guided reading pp sept. 1

Guided Reading

My Goal • Purposeful, based on assessment

• Students practice strategies with teacher’s guidance.

• Format for lesson – short, linked to student needs

• Building independence – self-monitoring

• Student reads 75% of time – teacher listens in to guide

What is guided reading?

• Guided reading is a process by which the teacher works with a small group of children at a similar level of development using texts that are carefully matched to their needs. It provides instructional support to build reading strategies and increase their independence.

• Students have an opportunity to practice putting their reading processes to work with guidance from the teacher.

Where does Guided Reading fit into a literacy day?

• Gradual Release • Step one: Teacher Modeling – “I do” (whole class) Students observe mini lessons in reading.

e.g. Morning Message, Instructional Read-Alouds/Read-Along

• Step two: “I do, you help” (whole class) Students participate in using the same strategy with the teacher guiding the lesson. eg. Morning message, Instructional Read Alouds/Read-Along

• Step three: “You do, I help” (small group guided reading) Students collaborate with a partner or small group of guided instruction to practice their reading strategies.

The students are reading for accuracy!

• Step four: “You do” Students work independently to use the same strategy. e.g independent reading (read to self)

Readers Talk to their brains:

How long is the typical lesson?

20 minutes

3-4 times per week

Eloquent teaching.

Focussed attention

But what are the rest of the kids doing?

Independent work time: (Must Do Activities)

Reading – rereading the book, listening posts, partner reading (Rock Star Reading, Beach blanket Reading)

Writing – response to the reading – connected to the text

Creating structures and routines in the classroom from day one. Practice and build stamina. (See Daily Five)

Typical 20 Minute Lesson Format

• Pre-reading – setting them up for success by building up their background knowledge and introducing new words

• Reading independently – teacher sets purpose for students to read and teacher “listens in” while students

• Post reading discussion – What did you find out? (finding evidence)

Students practice Putting their reading Strategies to work.

Two learning Goals for the book >One comp. One word strategy.

***Pre-reading is key to building success.>vocabulary>background Knowledge.

< Purpose: Read to find out…

75% time Students readTeacher listens in andGuides.

<reading, writing Responding< connected to Whole class Instruction.

Dipping back in3 -4 times and rereading.

< keep it simple.

<Vocab: tricky wordsKnowledge /decoding

90- 95% accuracyrate

4- 6 students

Turn and Talk

• Take a moment to process this with a partner.• How does this fit your “mental picture” of

what reading is?

Tips and Techniques

Organization:

Bins with materials for each group

Student notebooks

Just Right Book Bags

Manipulatives

Pointers For tracking Sliders for tracking

Phrasing

Clicks and Clunks

• Clicks – When the reading “clicks” along and you understand what you are reading.

• Clunks- When you read and something doesn’t make sense. This is a clunk.

We all have “clunks” when we read. What is important is what you do when you have a clunk?

Fix the Mix-up

When the student meets a clunk – something doesn’t make sense put a red sticky note.

If the student can fix-it with a strategy they replace the red sticky note with a green one.

Later we will talk about mix-up and what strategies they used to fix-it.

Transparent Highlighter Film

1. STUDENT HIGHLIGHTS THREE WORDS SOMEONEELSE MIGHT HAVE DIFFICULTY READING.

2. THESE WORDS ARE SHARED AND DISCUSSED WITHTHE GUIDED READING GROUP.

3. MUST DO: STUDENTS CHOOSE 2-3 TO COMPLETE VOCABULARY SQUARE.

What is the sentence?

What does it mean?

PictureA personal connection

Word

Response to Reading Independent Work

• Predicting: before and after • Story elements: Problem / Solution• Story elements: Beginning, Middle and End• Connecting, Questioning, Inferring,

Transforming and Visualizing• Retelling • Connecting reading and writing

Retelling

Putting Words in Order

mountains the live up some bears in .

BOOK MARK

1. Visualizing

2. Thinking: Does thismake sense?

3. Rereading

4. Looking at first letter.(matching)

5. Chunking

6. Reading Ahead

Resources for Kidsto Read

• Relevant, colorful text• Magazines• Poetry • Functional text – recipes, songs• Reader’s Theater

Recap• Purposeful, based on data assessment

• Students practice skills with teacher’s guidance.

• Format for lesson – short, linked to student needs

• Building independence – self-monitoring

• Student reads 75% of time – teacher “listens in”

If reading is about mind journeys, then teaching reading is about outfitting the

travelers,modeling how to use the map,

demonstrating the key and legend and supporting the travellers as they lose their

way and take circuitous routes until ultimately it’s the child and map together and they’re off on their own.

Keen and Zimmerman Mosaic of Thought