the secrets of guided reading · 2016. 11. 26. · guided reading small, homogeneous, flexible...
TRANSCRIPT
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The Secrets
of
Guided
Reading(In Lower Elementary)
Miss Allison Dalton
1st Grade Teacher
Cedar Lane Elementary School
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BALANCED
LITERACY
INSTRUCTION
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BALANCED
LITERACY
INSTRUCTION
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GUIDED
READING
READ
ALOUD
BALANCED
LITERACY
INSTRUCTION
INDE-PENDENT
READING
SHARED
READING
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Guided ReadingSmall, homogeneous,
flexible groups (20 mins.)
Students grouped by reading level
Teacher selected common text at instructional level or
a book that lends its way to a strategy needed by a group of children.
- Instructional Delivery
- Reader
- Text
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Leveled Text
The child can manage
decoding comprehension fluency
Just right…Not too easy & not too hard
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If your child reads with… …the text is at… …& should be used for…
96-100% accuracy &
thorough comprehensionIndependent LOTS of reading
practice
Leveled Text
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Independent:
0-4 errors
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“The highest achieving students receive a steady diet of ‘easy texts’-texts
they can read accurately, fluently and with strong
comprehension.”~ Dr. Richard Allington ~
(International Reading Association President)
Leveled Text
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If your child reads with… …the text is at… …& should be used for…
96-100% accuracy &
thorough comprehensionIndependent Lots of reading
practice
90-95% accuracy
& general comprehension
InstructionalTeaching purposes
Leveled Text
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Instructional:
5-9 errors
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If your child reads with… …the text is at… …& should be used for…
96-100% accuracy &
thorough comprehensionIndependent Lots of reading
practice
90-95% accuracy
& general comprehension
Instructional Teaching purposes
Below 90% accuracy &/or inadequate comprehension
Frustration Read-alouds or shared reading
Leveled Text
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If your child reads with… …the text is at… …& should be used for…
96-100% accuracy &
thorough comprehensionIndependent Lots of reading
practice
90-95% accuracy
& general comprehension
InstructionalTeaching purposes
Below 90% accuracy &/or inadequate comprehension
FrustrationRead-alouds or shared reading
Instructional Leveled Text
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If your child reads with… …the text is at… …& should be used for…
96-100% accuracy &
thorough comprehensionIndependent Lots of reading
practice
90-95% accuracy
& general comprehension
InstructionalTeaching purposes
Below 90% accuracy &/or inadequate comprehension
FrustrationRead-alouds or shared reading
Instructional Leveled Text
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Guided ReadingSmall, homogeneous,
flexible groups (15 mins.)
Students grouped by reading level
Teacher selected common text at Instructional level
- Instructional Delivery
- Reader
- Text
Decoding, comprehension, fluency, author’s purpose, vocabulary, how to participate productively in group discussions.
- Learn
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Guided Reading Small, homogeneous, flexible groups (15 mins.)
Students grouped by reading levelTeacher selected common text at
Instructional level
- Instructional Delivery
- Reader
- Text
Deliver systematic & explicit strategy instruction to develop stronger independent readers (eventually without teacher support)
- Learn
- Purpose
Decoding, comprehension, fluency, author’s purpose, vocabulary, how to participate productively in group discussions.
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Emergent
Early
Transitional
Fluent
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Emergent (Levels A-C)
•The overall focus is on concept of
print, letter sounds, and beginning to
read and write sight words.
•Texts - strong picture support,
familiar concepts and some repetitive
phrases
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Early (Levels D-I)•The overall focus is on teaching students
how to self-monitor, use decoding strategies,
read fluently and comprehend what they’ve
read.
•Texts - Stories that make sense, pictures and
illustrations provide support for unfamiliar
concepts, opportunities to problem-solve
unknown words, supports strategies the
students need guidance with.
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Transitional (Levels J-P)•The overall focus is on teaching students how
to decode multisyllabic words, increase their
fluency, expand their vocabulary, improve their
comprehension, and learn how to analyze and
discuss text.
•Texts - Stories that will allow you to target the
certain strategies listed above.
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Fluent (Levels N and above)
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BEFORE DURING AFTER
Reading
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WHAT YOU’LL SEE:PURPOSE:
• Introduce book
• Set a purpose for reading
• Activate prior knowledge
Sight word review
Book Introduction:
• Access background knowledge
• Quick gist of the book
• Picture walk (into new vocab,
new concepts, make predictions)
• Notice text features
• Review strategies
Before Reading – “The Set Up”
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PURPOSE: WHAT YOU’LL SEE:
• Children decode & make meaning of text:
- Decoding strategies
- Background knowledge
- Wondering questions
• Teacher observe use of:
- Reading Strategies
- Monitoring for MSV
- Fluency
- Comprehension (higher
level thinking)
• Whispering individual reading of whole text
• Teacher “listening in”
• Teacher assisting when needed or asked (prompts, questions, encourages)
• Students using previously learned strategies
During Reading – “The Spying”
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PURPOSE: WHAT YOU’LL SEE:
• Make meaning of text
• Assess understanding
• Synthesize material
• Teaching of a new sight word
• Working with words activity or guided writing
• Guided Discussion
• Teaching Point by Teacher-based off of what the teacher saw while listening to reading
• Praise for something that the students in the group did well.
After Reading - “Debriefing”
• Reflect on success
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Independent Reading = PracticeChildren need time to practice the skills that
they’ve been working on during guided reading.
They’re trying them out, on their own, without support.
Goal - Transfer of skills
*This can be hard and may take time - be patient
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Independent Reading = Practice
Individuals
Student
Independent level (Mostly student selected but sometimes teacher selected)
Practice session for their learning
How to use what was taught independently
- Instructional Delivery
- Learn
- Reader
- Text
- Purpose
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Independent Reading = Practice
It’s like riding a bike
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Assessment Informs Teaching
Children are grouped and
regrouped in a dynamic process
that involves ongoing
observation and assessment.
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Assessment Informs Teaching
Anecdotal Records
keeps track of behaviors & interests
Initial Summative Assessments:
Running Records
keeps track of errors & strategy use patterns
DRA, PALS & PATHWAYS
detailed, in-depth analysis
to initially make small Guided Rdg groups
Ongoing Formative Assessments:
Conferring Records
Anecdotal & running records
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Monitor ongoing individual progress
Discover specific skills & strategies being used
Focus on specific needs of individuals
Group children with similar needs
Choose books at appropriate level
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Be their cheerleader!
Have fun- Homework should NOT be a battleground (contact the teacher)
Just give (tell) them the hard words!- “Reading should be a treat, not a treatment.”
Read TO your child- Improves comprehension & models good fluency
Reread texts-Improves their fluency
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When they come to a tricky word, ask:
- “What strategies do you know that will help you?”
- “Does it
make sense, sound right &
look right?”
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- “What do you think & why?”
- “What’s your favorite (part, character, author, etc.) & why?”
- “What did you notice? Like? Feel?”
- “What does this remind you of or make you think of?”
- Questions as if in an adult book group (give your
opinion, too!)
Questions After Reading:
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Have fun!
- In a Nutshell -
Read TO & with
Talk & ask questions!
“Have a life!”