Entry Procedures

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Entry Procedures

• Find a comfortable spot
• Introduce yourself to those around you
• Think about your memories of guided reading as a
  student (or being taught to read)
• Be prepared to share

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PATHWAYS
ON A JOURNEY TO EXCELLENCE

• GUIDED READING!

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KWLN CHART

• Create a KWLN Chart.
• Fill out Know Want to Learn
• Share with your neighbor(s).

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WHY CHANGE?
Barbara Plubell plubell_at_paes.com
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WHY DO IT?

• WE WANT THINKERS

• The work of true education
• Is to train youth to be thinkers
• and not mere reflectors
• of other mens thoughts.
• Ellen G. White
• Education p. 17

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WHY DO IT?

• WE WANT THINKERS
• Tell a child what to think and you have made
  him a slave of your knowledge.
• Teach a child how to think
  and you have made knowledge his
  slave.
• Henry

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WHY DO IT?

• RESEARCH Guided Reading
• As part of a balanced literacy program it is more
  effective in teaching reading strategies for
  independent readers.
• Most children need teaching of
  reading strategies
• Best teaching practices
• Teach with multiple approaches

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WHY DO IT?

• BALANCED LITERACY PROGRAM
• Read Aloud
• teachers help children experience and think about
  literary work they cant read yet
• Kids can focus on meaning(s) in text without
  struggling as readers
• Shared Reading children participate in reading,
  learn critical concepts of how print works, and
  get the feel of reading
• Independent Reading Research has shown that
  first graders who were proficient readers read 10
  books a day (new books as well as rereads).
• The more you read the better you get

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WHY DO IT?

• BALANCED LITERACY PROGRAM
• Guided Reading Guiding the use of strategies
  with text that is a little more difficult than a
  child can read independently.
• Working with Words Looking at word parts
  (rimes, onsets), patterns, spellings, etc.
• Meaningful Writing About their reading

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WHY DO IT?

• Develop as individual reader
• Observe individuals
• Develop reading strategies
• Enjoyable reading for meaning
• Develops abilities needed for
  independent reading
• Learn how to introduce text to self

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WHY DO IT?
GRADUAL RELEASE OF RESPONSIBILITY MODEL THEORY

• Modeling by teacher
• ? Guided Practice ?
• Independent Practice

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WHY DO IT?

• Purpose of Guided Reading
• Enable children to use and develop strategies
  on the run. Fountas Pinnell
• Constructing meaning
• using problem-solving to
• figure out unknown words
• tricky sentence structure
• understand concepts or ideas

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WHY DO IT?

• Ultimate Goal of Guided Reading

Help children learn how to use independent
reading strategies successfully so they can read
for meaning.
You are teaching readers, not the text.
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WHAT DOES IT LOOK LIKE?

• Small, homogeneous, flexible groups
• Change as needed
• Reading the same book (92-97 accuracy)
• Introduce the text
• Observe/listen to each coach
• as they read independently
• (record anecdotal notes)
• Make one or two teaching points

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WHAT DOES IT LOOK LIKE?

• Part 1 Choosing the group and book
• Based on
• observation
• assessment

Keep charts for books with intro usual tricky
parts
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WHAT DOES IT LOOK LIKE?

• Part 2 Introduction 3-4 min
• Short --Sweet -- To the Point
• 80 of Guided Reading is the introduction
• Overview of the text
• Discussion of key concepts and new vocabulary
  words
• Specific pages that might pose some difficulties.

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WHAT DOES IT LOOK LIKE?

• Part 3 Reading the Text
• Everyone reads selection to themselves, either
  silently or aloud
• Observation and support

Finish early? Find your favorite part. Read the
story again.
Too distracting? Reading phones ?
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WHAT DOES IT LOOK LIKE?

• Part 4 Brief Book Talk

How did you like the story? What was your
favorite page?
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WHAT DOES IT LOOK LIKE?

• Part 5 -- Teaching Point
• What was the tricky part?
• Where did you do some really good reading?
• Work on what several had difficulties with a
  specific word, punctuation, etc.
• Then have children go back reread the page
• whole ? part ? whole
• Whole (students read text)
• Part (work on tricky spot)
• Whole (reread sentence with tricky spot)

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WHAT DOES IT LOOK LIKE?

• Assessment
• Anecdotal notes
• guided reading
• individual conferences
• Running Records

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WHAT DOES IT LOOK LIKE?

• Stages of Literacy
• Emergent Begins to recognize conventions of
  print, words, and books (levels A-D) Based on
  Fountas and Pinnell leveling
• Early Develops vocabulary begins to use
  reading strategies (levels E-G)
• Transitional Integrates meaning, syntax, and
  phonics uses more complex strategies (levels
  H-J)
• END OF FIRST GRADE Level I
• Fluent Uses many strategies becomes an
  independent reader of many texts (levels K-M)
• --Guided Reading in Grades K-2
• by Anthony D. Fredericks

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HOW DOES IT WORK?

• First month of school
• Teaching procedures
• Assessing
• Teaching more procedures
• Assessing

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HOW DOES IT WORK?

• Your Turn!!
• Read your book not the teachers page
• Think about how you would introduce
• ?Overview ?Key Concepts ?New Vocab
• ?Page/s that might pose difficulties
• Find someone else with the same book
• Share together
• Share with another group

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HOW DOES IT WORK?
Informal Reading Inventory
Running Records
Anecdotal Notes
Developmental Reading Assessment (DRA)
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WHAT ARE THE OTHER KIDS DOING?
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WHAT ARE THE OTHER KIDS DOING?
Literacy Work Stations
Classroom Library Big Book Station (easel big
books) Listening Station Writing Work
Station Drama Station
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WHAT ARE THE OTHER KIDS DOING?
Abc/Word Study Station Poetry Station Other
Stations Computer Station Overhead Work
Station (overhead projector, whiteboard,
markers) Buddy Reading Work Station
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WHAT ARE THE OTHER KIDS DOING?
Independent Reading Extension activities from
? Daily Lesson Guide ? Guided Reading
session ? word study Responding to text they
have read
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SO. . . HOW DO I START?
BEFORE SCHOOL

• VISIT THE NAD EDUCATION WEBSITE PATHWAYS
• ORDER PATHWAYS MATERIAL
• GATHER OTHER MATERIALS
• ORGANIZE YOUR LIBRARY READING MATERIALS

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SO. . . HOW DO I START?
BEFORE SCHOOL

• VISIT NAD EDUCATION LINKS
• Adventist Pathways
• Conceptual Framework
• Guided Reading, Leveled Reading Decodable Book
  Sources
• Multi-Grade Helpful Hints
• Overview of Pathways
• Pathway Components
• Suggested Schedule and Language Arts Block
• Themes and Content Areas
• Scope and Sequence Grades 1-4

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SO. . . HOW DO I START?
BEFORE SCHOOL

• ORDER PATHWAYS MATERIAL
• READ PATHWAYS MATERIAL

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SO. . . HOW DO I START?
BEFORE SCHOOL

• FIND BOOKS OR MONEY GROWING ON TREES

FUNDRAISE FUNDRAISE FUNDRAISE FUNDRAISE
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SO. . . HOW DO I START?
BEFORE SCHOOL

• GATHER MATERIALS
• Guided Reading Resource Book/s
• Leveled Books for Guided Reading (5
  copies each title)
• (10 titles per level)
• READ MATERIALS

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SO. . . HOW DO I START?
GATHER MATERIALS

• Guided Reading Resource Books

• ?Guided Reading in Grades K-2 by Anthony
  Fredricks. Rigby Best Teachers
  Press, 2003.

Guided Reading First Good Teaching for All
Children. By Fountas and Pinnell. Heinemann,
1997.
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SO. . . HOW DO I START?
GATHER MATERIALS
More Guided Reading Resource Books
On Solid Ground Strategies for Teaching Reading
K-3 by Sharon Taberski. Heinemann, 2000.
Literacy Work Stations Making Centers Work by
Debbie Diller. Stenhouse Publishers,2003.
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SO. . . HOW DO I START?
MORE MATERIALS
What Really Matters for Struggling Readers by
Richard Allington
Choice Words by Peter Johnson
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SO. . . HOW DO I START?

• Read Guided Reading in K-2
• Read Pathways Guided Reading Chapter
• Read Guided Reading First Good Teaching for All
  Children.

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SO. . . HOW DO I START?
GATHER MATERIALS

• Leveled Books for Guided Reading

The Booksource Heinemann-Raintree Classroom
Lerner Classroom Metro Nonfiction Book
Bag Perma-Bound Books Red Brick
Learning Seedlings from Pathways Wright Group
5 copies each title
NAD Website
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SO. . . HOW DO I START?
Leveled Books Other Sources

• A Reason for Reading
• areasonfor.com
• A-Z Books readinga-z.com
• Rigby harcourtachieve.com
• Scholastic scholastic.com
• Public Library
• Basal Readers

10 titles per level
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SO. . . HOW DO I START?
BEFORE SCHOOL

• ORGANIZE YOUR LIBRARY

• Tubs for genre, authors, series
• Level some of the books
• Fountas and Pinnell Matching Books to Readers
• Google searches leveled book lists
• Frys Readability Formula

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SO. . . HOW DO I START?
BEFORE SCHOOL

• ORGANIZE READING MATERIALS

• Assessments
• Record Keeping
• Reading Response Journals
• Reading Phones

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SO. . . HOW DO I START?
BEFORE SCHOOL
NETWORK AND COLLABORATE
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SO. . . HOW DO I START?
WHEN SCHOOL BEGINS

• Teach procedures
• Teach procedures. . .
• Teach procedures. . .
• Assess Students
• During Reading and Writing Workshop times
  the first month

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SO. . . HOW DO I START?

• Keep your goal in mind
• its all about the kids

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A journey of a thousand miles begins with
a single step.