A Comprehensive Look at A Comprehensive Look at Guided ReadingGuided Reading

Bernadette LondonBernadette London

Participants will… Become familiar with the role and

placement of Guided Reading in the Readers Workshop Model

Understand how data drives grouping and planning of Guided Reading

Identify the role of the teacher and students in a Guided Reading group

Know how to select, connect, and plan appropriate lessons with the text

Overview of Guided Reading Elements of Guided Reading Grouping Based on Data Book Selection Emergent, Early, Transitional, and Fluent planning, mini-lessons, and model introduction Video with Guided Reading Observation Guide Scheduling Resources in Guided Reading: Good First Teaching for All

Children

The Language of Guided Reading

1. Locate “The Language of Guided Reading” in your materials.

2. On your own, write the number for the definition for each key word in the box.

3. Hold on to this, you will need it at the end.

Read Aloud…

Teacher modeling good reading strategies to students and thinking aloud

Shared Reading…

Teachers and students sharing a piece of text by interacting together through explicit teaching and modeling

Independent Reading…

Students trying out reading strategies on their own

Guided Reading…

Students practicing reading strategies with scaffolded support from the teacher

Reader’s Workshop

Read What Is Guided Reading on page 2 of Guided Reading.

With your table, discuss what guided reading is.

On an index card, write a definition of what guided reading is based on your group’s discussion.

Be ready to share your group’s definition.

Guided reading is the heart of independency:

Gives children the opportunity to develop as individual readers while participating in a socially supported activity.

Gives individual readers the opportunity to develop reading strategies so that they can read increasingly difficult text independently.

Gives children enjoyable, successful experiences in reading for meaning and allows children to introduce text to themselves.

(Guided Reading, pg. 1-2)

Prior to the start of the guided reading lesson, the teacherthe teacher…

Selects one child to do a focus running record on using a guided reading text from the previous lesson.

Prior to the start of the guided reading lesson, the the childrenchildren…

Warm up with a book previously read in guided reading.

Before the reading the teacher…teacher…

Selects appropriate text Prepares introduction to

the text Briefly introduces the text

based on focus of lesson keeping in mind the needs of the reader

Leaves some questions to be answered through reading

Before the reading the children…children…

Engage in a conversation about the text

Raise questions Build expectations of the

text Notices information in the

text Make predictions about

the text

During the lesson theteacher…teacher… “listens in” Observes reader’s behaviors

for evidence of strategy use Confirms children’s problem-

solving attempts and successes

Interacts with individuals to assist with problem solving at difficulty

Makes notes about the strategy use of individual readers

During the lesson the children…children…

Read the whole text or a chunk of the text (softly or silently) to themselves

Request help in problem- solving when needed

After the reading the teacher…teacher… Talks about the text to

check for children’s understanding of what they read

Invites personal response

Returns to the text for one or two teaching opportunities

Sometimes engages the children in extending the text through literacy activities

Invites children to share problem solving strategies used at points of difficulty

After the reading the children…children… Talks about the text to

express understanding Checks predictions and

reacts personally to the text

Revisits the text for one or two learning opportunities as guided by the teacher

Sometimes engages in activities that involve extending or responding to the text

Share strategies used at points of difficulty i.e. tricky word or part

Guided Reading: Good First Teaching For All Children

Read pages 97-top of page 99.As you are reading, identify two

important points from the text.Share your two points with a

shoulder partner.

Flexible Groups Based on Needs Formed through

Assessing Six or less students

Developmental Reading Assessment Developmental Reading Assessment (DRA)(DRA)

Comprehensive Assessment of Reading Comprehensive Assessment of Reading (CAR)(CAR)

Running RecordsRunning Records Concepts of PrintConcepts of Print Phonemic AwarenessPhonemic Awareness Letter IdentificationLetter Identification DictationDictation Teacher ObservationsTeacher Observations

▪ Get into collaborative groups ▪ Look over each child’s assessment

information.▪ Do you notice any patterns or similarities?▪ Cut apart the information so each child is

separate.▪ Begin to form groups based on data.▪ On a sticky note, write down your reasons for

creating each group.

Observation and Analysis

of Individuals

Grouping/Regrouping

Text Selection

Important points to consider when selecting text for guided reading…

Falls within a Running Record range 90 - 94% accuracy

Text should support the children’s strengths, interests, and needs

Are some words in the book known to children? Are other words accessible through children’s current ability to use strategies such as word analysis and prediction from language structure or meaning?Overhead center

Types of connections that can be made from one text to the next…

Story ElementsAuthors Word WorkTopics ( Informational vs. Fiction)Book FeaturesComprehension Concepts

In the center of the table is a selection of books.

Select two books within similar levels. Analysis the books. In what way can

you connect them? On a sticky-note write down the

connection between the two books. Share with your table the

connection(s) you found.Listening Center

Chapters 9 – 11 in Guided Reading: Good First Teaching for All Children you can find information on: more connections and descriptors for each level of text along with examples and important behaviors to notice.

Hillsborough County correlation guide to match the reader’s assessment level with the different text levels.

Concepts About Print: Wikki-sticks: can be used to rope a

word, letter, or underline the words to show that the print contains the message, and/or as a pointer to voice print match one-to-one with the text.

Highlighting Tape: can be used to identify a letter, a word, a first/last letter, an upper/lower case letter, the space between words, and/or function of punctuation.

Teacher Strategies: Wikki-sticks & Highlighting Tape: use to isolate beginning

and ending sounds to teach “Does that look right?” and “Look at the beginning /ending sound” strategies.

Index cards: use to model chunking of a word by using one or two cards to isolate a smaller word within the whole word, or create a word frame by cutting a small rectangle in the center of the card.

Cover-Up Tape: the teacher covers up a word in the text and writes a grammatically incorrect word on the tape to model the strategy “Does this sound right?”

Strategies Continued Sticky-notes: cover up a word in the

text ask the child “What would make sense?”, next uncover the first letter and ask the child to “Get your mouth ready and what would make sense?”, finally slowly uncover the word still asking “What would make sense and does that sound right?” Another idea, give a sticky- note to the child to allow them to tab the page and later share a word that they used a strategy to solve the word.

Building Fluency: after the children have read the text independently with teacher

support… Choral Reading : teacher and students can practice reading

a portion of the text together Paired Reading: the children can pair together to practice

the text Repeated Readings: an individual process done during

warm-up or during independent reading. Echo Reading: teacher will read a portion of the text and

the children will repeat what and how it is read…all activities build and support fluency.

Building Comprehension: Sticky-notes: teacher writes or illustrates part of the story

on sticky-notes to practice sequencing, Teacher can pose a question and students can respond or mark the place in the text that supports their answer.

White boards: using a set of white boards, label each board with a different story element; give one element to each child to focus on. They can write or illustrate their element. Place the boards together to retell the story.

Comprehension Cubes: teacher or student will roll both cubes and start with the “W – Question” cube and combine with the second cube to pose a question starter and the teacher or child will finish by asking the question.

On the first cube…Label each side with

one of the following words:

Who What When

Where / Which How Why

On the second cube…Label each side with one

of the following words:

Could Would Might Will Is

Did

Building Vocabulary: all activities help build

vocabulary… Highlighting Tape: have students find and highlight the

word that matches the picture Sticky-Note / Highlighting Tape: a child can tab or

highlight an unfamiliar word during reading, the teacher needs to follow-up with discussion to clarify any misconceptions

Index Cards: give each child a word from the text, as they are reading they locate the word and identify the meaning based on the text and pictures. Follow up with discussion on the words and how the child has determined the meaning

Connecting to Writing:White Boards: have the students write a

sentence that models a sentence from the text, Ex: I see a _____ .

Index Cards: write out a word on each card that matches a sentence from the text, have students manipulate the sentence to the correct form then write down on paper or white board.

Blank Paper: students can add-on to the ending of the text or change the ending of the story.

Letter ID/Sound Symbol: Index Cards / Magnetic Letters: distribute

a letter card or letter to each student and have them find their letter in the text

Wikki-sticks: word hunts – find a word that has the same beginning sound as /m/ or “mouse” and underline or circle

Highlighting Tape: highlight a letter in the text and have students find the match using the magnetic letters.

High Frequency Words: Wikki Sticks: teacher calls out a high

frequency word from the text, students rope the word.

Magnetic Letters: place the letters needed to form a high frequency word and some additional letters on the table. Have one student find the letters needed to make the high frequency word. Words should be from the text.

Index Cards: students locate words from the text, write them on the index cards, and write the words in their personal word walls.

Blending Sounds: Wikki Sticks: have students open up to the same pages,

teacher segments a word from the text, students blend the sounds to identify the word, then locates within the text by roping it.

Magnetic Letters: teacher preselects a word from the text and pulls the matching letters. The teacher will lay out two letters separated by a wide space and then move the letters together to create the blend. The teacher will then add the final sound and move all the letters together until all three sounds are spoken as one unit.

Solving New Words: Magnetic Letters: pre-select a

patterned word (word family) from the text and make the word with magnetic letters. Students will replace the first letter with other letters to create new words.

White Boards: working from a word from the text, children add and remove letters to construct a ladder of words.

WARM UP TEXT:MINI-LESSON

(choose) PHONICS/WORD INTRODUCTION OF COMPREHENSION

  * Concepts About Print BUILDING (choose) NEW TEXT: DISCUSSION: (see

  * Strategies * Connect to writing  grade level

expectations)

  * Fluency* Letter ID/Sound

symbol  

  * Comprehension * High frequency words BOOK WALK NOTES:  

 * Vocabulary

Development * Blending  

FOCUS STUDENT/RUNNING   * Solving new words    

RECORD:        

         

Guided Reading        

WARM UP TEXT:

FOCUS STUDENT/RUNNING RECORD:

INTRODUCTION OF NEW TEXT

BOOK WALK NOTES

COMPREHENSION DISCUSSION:(see grade level expectations)

MINI-LESSON (choose)§ Concepts About Print§ Strategies§ Fluency§ Comprehension§ Vocabulary Development

PHONICS/WORD BUILDING (choose)§ Connect to Writing§ Letter ID/symbol§ High freq. words§ Blending§ Solving new words

Intensive Yesterday

Gather from your packet and grouping activity the following pieces: Guided Reading Planning Form The level 4/6 group information (sorting

activity)

Let’s take a look at planning a lesson…

Warm Up Text:

Ben’s Treasure Hunt (connection: similar concept and high frequency)

Focus Student/R.R.:

Talisha

Introduction of New Text:

The Hungry Kitten

Do you have a kitten? What do you notice about the kitten?

Book Walk Notes: “look after you” – meaning, sounds of pets

Chart- “Are you hungry?”

Comprehension Discussion:

What do you think the kitten was thinking at the end? Did her feelings change during the story? How do you know?

Mini – lesson:

Retelling lesson using white boards. Discuss the beginning of the story whole group.

Pair: Talisha and Iris to focus and retell the middle. Sean and Rashon to focus and retell the ending.

Don’t just tell students the word, allow them time to think!!!

Use appropriate verbiage to move students towards word solving.

Encourage students to make multiple guesses.

Now, using the second row on your plan sheet, plan day two for this guided reading group.

Remember…To connect the textLook at the data for learning needsChoose an appropriate mini-lesson to

meet the groups needs

Strategies: Wikki-sticks & Highlighting Tape: use to isolate beginning

and ending sounds to teach “Does that look right?” and “Look at the beginning /ending sound” strategies.

Index cards: use to model chunking of a word by using one or two cards to isolate a smaller word within the whole word, or create a word frame by cutting a small rectangle in the center of the card.

Cover-Up Tape: the teacher covers up a word in the text and writes a grammatically incorrect word on the tape to model the strategy “Does this sound right?”

Fluency: after the children have read the text independently with teacher support…

Choral Reading : teacher and students can practice reading a portion of the text together

Paired Reading: the children can pair together to practice the text

Repeated Readings: an individual process done during warm-up or during independent reading.

Echo Reading: teacher will read a portion of the text and the children will repeat what and how it is read

…all activities build and support fluency.

Comprehension:Sticky-notes: teacher writes part of

the story on sticky-notes to practice sequencing, teacher can pose a question and students can respond or mark the place in the text that supports their answer, and/or coding text:

= like/love this part

= don’t understand

= new or exciting information

= main idea

Comprehension: White boards: using a set of white boards,

label each board with a different story element; give one element to each child to focus on. They can write or illustrate their element. Place the boards together to retell the story.

Comprehension Cubes: teacher or student will roll both cubes and start with the “W – Question” cube and combine with the second cube to pose a question starter and the teacher or child will finish by asking the question.

On the first cube…Label each side with

one of the following words:

Who What When

Where / Which How Why

On the second cube…Label each side with one of

the following words: Could Would Might Will Is

Did

Vocabulary: all activities help build vocabulary… Index Cards: give each child a word from the text during

the introduction. Have students predict the meaning of the word and write it on the card. As the children are reading they locate the word and identify the meaning based on the text and pictures. Follow up with discussion on the words and how the child has determined the meaning

Highlighting Tape: have students find and highlight the pre-selected vocabulary words given during the introduction

Sticky-Note / Highlighting Tape: a child can tab or highlight an unfamiliar word during reading, the teacher needs to follow-up with discussion to clarify any misconceptions

Connect to Writing: Blank Paper: students can add-on to the

ending of the text or change the ending of the story, write a letter to a character or author of the text

Response Journals: respond to the text by answering questions posed by the teacher or self before reading the text, write about their favorite part or character, connections they had to the text, or any questions they may have unanswered from the text.

High Frequency words: Index Cards: students locate words

from the text, write them on the index cards, and write the words in their personal word walls.

Wikki Sticks: teacher calls out a high frequency word from the text, students rope the word.

Highlighting Tape: locating words from the word wall in the text.

Blending: Wikki Sticks: have students open up to the same pages,

teacher segments a word from the text, students blend the sounds to identify the word, then locates within the text by roping it.

Magnetic Letters: teacher preselects a word from the text and pulls the matching letters. The teacher will lay out two letters separated by a wide space and then move the letters together to create the blend. The teacher will then add the final sound and move all the letters together until all three sounds are spoken as one unit.

Solving new words: Magnetic Letters: pre-select a

patterned word from the text and make the word with magnetic letters. Students will replace the first letter(s) with other letters to create new words.

White Boards: working from a word from the text, children add and remove letters to construct a ladder of words.

WARM UP TEXT:MINI-LESSON

(choose) PHONICS/WORD INTRODUCTION OF COMPREHENSION

  * Concepts About Print BUILDING (choose) NEW TEXT: DISCUSSION: (see

  * Strategies * Connect to writing  grade level

expectations)

  * Fluency * Letter ID/Sound symbol  

  * Comprehension * High frequency words BOOK WALK NOTES:  

 * Vocabulary

Development * Blending  

FOCUS STUDENT/RUNNING   * Solving new words    

RECORD:        

         

Guided Reading        

WARM UP TEXT:

FOCUS STUDENT/RUNNING RECORD:

INTRODUCTION OF NEW TEXT

BOOK WALK NOTES

COMPREHENSION DISCUSSION:(see grade level expectations)

MINI-LESSON (choose)§ Concepts About Print§ Strategies§ Fluency§ Comprehension§ Vocabulary Development

PHONICS/WORD BUILDING (choose)§ Connect to Writing§ Letter ID/symbol§ High freq. words§ Blending§ Solving new words

Intensive Yesterday

Gather from your packet and grouping activity the following pieces: Guided Reading Planning Form The level 24 group information (sorting

activity)

Let’s take a look at planning a lesson…

Warm Up Text: Katy and the Big Snow (connection: theme)

Focus Student/R.R.:

David

Introduction of New Text:

Keep the Lights Burning, Abbie

lighthouse and it’s purpose, setting and time period of story.

Book Walk Notes: Find and point out name: Matinicus

Comprehension Discussion:

Chapter 1- Discuss how you would feel if that responsibility was placed on you? What would you do? How would you describe Abby’s character?

Mini – lesson:

Fluency – Echo Reading. Read the second page, one to two lines at a time, emphasizing voice, phrasing, and intonation.

Don’t just tell students the word, allow them time to think!!!

Use appropriate verbiage to move students towards word solving.

Encourage students to make multiple guesses.

Now, using the second row on your plan sheet, plan day two for this guided reading group.

Remember…To connect the textLook at the data for learning needsChoose an appropriate mini-lesson to

meet the groups needs

Locate the “Observation Guide for Guided Reading” in your packet.

You will be viewing a guided reading lesson.

During the video use the observation guide to mark the components you observe.

Make note of any questions, comments, or concerns you may have.

Meet with your below level and Tier 3 children daily for 20 – 30 minutes.

Other groups should be met with 2 to 4 times a week for 15 – 25 minutes.

Example Schedule:Mon. Tues. Wed. Thurs. Fri.BL/ T3 BL/T3 BL/ T3 BL/T 3

BL/T3AL OL-1 AL OL-2 OL-1OL-3 OL-2 OL-1 OL-3 open

Need Ideas For… Designing and Organizing? See Chapter 4 Managing the Literacy Hour? See Chapter

5 Gathering and Organizing Assessments?

See Chapter 6 Classroom Libraries? See pages 46-49 Letter and Word Activities? See Chapter

13Need Support on… Running Records? See Chapter 7

The Language of Guided Reading1. Locate “The Language of Guided

Reading” in your materials.2. Review and/or revise your answers

from the pre-test. Remember to write the number for the definition for each key word in the box.

3. Be ready to check and share your answers.

Collaborate with your Reading Coach to complete a coaching cycle for guided reading. Use the attached form to document and reflect.

Send the form to: Brandie Shelor Reading Coach/Twin Lakes Elem. Mail Rt. # 6

Forms must be received by: Friday, October 20th