1. Jennifer EvansAssistant Director ELASt. Clair County RESAEvans.jennifer@sccresa.orghttp://www.protopage.com/evans.jennifer

2. AgendaWhat:? Guided Reading Why? Guided ReadingHow? Start with LessonPlansObservation/AssessmentDrives Instruction 3. WHAT IS GUIDED READING? Guided reading is a teachingapproach designed to help individualstudents learn how to process a varietyof increasingly challenging texts withunderstanding and fluency. Fountas and Pinnell 4. Guided Reading is not http://www.schooltube.com/video/a9540582c0a5418ab1ca/Introduction%20and%20Guided%20Reading:%20What%20It%20Is%20Not (7 min) 5. Reflection:Name one example from the videoand share how you feel about it.Explain why it is not an example ofGuided Reading. 6. Examples from the video of whatGuided Reading is not:1. Whole class readingwith the same novel2. Meeting with thesame small group allyear3. Isolatedskill/vocabularylessons that take upmost of the grouptime4. is not vocabularyintroduced inisolation5. in not round robinor popcorn reading6. Guided Reading isnot lead by students7. in not silentreading andworksheets8. in not teacherfocusing only on thebook and follow-upquestions9. is not a teacherintroducing the textand then sending thestudents back to theirdesk to read silently 7. Daily Reading ProcessMini-lesson: teacher modeling and explanationguided practiceindependent practice accompanied by feedbackapplication of the strategies in real reading situationsDr. Pearson emphasizes that comprehension instruction mustbe embedded in texts rather than taught in isolation throughworkbook pages. 8. Essential Elements for Effective Guided ReadingBring children with similar reading ability together in small groups forfocused, efficient instruction.Select texts that are just right.Provide introductions that show children how the text works, explaindifficult words or concepts, and prepare them to read independently (Before).Support independent reading with brief, specific prompts to helpchildren use the strategies you have previously demonstrated (During).Help children revisit and reflect on the text to support comprehension,processing strategies, and extending meaning of text (After).Work explicitly on word-solving strategies (Word Study). 9. Characteristics of ReadersEmergentEarlyTransitionalSelf-ExtendingAdvancedSee Reading Strategies Flip Book 10. EmergentPre K 1 (Levels A-B)Rely on language and meaning as they read simple textswith only one or two lines of print.Are beginning to control reading behavior, such asmatching spoken words, one by one, with written wordson the page. 11. EarlyK-2 (Levels B-H)Have achieved control of early behaviors such as reading from left toright (directionality) and are beginning to do some reading withoutpointing.Have acquired a core of frequently encountered words.Can read books with several lines of print, keeping the meaning inmind and solving simple words. 12. Transitional2-3 (Levels H-M) 3-4(Levels M-R)Have early behaviors well under control and can read texts with manylines of print.Use multiple sources of information while reading for meaning.Read fluently.Do not rely heavily on pictures.Have a large core of frequently used words they can recognize quickly andeasily.Are working on solving more complex words through a range of wordanalysis techniques. 13. Self-Extending4-6 (Levels R-Y)Make use of all sources of information flexibly in a smoothly orchestratedsystem.Can apply strategies to reading longer, more complex texts.Have a large core of frequently used words.Can solve many other words, including multi-syllable ones, quickly.Are still building background knowledge and learning how to apply whatthey know to longer, more difficult text. 14. Small GroupName ReadingLevelInterests Strengths Skills/StrategiesNeededQSILevel 15. How Do I Plan My Instruction Based onObservations? At the Zoo James and the Giant Peach reading The Big Bad Wolf Strategies Flip Book Example Emergent Level Work with names (first box) Letters in names (third box) 16. Lesson PlansChooseappropriatelyleveledlesson planfor yourgroup 17. Why Cant I Just Use The Basal? Focuses on teaching isolated skills, rather thanfostering an enjoyment and appreciation of readingfor its own sake. More time is spent on the supplemental worksheetsthan on actually reading authentic texts. Many times teachers read the story to the students orplay the tape as the students follow along because thetext is too difficult for many to read independently. The quality of the literature works are chosen mainlyto allow skills practice and may not be particularlymeaningful, authentic, or interesting. Controlled vocabulary 18. Question: What do I do about all of theworksheets? as little as possible Three criteria for a good worksheet1. Must involvesome readingand/or writing2. Majority of myclass (80%) mustbe able to do itindependently3. Students mustneed work on thatskill 19. Guided Lesson FormatBefore theReading:FluentReading /WritingIntroducethe TextNewVocabulary /ConceptsDuring theReading:SupporteffectivereadingAfter theReading:Discuss andrevisit thetextTeach forprocessingstrategiesExtend thetextConductword work 20. General Principles for Introductions (Before) toShowing children how thebook works how itsorganized.Focus on Include:Give children an idea ofwhat the entire story isabout.Draw attention tolanguage structures andvocabulary children willneed to use and point outnew and important words.Build interest in the storyby building priorknowledge, makingpredictions, connecting toprevious lessons, etc.Help children makeconnections with theirown backgroundexperiences andknowledge.Point out aspects of printor layout that areimportant.Show how illustrations orother strategies supportthe meaning. 21. During Reading Observations toFocus On:During reading the teacherinteracts briefly with students toprompt and encourage their use ofstrategies at their instructionallevel.Strategies should support wholeclass mini-lesson instruction.During reading the teacherrecords observations to help guideinstruction.This should be the longest part ofthe lesson.These brief conversations are verypowerful.Teachers use specific language tofacilitate the readers use ofproblem-solving actions.As children independentlywhisper read the text, teacherswill record anecdotal records andinteract briefly with students toprompt, facilitate, and encouragetheir use of strategies andproblem-solving actions.No Round Robin ReadingThe primary purpose of reading isto obtain meaning from text.Even at the K-2 level studentsneed to be reading to makemeaning from text. 22. After Reading Observations toFocus On:After reading, teachersdiscuss and revisit the textwith children.They engage children inreflecting on the meaning ofthe text and bringing theirown interpretations to theprocess.Teachers are asking childrento be active in sharingmeaning with the group.Teachers reinforce effectiveprocessing strategies.Teachers may also providepurposes for rereading textbased on observations andask students to extend thetext in different ways.It is important for students torespond to what they haveread in many different ways.(ie. Graphic organizers,reading response journals,appropriate learning centers) 23. See additional handouts 24. Guided Lesson https://www.youtube.com/watch?v=3AHxqggc-yI&index=1&list=PL95DC4FBFA0DC457C (9 min. inference guidedlesson in 2nd grade) http://www.schooltube.com/video/c73b68cace3e477b8108/Primary%20Guided%20Reading (1st grade guided reading lesson 8min) CD Essential Elements of Guided Reading (Fountas & Pinnell) (skillfulteacher (Erik) beginning 15 min.) Next Steps in Guided Reading Videos:http://www.janrichardsonguidedreading.com/video-clips (Scroll down toEarly introducing the book 2nd grade 4:53min) 25. Review Teacher Self-Reflection for ReadingWorkshopHighlight Where you are on the Continuum Focus on page 2 to start Select one area to concentrate on For example in Teaching Strategies : My goal is tosuccessfully implement all components of a guidedreading lesson including before, during, and afteractivities. Or Grouping: I am just beginning to observe studentsreading behaviors and to think about forming groupsbased on levels of text; I have not identified other waysthat I use to group students. Usually I teach the wholeclass. 26. Plan how you will integrate thischosen goal into every lesson youplan just as you would supportyour students in achieving theirgoals. 27. Keep This in Mind: 28. Guided Reading PD PlanDay One:Introduce conceptDay Two: ModelLessonDay Three:Observe/Supportteachers teachingguided readinglessons inclassroom 29. Questions?