Guided Reading

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Guided Reading

• A Part of a Balanced Literacy Framework

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Our Agenda

• Where does guided reading fit in a balanced
  literacy framework?
• What are the critical attributes of guided
  reading?
• Observing the process (video)
• Guided Reading and Literacy Place
• Using the Guided Reading materials from
  Scholastic
• Addressing Specific Concerns (time allowing)

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Main Sources for this Presentation
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Main Sources Continued
http//www.readinglady.com/mosaic/tools/tools.htm
Also available 3-8 for 9 less than the K-8
K-8 version
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Key principles in effective reading instruction

1. Students should spend the bulk of their time
   reading continuous text.
2. Students need to read high-quality texts to build
   a reading process.
3. Students need to read a variety of texts to build
   a reading process.
4. Students need to read a large quantity of texts
   to build a reading process.

Fountas and Pinnell
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• Students need to read different texts for
  different purposes.
• Students need to hear many texts read aloud.
• Students need different levels of support at
  different times.
• Level means different things in different
  instructional contexts
• The more students read for authentic purposes,
  the more likely they are to make a place for
  reading in their lives.
• Students need to see themselves as readers with
  tastes and preferences.

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Elements of an Intermediate Literacy Framework

• Language and Word Study
• Reading Workshop
• Writing Workshop
• (Fountas and Pinnell)

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Where Does Guided Reading Fit?

• Reading Workshop
• Whole Group Mini-lesson
• Independent Reading/Guided Reading/Individual
  Conferences
• Whole Group Closure

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Literacy Learning Whats Essential? Cognitive
Strategies

• Surface Structure Systems
• Deep Structure Systems
• (handout available at http//www.readingla
  dy.com/mosaic/tools/tools.htm
• Click on Ellin Keene's "What is Essential"
  -on four pages )

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The Functions of Guided Reading

• Readers construct and extend the meaning of texts
• Readers monitor and correct their own reading
• Readers maintain fluency and phrasing while
  reading continuous text
• Readers problem-solve words on the run while
  reading continuous text

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Grouping for Guided Reading

• Placement is fluid and flexible, changing with
  childrens needs. (Therefore, the teacher must
  be diagnosing needs through sensitive
  observation.)
• This homogeneous group is only one group to which
  the child belongs. (May be homogeneous by
  strategy need, not always by reading level.)

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Text Selection

• Texts are carefully selected by the teacher based
  upon the strengths and needs of the group.
• Every child does not move through a predetermined
  sequence of texts.

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• Things to consider as you choose texts are
• Reading Level instructional level
• Concepts Will they understand it?
• Linguistic Difficulty How complex are the
  sentence structures?
• Theme Is it appropriately sophisticated?
• Background Knowledge
• Current Strategies Used
• Current Strategies Neglected
• Text Layout
• Interest

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Introducing New Texts

• Introductions are carefully thought out ahead
  of time with consideration given to
• The focus of the lesson
• Unfamiliar concepts
• Unfamiliar language structures
• Visual information that may need extra attention
• Work for independence in book orientation

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First Reading of the Text

• Every child reads the entire selection for
  that day whether it be an entire story, a portion
  of a story, or a single chapter.
• The teacher needs to circulate, listen in,
  teach, and make notes of observations in order to
  look for patterns within and among students.

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Reasons that it is important for every child to
have the opportunity to read the entire text

• They need to know what is happening within the
  whole text, not just a portion. This allows them
  to use the storyline to predict and to monitor
  their reading.
• The need to encounter the word, structure, or
  type of processing again and again.
• Limited amounts of texts offer limited
  opportunities.

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• They need to develop the ability to carry meaning
  over longer stretches of text.
• They need to develop persistence and stamina as
  readers.
• They need to collect evidence that may change
  their thinking as they read.

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Teaching During the First Reading

• Promote risk taking
• Demonstrate, model, or prompt for searching
  (surface structure strategies)
• Demonstrate, model, or prompt for cross-checking
  which leads to monitoring
• Link known to new information

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• Choose the most powerful and memorable teaching
  points and let some things go.
• Use prompts that are generative in nature.
• Promote the use of deep structure strategies
  (comprehension strategies)
• Work for independence.

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Discussing the Text

• After reading the teacher brings students
  together to discuss some aspect of the text
  focusing on making meaning.
• Characters
• Plot predictions
• Part about which the students have questions
• Revisit difficult vocabulary
• Comprehension strategies used (metacognition)

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• The teacher may also use this time to
• Reinforce strategy use
• Demonstrate or model strategy use
• Initiate a brief word study
• ?Remember It is a mistake to think what we are
  teaching processing strategies merely by asking
  comprehension questions.

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Opportunities to Reread

• Opportunities are provided for rereading
  familiar texts in order to promote fluency,
  comprehension, and the orchestration of
  strategies.

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Observing the Process (video)
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Guided Reading and Literacy Place

• The sections of the Teachers Sourcebooks that
  are labeled Guided Reading do not fit the
  critical attributes that we have discussed today.
  They would be more aptly labeled Shared
  Reading if they were to be used with the whole
  class.

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• Scholastic materials that support guided reading
  are
• Guided Reading Books
• EOY Goals 3rd gr. level O
• 4th gr. level R
• 5th gr. level U
• 6th gr. level X
• Trade Book Libraries
• Additional sets of multiple copies of
  books

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Using the Guided Reading Materials From
Scholastic Activity
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Another Point to Consider

• Motivation The Role it Plays in Developing
  Readers Who Read
• The man who doesn't read good bookshas no
  advantage over the man who can't read them. 
  Mark Twain