The Secrets of Guided Reading (In Lower Elementary)
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Transcript of The Secrets of Guided Reading (In Lower Elementary)
The Secretsof
Guided Reading
(In Lower Elementary)
Miss Allison Dalton1st Grade Teacher
Discovery Elementary School
BALANCEDLITERACY
INSTRUCTION
BALANCEDLITERACY
INSTRUCTION
READALOUD
INDE-PENDENT
READING
SHAREDREADIN
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GUIDEDREADIN
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READALOUD
BALANCEDLITERACY
INSTRUCTION
INDE-PENDEN
TREADIN
G
SHAREDREADIN
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Leveled Text
The child can manage
decoding comprehension fluency
Just right…Not too easy & not too hard
If your child reads with… …the text is at… …& should be used for…
96-100% accuracy & thorough comprehension
Independent LOTS of reading practice
Leveled Text
Independent: Out of 100
words they only have 0-4 errors.
“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
If your child reads with… …the text is at… …& should be used for…
96-100% accuracy & thorough comprehension Independent Lots of reading
practice
90-95% accuracy& general comprehension
Instructional Teaching purposes
Leveled Text
Instructional:5-9 errors
If your child reads with… …the text is at… …& should be used for…
96-100% accuracy & thorough comprehension Independent 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
If your child reads with… …the text is at… …& should be used for…
96-100% accuracy & thorough comprehension Independent 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
Emergent
Early
Transitional
Fluent
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
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.
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.
Fluent (Levels N and above)
BEFORE DURING AFTER
Reading
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”
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”
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 good at.
After Reading - “Debriefing”
• Reflect on success
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
Independent Reading = Practice
It’s like riding a bike