Reading WorkshopHow Does Guided Reading Fit Into This

Model

Reading Framework 4-5BLOCKS

THE TEACHING/LEARNING STRUCTUREINSTRUCTIONAL DELIVERY COMPONENTS

WORD WORK15-20 minutes

Whole group instruction o Word worko Spellingo Vocabularyo Greek and Latin Roots

Word Work: Teacher and students interact and manipulate word parts in order to identify words, increase fluency, and develop comprehension

READINGFOCUS LESSON

Whole Group InstructionI DO

15-20 minutes Whole group instruction Comprehension strategy instruction Reading To Children

o Read aloudo Reading demonstrationo Interactive read aloud

Reading Workshop: Whole group focus lesson followed by partner/independent reading and reading conferences. Read To (Read Aloud)/ Read With (Shared Reading):

Teacher and/or students read aloud in order to build background, develop vocabulary and literary concepts, and explore expository text structure.

Read With/Read By (Guided Reading): Using teacher-selected text, the teacher works with small, flexible groups of students to develop comprehension and fluency of increasingly difficult texts.

Read By (Independent Daily Reading): Students silently read books on independent levels and respond accordingly, depending on teacher directions.

Literacy Stations (to also include Science/Social Studies): Students work independently to practice skills.

GUIDED READINGSmall Group Instruction/

Guided Practice

Independent Practice

Intervention

WE DO/YOU DO

50-60 minutes Partner or independent reading, guided reading, and

literacy stations Reading With Children

o Interactive read aloudo Shared readingo Guided readingo Reading Workshopo Reading conferenceso Intervention

Reading By Childreno Guided readingo Partner/independent readingo Reading Workshopo Literature circles

Literacy Stationso Authentic reading & writing practiceo Independent work timeo Intervention

REFLECTIONWhole Group

10 minutes(Whole class/individual/conferences)

Reflection: Students reflect on their own learning by discussing how they applied a skill or process, sharing reading selections, or thinking about growth as readers. This may happen in whole group discussions, small groups, or through independent responses in reading journals.

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3

Guided Reading is the Heart of

a Balanced Literacy Framework

“When we understand the learning model, we begin to make different decisions. We recognize teaching as ‘a powerful, invitational relationship that pulls the learner in’ . . .we think about teaching in terms of our students’ needs and interests.” Regie Routman, Reading Essentials

What is Guided Reading?Guided reading is a strategy that helps students become good readers. The teacher provides support for small groups of readers as they learn to use various reading strategies (context clues, letter and sound relationships, word structure, and so forth).

What is its purpose?When the proper books are selected, students are able to read with approximately 90% accuracy. This enables the students to enjoy the story because there is not an overwhelming amount of "road blocks" that interfere with comprehension. Students focus on the meaning of the story and application of various reading strategies to problem solve when they do hit a road block in their knowledge or reading ability. By providing small groups of students the opportunity to learn various reading strategies with guidance from the teacher, they will possess the skills and knowledge required to read increasingly more difficult texts on their own. Independent reading is the GOAL - guided reading provides the framework to ensure that students are able to apply strategies to make meaning from print.

The Ultimate Teaching Model

You are teaching

readers, not the text.

“The ultimate goal of the guided reading lesson for students is not just to read “this book” or even to understand a single text. The goal of guided reading is to help students build their reading power—to build a network of strategic actions for processing texts.”

~ Fountas & Pinnell, Guided Reading: The Romance and the Reality, p. 272

The Purpose of Guided Reading

Guided Reading IS:

• an instructional context for working with small groups of students with a ___________literacy needs

• using texts at the students’ _________level to provide the necessary support and challenges during the lesson

• Involving_______, intensive teaching, with the teacher supporting students as they talk, read, and think their way through text

• involves students practicing _________strategies that will ultimately enable them to read independently.

Word Bank:expliciteffectivesimilarinstructional

Guided Reading

What 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

Reading Workshop

• Listening Workstation• Word Study Station• Buddy Reading• Science/Social Studies

Work Station

• Oral and Written

• Leveled Readers: Treasures,

• Scope & Sequence

Focus Lesson

Guided Reading

Literacy Workstations

Reflections

Form your groups based on assessment data

Identify a focus strategy/skill for each group

Manage structure for rotation

How Does It Fit Into My Classroom?

Monday Tuesday Wednesday Thursday Friday

Very far below

Very far below

Far below Far below Very far below

Far below On level On level Above level Advanced

4th Student Name- Overall Reading Score

April 1998-1867

May 2011-1876

August 1893-1796

October 1919-1814

December 1945-1832

How do I group my students for guided reading lessons?

Look at your summary report Find the overall reading score for each

student Using correlation chart-identify the number

range and follow across to identify the Guide Reading-Level (Fountas & Pinnell)-6th column on The Reading Correlation Chart-yellow chart

With a pen, put the appropriate GRL beside each student’s overall score

How To:

Group students according to a small range of a number sequence that would have the same GRL-example 235-239

This is the place to begin making academic decisions regarding the needs for each reading group based on their ISIP performance

What reading behavior /strategy/skill for this group should come next?

Let’s take a look back at a leveled reading behavior chart-

**It is important to know your students reading habits and behaviors across time. You may have additional information such as a running record, CBA results, or DRA2 results to alter a decision based on 1 number-ISIP

Next Steps:

¨ Bring children with similar reading ability together in small groups for focused, efficient instruction.

Students reading the same book (Instructional Level)

Select texts that are “just right” in that they allow children to solve problems against a backdrop of accurate reading.

Provide introductions that show children how the texts “works,” explain difficult words or concepts, and prepare them to read independently and comprehend the meaning behind the selected text.

Principles for Effective Teaching in Guided Reading

Structure of A Guided Reading Lesson Planning

Selection of TextThe teacher selects a text that will be just right to support new learning for the group – at the instructional level

Small Group Guided Reading

Before the Lesson During the Lesson After the Lesson

Introduction to the TextThe teacher introduces the text to scaffold the reading, but leaves some problem-solving for

readers to do.

Reading the TextStudents read the entire text softly or silently. If

students are reading orally, the teacher may interact briefly to *teach for, prompt, or reinforce strategic

actions. Solve words Monitor and Correct Search and Use Information Summarize Maintain Fluency Adjust

Discussion of the TextThe teacher invites students to discuss the text, guiding the discussion and lifting the students’

comprehension. Predict Make Connections (personal, world, text) Synthesize Infer Analyze Critique

Word WorkThe teacher provides explicit teaching to help

students become flexible and efficient in solving words.

*Teaching PointsThe teacher make explicit points grounded in the text, and directed toward expanding the students’

systems of strategic actions.

Teaching PointsThe teacher make explicit points grounded in the text, and directed toward expanding the students’ systems

of strategic actions.

*Word WorkThe teacher provides explicit teaching to help

students become flexible and efficient in solving words.

Word WorkThe teacher provides explicit teaching to help

students become flexible and efficient in solving words.

Extending Understanding (optional)If further work with the meaning is needed, students

extend their understanding of the text through writing and/or drawing (may be independent).

Before the Reading: SELECTION OF THE TEXT SELECTION OF THE TEXT

INTRODUCTION TO THE TEXTODUCTIONO THE TEXT

During Reading: READING THE T EXT

After Reading: DISCUSSION OF THE

TEXT TEACHING POINTS TEACHING POINTS

EXPLICIT WORD WORK

EXTENDING UNDERSTANDING (optional)

(

Structure of a Guided Reading Lesson

Behaviors to Notice and Support◦ Reads silently with attention to meaning. Solves

words quickly◦ After reading silently, demonst5rates

understanding◦ Demonstrates flexibility in reading many different

kinds of text◦ Reads with expression and fluency

What do the reading behaviors of a fourth grader look like for Level S?

Suggest Teaching Points (choose one)◦ Readers revise predictions as they learn about new events

in the texts◦ Readers use context clues to help them figure out the

meaning of a words◦ Readers use text features and text structures to help them

understand nonfiction◦ Readers think about the plot of a story (setting, conflict,

character traits and resolutions)◦ Readers use the comprehension strategies as they read◦ Readers go beyond the text to interpret characters’

thoughts and feelings◦ Readers infer the theme of the story and support their

thinking with evidence from the text

What do the reading behaviors of a fourth grader look like for Level S?

Handout Wheel

How To Deliver Reading Instruction?

Thinking WITHIN the Text

Thinking BEYOND the Text

Thinking ABOUT the Text

Jigsaw TASK:ACTIVITY:

o Divide into groups of

5

o Each member of the

group will read one

of the assigned areas

o Discuss key points of

assigned section

within

your group

o Share reflections

with whole group

Putting the Pieces of the Puzzle Together

25 min.

How Do I Manage?

22

Where does Guided Reading fit in withTreasures?

Where does guided reading fit in Treasures?

What is guided reading How does it fit in with the Reading

Workshop Approach How to get it started-classroom

management Resources How to deliver reading instruction for a

specific group, grade level and reading level What if I need more help

Today’s Goals

We have created a survey so that we can elicit feedback from all of the participants about the Saturday Professional Learning. Please visit the website below and complete the appropriate survey(s).

  http://schools.birdvilleschools.net/surveys   The surveys will be open until April 18, and reminders

will go out through Mark Thomas next week. It would be great to complete them before you leave

for the day using your SMART phone if available.  

Wrap Up