“Extensive reading, even in connection with individual reading conferences will not necessarily produce systematic, and

continuous reading progress”Fontas and Pinell

Where does Guided Reading fit into the Reading Workshop?

Reading Workshop

1. Mini-lesson (10-15 mins.)(focus gathered from individual conferences, DRA, GR groups)

2. Guided Reading Groups (40 mins.)(focus gathered from individual conferences, DRA, GR groups)

3.Sharing (5-10 mins)(process focused sharing…how the skill/ strategy unlock

comprehension)

Guided Reading StructuresSmall group (20 mins)

Readers who are alike “enough”

Students read the same text

Text is instructional

Goal: to help each reader develop an effective processing system to understand the text better

Steps to Guided ReadingIntroducing the text (3-5 mins)1. Concise2. Links3. Genre/features4. Purpose

Reading the text (10-15 mins.)1. Observation / anecdotal notes2. Portion text if necessary

Discussing the text (5 mins.)1. Guiding sophisticated thinking2. Connect students to the meaning3. Cooking your notes

Tips for Guided ReadingEstablish the routine of coming to the group with a text

and begin by reading silently (this gives you a minute to cook your notes and look over your introduction)

Introduce the book

Guided practice time (all students read…time for observation and individual conference)

Wrap up the skill or strategy that will unlock the meaning of the text

Establish the routine for departure and new group arrival

Why not “Round Robin” readingSilent reading enablesInaccurate view of readingFaulty reading habitsInattentive behaviorsWork against developing strategiesConsumes TIMESource of anxiety and embarrassmentHampers listening comprehension

Guided Reading RotationsM T W TH FIR GR WS GRGR IR IR WS IR GR

IR GR LBGR LB IRIR GR WS WS IR GR IRIR LB GR

Book IntroductionsFactors to think about when selecting a text Print layout Familiarity of content Known words Supporting illustrations Length Familiarity of syntax New vocabulary Organization Text features

Scaffold to enable readers to access the full meaning

Call attention to a few difficult wordsExplain new conceptsForeshadow a problemBuild interest in the textGet students wondering about something in the

textPoint out something unusual in the layoutPoint out unusual language structuresPoint out text featuresDemonstrate or teach in an explicit way (show

HOW to problem solve the text.

What do you want your students to be able to do as readers of fiction?

WITHIN THE TEXT

Follow the events of the plot

Gather important information about the characters

Get to know characters by what they do, say, think.

Notice how characters change over time

Identify the conflict or problem

Solve words

What do you want your students to be able to do as readers of fiction?

BEYOND THE TEXTInfer characters motivations and feelingsInfer causes for character change over timeConnect text to other texts, background

knowledge and personal experiencesMake predictions as a resolution to the problemUnderstand the prominent theme or author’s

messageRelate theme, plot, or characters to selfMake inferences to the significance of events

What do you want your students to be able to do as readers of fiction?

ABOUT THE TEXT

Evaluate the importance of the setting to the plot

Notice how the author has made characters

seem real

Notice the plot structure

Notice aspects of the writer’s craft

Critique the quality of the text

Introductions for fiction Realistic fiction1.Could this have happened? 2.Insight into my own life?Historical fiction1.Readers must understand the story or problem in

light of historical events2.Must understand story in light of circumstancesFantasy1.Setting is quite important2.Often depicts a conflict between good and evil

Introductions for nonfictionMemoir1. Seeks to evoke emotions or insights based on an intense memory

suspended in time

Biography1. Understand the setting …the place and times and life circumstances2. Reasons for selecting the subject3. Often chosen for inspiration or caution

Informational1. Vocabulary or concepts2. Build knowledge of the world3. Gather and remember important information4. Specific underlying structures (sequence, cause/effect,

comparison /contrast)

Extending the Meaning of textsDiscuss the book in pairs or threesome

Diagram the internal organizational structures in texts

Compare/contrast, cause/ effect, sequence, question

answer, story map

Prepare graphic organizers (character web or timeline) to

reveal author’s craft

Comment on the text in interactive or shared writing

Describe characters, summarize sections, or make lists of

key ideas in interactive or shared writing

Extending the meaning of textsRespond with “quick-writes” that can be shared later

Respond with “quick-sketches” that support thinking

that can be used as a basis for more talk or writing

Present reader’s theater using portions of the text

Write a poem about the text

Collect favorite quotes from the text and tell why