ckec summer2014 guided readingbreckenridge
DESCRIPTION
Guided Reading, Strategies, small group, text selection,TRANSCRIPT
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Good Morning!
• Did you sign in and get refreshed?
• Are you sitting at a table marked with your Grade Level? ( if work across grades pick one)
• Did you pick up you learning packet for the day?
• Did you greet your table mates?
• Do you have your Jan Richardson Book?
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Using Small Group Guided Reading to Differentiate Instruction
The Next Step in Guided Reading
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Road Map for the Day
Preparing for DI in Guided Reading
Assessments and groupingforGuided Reading
Strategic Teaching in Groups
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Traditional
Reading
Groups
versus
Guided
Reading
Groups
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Small Group Reading
/Work Stations
Shared Reading
Read aloud
Balanced Literacy
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Characteristics
• Each group is differentiated based on students current need.
• Each learner is engaged with the whole text.
• Books are selected based on student needs.
• Teachers focus on strategic actions of readers.
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• Focus is critical thinking, comprehension and is grounded in the text
• Writing or discussing text
• Explicit instruction in vocabulary, phonics or word work. (Reading Foundational Skills Standards)
Characteristics
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Road Map for the Day
Preparing for DI in Guided Reading
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I _ d_ _e n_ _n _ _
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Teach students to work independently
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• Scheduled• Transitions• Organized• Practiced
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Ideas for organizing for Guided Reading and Independent Worktime
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Implement Behavior Management System
Students need to know how to problem solve what to do when:
– something doesn’t work
– they don’t understand an activity
– they complete an activity
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Students need to know:
– who to go to for help
– how to clean up
– how to decide who goes first when working with a partner
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• Practice, Practice, Practice Routines
• Make workstations doable
• Observation Chairs by Reading Table
• “What to do when I’m Finished” Box or Chart
• Signal when you are not to be interrupted
Limiting Interruptions
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Classroom Design with Workstations in Mind
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Road Map for the Day
Preparing for DI in Guided Reading
Assessments and groupingforGuided Reading
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Research EvidenceStudents with reading difficulties who are taught in small groups learn _______than students who are instructed as a whole class. (National Reading Panel, 2000)
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a.Moreb.The samec.Less
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Moving students forwardWith their processing strategieson text
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“ The Learning Zone”
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What they can
do independently
With support of an
expert
Learning Zone
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Acceleration
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Change Over Time
Emergent and Early Transitional and Fluent
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• How should I group students?
• What text should I use with each group?
• What strategy should I teach next?
Jan Richardson “The Next Step in GR”
Begin with Assessment
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Emergent and Early Readers
Primary Assessments Information Provided
Letter ID (K-1) Known letters and visual discrimination
Sight Word List Known words and visual memory
Dictation Sentence Sound letter knowledge/ PA and letter
formation
Writing Sample Visual memory, PA, vocabulary, CAP
Running Record and Retell Reading Level and Strategies,
Comprehension
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Transitional and Fluent Readers (level I and up)
Assessment Information Provided
Running Record Reading Level, reading
strategies
Comprehension Questions Comprehension Abilities
Word Study Inventory Phonics skills
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Form Differentiated Groups Based on Assessment
• Keep group size small (5-8 students)
• Base small groups on instructional need with specific instructional strategies in mind
• Be Flexible!
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Grouping Students
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Managing Groups
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Road Map for the Day
Preparing for DI in Guided Reading
Assessments and groupingforGuided Reading
Strategic Teaching in Groups
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Making Connections,
Review or PracticeText Reading
Strategic Teaching Points/ Revisiting
Text
Word Study
Vocabulary
Guided Reading
Common Core• Comprehension• Foundational Skills• Vocabulary
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Strategies for Sustaining ReadingReading Foundational Skills
• Emergent behaviors under control
– 1 to 1, Directionality, Concepts about Print, Letter Knowledge, Word Knowledge
• Detecting and Correcting Error (monitoring)
• Searching for and Using Information
• Problem Solving New Words
• Adjusting to different types of text
• Maintaining Fluency
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As children work through text they develop a network of strategies for attending to different sources of information.
Structural cues
Visual cues
Meaning
Cues
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Strategies for Expanding Meaning
• Predicting
• Making Connections
• Inferring
• Synthesizing
• Analyzing
• Critiquing
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Teaching During the Reading
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Planning a lesson• Know the reading level of the group
• Choose your focus based on data
• Pick a book that matches reading level and will build on processing strengths ( may be shared for Pre A)
• Read through the lens of your students
• Plan intro, word work or phonemic awareness and teaching points
• Reflect: What did the students learn to do today that they couldn’t do yesterday?
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• Emergent Page 86
• Early Page 117
• Transitional Page 157
• Fluent Page 189
Get familiar with your Lesson Description
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Knowing how text change and support your focus
Text Selection
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Focus: Emergent A-C
• Concepts About Print
• Phonemic Awareness
• Building letter and sound knowledge
• Building Sight word knowledge
• Repetitive Patterns
• Strong picture support
• Sight words and letters
• Familiar concepts
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Text Level A
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Text Level C
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Focus: Early D-I
• Monitoring and Decoding
• Searching for Information
• Fluency
• Retelling/Comprehension
• Language is familiar
• More text per page
• Dialogue
• Opportunities for word analysis and decoding
• Some new vocabulary
• Story structure advance in complexity
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Transitional Readers
• Cognitive actions essentially the same while processing print but readers are applying them to more complex text.
– Require more background knowledge
– More variety of genre
– More mature ideas and themes, perspectives
– Sustain Comprehension
– Higher level decoding and fluency
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Focus: Transitional: Above Level I (k-1), J-M (2nd), J-P (3rd)
• Decoding
• Fluency
• Many multisyllabic and unknown words
• Words should be in their listening vocabulary
• Prefixes, Suffixes
• Few decoding challenges
• Interesting dialogue/fiction
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Focus: Transitional: Above I
• Vocabulary
• Comprehension
• New concepts
• Fiction
• Few new or unfamiliar concepts, ideas
• Comprehension Strategies
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Focus: Fluent ( above Level N)
• Comprehension Strategies for complex text
• Predicting
• Visualizing
• Questioning
• Connecting
• Determining Importance
• Summarizing
• Inferring
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Transitional and Fluent Text
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Reading Levels
Independent Level
Text
Instructional Level
Text
Frustration Level
Text
Relatively easy text, with no more than approximately one error in twenty words, good comprehension.
(95% success)
Challenging but manageable text, with no more than approximately one error in ten words good comprehension. (90% success)
Problematic text, with more than one in ten words difficult for the reader (less than 90% success)
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• Readers present strategies
• Readers interest and background
• The text complexity in relation to the current skills
• The text language and content in relation to background knowledge
• Learning opportunities and instructional goals
Consider the Following When Selecting Text
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Select a Text for your Groups
Why did you choose this text?
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“As a child approaches new text he is entitled to an introduction s that when he reads, the gist of the whole or partly revealed story can provide some guide for fluent reading.”
Marie Clay
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Let’s Look at Some Story Orientations
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Teaching Before the Reading
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Story Orientation
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Story Orientations
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Orientation to Story
Your book introduction is the KEY to the child accessing the book
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Plan your Lesson!
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We have arrived!
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Teaching and Prompting for Strategic Action
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Strategies are
• Unobservable
• In the head processes
• A complex “network”
• They allow the learner to use, transform, relate, interpret and reproduce information for communication
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Increase processing power across increasingly complex text
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Think about your moves before, during and after the reading
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Teaching After the Reading
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Teacher Prompts are a Call to Action
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Sight Word Review and Working with Words
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Share
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