Building the Foundation through Guided Reading
31
Building the Foundation through Guided Reading Presented by: Andrea Hicks, Elyse Moore, Jennifer Steele Instructional Coach Conference August 8-9, 2013
description
Instructional Coach Conference August 8-9, 2013. Building the Foundation through Guided Reading. Presented by: Andrea Hicks, Elyse Moore, Jennifer Steele. Session Goals. U nderstand what guided reading is and why we use it to support the teaching of reading - PowerPoint PPT Presentation
Transcript of Building the Foundation through Guided Reading
Building the Foundation through Guided Reading
Presented by: Andrea Hicks, Elyse Moore, Jennifer Steele
Instructional Coach ConferenceAugust 8-9, 2013
Session Goals• Understand what guided reading is and why
we use it to support the teaching of reading• Understand a lesson design and framework for
planning and teaching guided reading
LO/DOL
LO: The participants will understand a guided reading lesson as a framework designed to provide differentiated teaching that supports students in developing reading proficiency.
DOL: The participants will apply their knowledge of a guided reading framework by writing a description about each component.
Dallas ISD Core Beliefs• Our main purpose is to improve student
academic achievement.• Effective instruction makes the most
difference in student academic performance.
• There is no excuse for poor quality instruction.
• With our help, at risk students will achieve at the same rate as non-at risk
students.• Staff members must have a commitment to children and a commitment to the pursuit of
excellence.
What does Guided Reading look like to you?
Take a moment to sketch a picture of how guided reading looks to you.
Share your drawings and discuss.
What is Guided Reading?“Guided reading is an instructional setting that enables you to work with a small group of students to help them learn effective strategies for processing text with understanding.” (Fountas & Pinnell, 2001 p.189)
So…..What’s the purpose?
The purpose….• Helps your students develop independent reading strategies• Allows students to actively read and problem-solve their
way through a text• Allows for real opportunities for constructing meaning,
reflection and insights as the teacher and a small group of students talk, read, and think through a text
• Allows for tailored direct instruction based on data• Helps deepen their understanding and processing of a wide
variety of text• Allows for the opportunity to read at their instructional
level with teacher support
Assessing Students and Forming Guided Reading Groups
Assessment, which involves collecting information about or evidence of
your students’ learning, is a continual and integral part of quality teaching. In fact, teaching without
continual assessment is akin to “teaching without the children.”
– Irene C. Fountas and Gay Su Pinnell, Guided Readers and Writers Grades 3-6
Why Assess?The information you gather from assessments supports
your instruction in the following ways:
1. It helps you find out what students already know.2. It alerts you to what students need to learn.3. It informs your planning and directs your purpose
and teaching focus.4. It assists you in determining groups for instruction.5. It helps you determine the materials that are best
suited for your teaching.
I have assessed and formulated my groups, now what?
A Framework for Planning and
Teaching Guided Reading Lesson
If children struggle with too many challenges, comprehension and enjoyment become compromised. We need to keep in mind that a guided reading session is about setting the group up for success.
-Tony Stead
Step-by-Step• Set a focus for the lesson. What do the students need to learn
based on ongoing observation and assessment?• Choose the text. What text will provide a high degree of support
and manageable challenges?• Before reading: Tune in to the text. What is the best way to
introduce the text so students can access their background knowledge, engage in some discussion, and prepare for reading?
• During reading: Students read the text. What are the student’s and teacher’s role during reading?
• After reading: Return to the focus and dig deeper. How will you support the comprehension of the text?
What might the before reading activities look/sound like?
Look at your list. Based on the video what might you add.
VIDEO
Before the readingTeacher Students
Selects an appropriate text, one that will be supportive but with a few problems to solve
Prepares an introduction to thestory
Briefly introduces the story, keeping in mind the meaning, language, visual information in the text, and the knowledge, experience, and skills of the reader
Leaves some questions to be answered through reading
Engage introduction in a conversation about the story
Raise questions
Build expectations
Notice information in the text
What might the during reading activities look/sound like?
Look at your list. Based on the video what might you add.
VIDEO
During the readingTeacher Students
“listens in”
Observes the 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 (when appropriate)
Makes notes about the strategy use of individual readers
Read the whole text or a unified part to themselves (softly or silently)
Request help in problem solving when needed
What might the after reading activities look/sound like?
Look at your list. Based on the video what might you add.
VIDEO
After the readingTeacher Students
Talks about the story with the children
Invites personal response
Returns to the text for one or two teaching opportunities such as finding evidence or discussing problem-solving
Assesses children’s understanding of what they read
Engage the children in extending the story through such activities as drama, writing, art, or more reading
Talk about the storyCheck predictions and react personally to the story or information
Revisit the text at points of problem solving as guided by the teacher
May read the story to a partner independently
Sometimes engage in activities that involve extending and responding to the text (such as drama or journal writing)
Four Corner Activity
Guided ReadingWhat it is? What it is not?
• Read simultaneously• Flexible grouping • Leveled Reading• Groups of no more than 6• Preplanned lesson• On-going formative
assessment• 1-2 teaching points• Based on instructional needs
of students
• Round Robin Reading• Stay in the same group• Basal Reading• Whole Group• On the run lesson• Friday test• 30 minutes lesson on a skill• Generic lesson
Things to consider while managing Small Groups:
• Can I picture myself working with students in the classroom in small groups?
• Where and when will I meet with small groups?• Does the room have an area where students can work
quietly while I’m at the teacher table?• How would students know their routines and procedures for
small groups?• How will I make my expectations for students work, group
work and workstation/centers clear?• What will the other students do while I’m working with small
groups?
Sample Guided Reading Lesson PlanTitle of Text: Level:Pages: Genre: Date:
Introducing the Text: What will you say? Write introduction here.Vocabulary to introduce:
Reading the Text: (observations, strategies, problem solving?)
Discussing & Revisiting the Text: (What will students do after reading?)
Teaching Point: (What skill or strategy will be the focus?)
Word Work: (optional: What word analysis will be taught?)
Extending the Meaning of the Text: (What extension activity will enhance student comprehension?)
Guided Reading Lesson Plan
In your small groups, use a leveled reader and the lesson plan format to create a guided reading lesson.
Be prepared to share!
What are the others doing?
• While you meet with small groups, other children are doing:– Daily 5 Read to Self Read to Someone Work on Writing *Listen to Reading *Word Work
References
