text/story used for all students
Teaching strategies to all students at the same time with text.
Students reading for practice with text that may be too easy or too difficult.
Guided Reading IS...

Based on multiple assessments
Small groups of students (3-6) students
Running records give teachers valuable insight into students reading processes.
Multiple copies of texts based on student's instructional levels.
Students reading for practice with text at that instructional level emphasizing the use of reading STRATEGIES.
The Guided Reading lesson is broken into
three main segments:

Before Reading (3-5 minutes)
During Reading (8-10 minutes)
After Reading (3-5 minutes)

**NOTE: A Guided Reading lesson should not be longer than around 15 minutes!

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.

Let's see what this looks like in Kindergarten...
Let's see it in action!
What is Guided Reading?
Based on one assessment
Small groups of students (3-6) students
One text or story used for all students
Multiple copies of texts based on students instructional levels.
Groups of ten or more.
Reinforcing skills and strategies that are determined by student needs.
Based on one assessment.
Groups of ten or more.
Students reading for practice with text that may be too easy or too difficult.
Teaching strategies to all students at the same time with text.
Students reading for practice with text at their instructional level emphasizing the use of reading strategies.
Showdown! Response Cards
Warm Up Reading!
Always warm up with familiar reading!
(3-5 minutes)
This can include:
Fry Phrases to work on fluency
Letter name practice
Sight word practice
Use previous guided reading books or familiar books from book box.
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.
Transitional and Fluent Readers
Text Introduction
Text Introduction
After activating students 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 (Picture Walk- Levels E and below)
Summarize the text
How does this text work???
Text feature, etc.
Set purpose
Remind students of skill you are listening for
“ 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 and Pinnell
What is Guided Reading?

During Guided Reading
Reading Practice:
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 taken during this time to track student process and determine student needs.
Students at Level C and higher
Students above a level E/F should start reading without finger tracking or finger sweeping. This interrupts fluency (Fountas and 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.
Avoid Round Robin reading!!! (Except for Pre-A readers and Levels A/B)
Guided reading groups can also be formed based on skills or strategies not necessarily by level.
During Guided Reading
During Reading: Guided Practice
Students read independently.
Strategies reminder: Use a strategy chart or bookmark.
Teacher coaches using prompts to support skills, strategies, habits for:
decoding print
Code with sticky notes
Stop and jot
Making connections
Running Records
Quick Teach: Always focus on one teaching point!
Let's see a guided reading lesson in action!
What did you notice? What would you do the same? Different?
Discuss with your table group.
Comprehension Conversation
Guide students in a conversation about the book.
Fountas and Pinnell have three type of
comprehension conversations
and thinking about text. You can use your Continuum that come in your kit or the resource for comprehension in your binder. Let's tab this now!

the text (Literal Understanding)
Summarize: Remember important information and carry it forward
the text
Predict: What might happen next
Infer: what the writer means and has not explicitly stated
Make connections: Connect the text self, other texts and the world
Synthesize: Use current understanding to accommodate new knowledge
the text
Analyze: Notice aspects of the writers craft
Critique: Think critically about the text
After Reading: Comprehension Conversation
We want to move beyond
basic comprehension questions to questions that promote deeper understanding.

Can you generate deeper questions for the blank spaces?
Take a few minutes to discuss at your table what questions you generated.
Warm Up Reading and Assessment
Warm up reading is an excellent opportunity for teachers to conduct a running record with a previously read text or take some anecdotal notes. This is a running record (warm read)

Running records are a great formative assessment and provide useful information about a child's reading behaviors.
These are NOT formal running records, such as using Fountas and Pinnell.

Literature Circles- Where do they fit in?

Literacy circles are an independent reading activity.

Key components to literature circles are:
1. Students choose their own reading materials
2. Small temporary groups are formed, based on book choice.

However, in Kindergarten you may want to use
Mini-Literature Circles or Book Clubs.

Just remember...
Meet with your lowest group daily.
Meet with your other groups 2-3 times a week at least.
Me sure to plan ahead and hit a "quick" teaching point with your groups. This will help keep you on track.
Materials Organization-Be Organized!
Magnet trays for making words:

Materials Baskets
Essential Question for today:
How will you use what you learn today to help drive your instruction in Reading?
The first step in developing guided reading groups is to take a running record and use the information!
Running and Reading Records
What is the difference between Instructional Level and Independent Level?
This student is reading at a Level C independently and her instructional level is D. She is reading a level D text in this video.
Look in your binder for some other helpful resources for each level.

Guided Reading lesson plans and Comprehension Questions for each level!

Essential Question:
How will you use what you learned today to help drive your instruction in Guided Reading?
Thank you for participating in the PISD Reading Academy!
Take 2-3 min and read page 17 of the article by Fountas and Pinnell provided in your binder.
Providing a Variety and Choice in the Reading Program.
independent reading level
is the level at which a child can read a text on his/her own with ease. The child makes hardly any errors when reading the text and has excellent comprehension of the story. The child can read the story alone with confidence.

instructional reading level i
s the level at which a child needs the support of a teacher, parent, or tutor. This is the level where students are introduced to new vocabulary and is where the greatest progress in reading occurs. Children are reading with 90-95 percent accuracy or better and possess at least 80 percent comprehension on simple recall questions about the story.
Frustration Reading Level
occurs when the accuracy of the reading goes below 90 percent.
(Please tab this page in your binder)
What IS an error on a running record and what is NOT:

1. Self Correction
2. Appeals without Tolds
3. Repetition of Previously Read Proper Nouns, after the first attempt
4. Immature/Dialectic pronunciation (ex. Pasgetti for spaghetti)
5. Spelling or sounding out if pronounced correctly. (ex. D. i. d for did and then says did after spelling it)

What IS an Error:
1. Omissions or insertions
2. Told (if the teacher tells the word after an appeal)
3. Contractions not read as a contraction only count as one error. (ex. Don't read as Do not= 1 error)
4. Multiple attempts a word count as one error.
Let's watch a informal running record in action!
Discuss what you notice in this video with a partner.
Now let's watch another informal running record.
This student is independent at level M and instructional at level N. She is reading a level N in this video.
What is in your F&P Kit?
Let's go over what is in your kit! Both Level 1 and 2
Two books per level: Fiction and Non-Fiction
Assessment Guide
Assessment Forms
Student Forms
Literacy Continuum

Take a few minutes to talk with your table about the kit.
How do I code all of this?
Four types of readers:

Emergent- Pre-reader and Levels A-C

Early: Levels D-I

Transitional: J-N

Fluent: N-Z
Four Principles of Reading
-so important; the more kids read, the better they read. We want them to be seamless readers.
They read enough that NOTHING interferes with their understanding! If you are going to cut something out….cut yourself(the teacher) OUT! Model your passion and curiosity.

- the more kids interact the more they learn and understand. One simple way to enhance comprehension is simply talking about what we have read. Book talks, Lit Circles, Think-Pair-Share, etc…

Explicit Instruction
- Showing kids how! Kids need both teacher modeling and time to practice.
Kids get better at reading.

Readers must see reading as meaningful experience. The avid readers don’t need us to help them to have a purpose for reading. The reluctant readers need to see reading as a meaningful act.

Sticky note thinking!
Guided Reading in Kindergarten
Kindergarten guided reading lessons can be divided into four sections:
Phonemic awareness/letter sounds {2-3 minutes)
Phonics/letter names/sight words {3-4 minutes}
Book Study - -comprehension & fluency {5-6 minutes}
Guided Writing {5 minutes}
That totals for around a 15 minute guided reading lesson.

As the year progresses guided reading lessons can be divided as follows:

Phonics/Sight Word Work {3-4 minutes}
Book Study & Discussion {6-7 minutes}
Guided Writing {5 minutes}

Emergent Readers Levels A-C
Emergent Reading Skills: A-C
One-to-one matching
Using picture clues to segment sounds
Using meaning, known words, initial letters, to self-monitor during reading and writing.
Discuss a story with teacher prompting
Segmenting sounds
Early Reading Skills: D-I
Problem solve new words using a vriety of strategies.
Re-read at points of difficulty to access meaning and structure
Read with fluency, phrasing and expression
Make predictions
Remember a retell what they have read
Read a write a large bank of sight words
Guided Writing
Guided writing lessons are one in which the teacher demonstrates for students the process of writing a word, sentence or even paragraph. Guided writing time is a very important part of the guided reading lesson for emergent and early readers.
Cut up sentences
This can be a shared writing activity
Students help with letters, words or punctuation
Teacher cuts apart the completed sentence
Students take turns remaking and rereading the sentence
Using sound boxes and word-solving strategies to write words and sentences.
Use journals without lines
Let's take a break!
Teaching Point video: Emergent Readers
Cross Check Initial Letter with Picture
Profile of a Pre-A Reader
Let's Practice!
Level H:

What is the difference?
running record
is an assessment of a student reading, done on either a cold read or a warm read book, on a BLANK running record form.
reading record
is an assessment of student reading, with a record form that has the words on the page. An example is a Fountas and Pinnell Reading Record.
Level O:
New Girl
Reading Workshop and Writing Workshop
Daily 5?
What are Prosper ISD's expectations?
Let's take a break!
Transitional Readers : (Able to read text above Level I)
Have a large bank of sight words
Still learning to increase fluency, expand vocabulary, and improve comprehension.
Fluent Readers :
Have few decoding problems
Able to explore the process of comprehension on challenging texts
Annotating and short responses as students read should be part of the lesson at this level.
Did you know?
A student not reading at his or her grade level by the end of third grade is 4x more likely to graduate high school on time- 6X less likely for students from low-income families.
Take that and add to it a 2009 study by researchers at Northwestern University that found that high school dropouts were 63 times (!) more likely to be incarcerated than college grads and you can start to see how many arrive at this conclusion.
So is good reading instruction important??
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