Guided Reading

1. Guided Reading K-6 Perspective By Debra C. Kwiatek ,M.Ed. April 16,2009

2. What is Guided Reading ? • Small group instruction is based on assessment and observation. • Students are reading at their instructional level (90%-95%). • Flexible grouping maintains the students’ changing needs. • Reading selections are introduced by teacher with strategies to support independent reading development. • Student learning occurs within the zone of proximal development (Vygotsky).

3. Guided Reading: Part of a Balanced Literacy Program • Reading Aloud: Teacher provides high level of support, doing whole class read alouds from variety of texts with variety of features. • Shared Reading: Teacher provides model for reading strategies in action using enlarged text. • Guided Reading: Teacher provides small group reading instruction at students’ instructional level- 90%-94% accuracy. • Independent Reading: Students read on their own at their independent level - 95%-100%accuracy.

4. Relationship Between Teacher Support and Child Control Moderate /Low Support Higher Support Level of Teacher Support Level of Child Support Little /No Support Shared Reading → ← Interactive Writing Reading Aloud→ ↑ Language Experience GUIDED READING→ Writing Workshops ← Independent Reading ↓ Independent Writing

5. Reading is constructing meaning from text. There are three ways to do it: Meaning (Semantic Cue System) Structure (Syntactic Cue System) Visual (Graphophonic Cue System) These cues reflect children’s sense for language systems-that ability to think about how it looks, sounds or makes sense. The Process of Learning to Read

6. Meaning • Does it make sense? • Story Sense • Prior Knowledge • Text • Illustrations • Structure • Does it sound right? • Natural language • Knowledge of English • Grammatical Patterns • Language Structure The Three Cue Systems • Visual • Does is look right ? • Sounds and Symbols • Analogies • Print Conventions • Directionality • Words/Spaces • Letters • Beginnings/Endings • Punctuation

7. Meaning Cues…Does it make sense? • Life experiences • Listening to stories • Memories of experiences • Language development

8. Structure Cues…Does it sound right ? • Having an understanding of oral language • Understanding that language is rule based • It is not a random string of sounds • Understanding that the order for hearing words in a sentence is critical to the understanding of the sentence.

9. Visual Cues…Does it look right ? • Putting the oral and graphic information together to make sense of text. • The letters and punctuation symbols serve a purpose for communicating the written message. • Learning the coding system for the letters is essential to breaking the code.

10. Need appropriate teaching materials Need teacher input, support and teachable moments Opportunities to read a variety of texts Leveled reading materials to support and provide just a “bit” of a challenge! Need to ask the question “Is it a just right book?” In GUIDED READING we:

11. Be a “ how to” process for learning reading Create problem solving situations Provide opportunities to confirm understanding by using source within the text to check for understanding Provide opportunities to deepen understanding by in-the head strategizing which in turn creates more flexible readers as thinkers GUIDED READING is meant to…

12. While Reading Successful Readers Use:In–the–Head Strategies Monitor Search Predict Check Confirm Self-correct

13. Essential Components of Guided Reading Before Reading During Reading After Reading Teacher • Select • appropriately leveled text • Introduce text • Activate prior knowledge • Set purposes for reading • Listen–in to students • Observe reading behaviors • Support student problem solving strategies • Make notes on student reading strategies • Talk about text • Invite responses • Use text for a few teaching opportunities • Assess understanding-running records, anecdotal notes Student • Predict • Create questions • Preview text for information • Read the text softly • Self-monitor for problem solving • Visualize • Use context clues • Reread and retell • Discuss • Reflect through talking , writing and drawing

14. Realize that print carries a message Realize voice - print matching Use picture clues Realize difference between letter and words May invent text wording Begin to recognize sight words Realize directionality Emergent Readers: What behaviors do they manifest?

15. Guided Reading Levels and Book Features: At the Emergent Stage- Books A and B • One to two lines of print per page • Consistent placement of print on each page • Illustrations provide high degree of support • Uses a natuaral language structure • Familar experinces-simple story line • Predictable, repetitive patterns of sentences with maybe one or two changes • Left to right sweep • A few punctuation conventions • Uses some sight words

17. Have a strong control of emergent reading strategies. Have less reliance on pictures and more on print. Search print, check and self correct more often. Cross-check one source of information with another. Begin to check and confirm sometimes using beginning,middle and ending letters/sounds. Begin to attend to some punctuation. Begin to use phrasing and fluency with familiar text. Begin to use a core of sight words automatically. Begin to discuss readings. Early Readers: What behaviors do they manifest?

18. Guided Reading Levels and Features : At the Early Stage- Books C -H Books at C-D Levels: Two –six lines of print Simple stories on familiar subjects Illustrations provide moderate to high level of support Simple sentences Print on both pages Expanding sight vocabulary Left –right sweep and back to beginning of next line Books at the E-F-G Levels: Three-eight lines of print Themes reflect child centered experiences Illustrations provide moderate level of support Varied placement of print and size with wide range of punctuation Voice –print match at automatic level Some content specific vocabulary and high level of sight words Use of direct speech

20. Davie … Cut BM in half

21. Transitional Readers: What behaviors do they manifest? • Have a strong control of early strategies • Use multiple sources of information to problem solve • Make predictions, confirm/revise while reading • Use familiar word parts to problem solve unknown words • Attend to many punctuation marks appropriately • Read most text with phrasing and fluency • Use a high core of sight words automatically • Recognize need to monitor reading for understanding • Begin to read longer, more complex text • Attend to story structure and literary language • Engage in discussions about the readings

22. Guided Reading Levels and Features : At the Transitional Stage- Books H-M • Stories are longer with some literary language • Greater variety of themes, some abstract ideas • Illustrations provide low support • More print on page • Longer selections • Font varies in size and type • Wide variety of words in dialogue • Content words supported by illustrations • Some beginning chapter books with short chapters progressing to chapters with multiple episodes related to a single plot

23. BM-Grade 2 Murray

24. Uses all sources of information quickly and flexibly to problem solve independently Silently can detect and correct errors Use knowledge of how words work(letters/sounds, word parts,analogies) to problem solve unfamilar words Read with phrasing and fluency Can understand challenging vocabulary in context Consistently monitors reading for understanding  Read a greater variety of lengthier,complex text for both fiction and nonfiction Adjust pace to accommodate to purpose and difficulty of text Ability to infer author's subtleties of text,analogies Self-Extending (Fluent)Readers: What behaviors do they manifest?

25. Guided Reading Levels and Features : At the Self-Extending Stage- Books N-R • Reading requires prior knowledge • Few to no illustrations • Print provides the main source of information • Vocabulary is more challenging, figurative language, unexplained vocabulary, content specific words • Some abstract themes requiring abstract thinking • Multiple characters to understand • Topics move beyond student’s experiences • Full range of punctuation to support complex sentences • Diverse perspectives • Full range of text features

31. Can use understanding of how words work by using a vast range of word solving strategies including, analogies, roots, base words, affixes. Reading silently and fluently when reading aloud Acquire new vocabulary through reading Reading is used as a tool for content learning Develop new reading strategies to accommodate varied reading texts Move beyond the text to formulate understandings and interpretation Can read for long periods with sustained interest and understanding Notice aspect of the writer's craft Read to explore one's own philosophical and social issues  AdvancedReaders: What behaviors do they manifest?

32. Content appealing to pre-adolescents and adolescents Complex ideas on a variety of topics Longer, complex sentences with embedded phrases and clauses Dialogue with questions Chapters with multiple episodes ranging form simple to complex plots Full range of punctuation for complex sentences with some use of colons, and semi-colons Critical thinking skills required to process content Mature themes Multiple and multidimensional characters Full range of literacy devices Small font, variety of text layouts Vocabulary containing much depth Guided Reading Levels and Features At the Advanced Stage- Books S-Z

35. The Seven Research Based Comprehension Strategies to Support Guided Reading • Comprehension monitoring • Use of graphic and semantic organizers • Question answering • Question generating • Story Structure • Summarization • Cooperative learning

36. Other Comprehension Strategies to Support Guided Reading • “I Wonder Statements” • K-W-L • Thick and Thin Questions • Coding the text: T-T, T-S, T-W • Making Connections • Visualization • Sketch to Stretch • Open-Mind Portrait • Context Clues • Think –Alouds • Bio-Pyramids Summary Cubes • Journal Responses • Reciprocal Teaching

38. The Management of Guided Reading • Construction of Guided Reading Lessons • Scheduling and Managing Groups • Literacy Centers/ Literacy Menus • Open-ended Assignments

39. The Management of Guided Reading Construction of Guided Reading Lessons • Students • Title of Text • Stage/Level • Introduction • Focus • Observations • Word Work • Comments/Follow-Up

40. The Management of Guided ReadingScheduling of Guided Reading Groups: Five Groups Weekly-A-B-C-D-E( A is the neediest →E is the most proficient) • Meet with the neediest readers daily- Group A • Meet with groups B & E every day-alternating the groups for direct instruction • Teacher works with Group B while Group E does follow-up to guided reading • Teacher works with Group E while Group B does follow –up to guided reading • Meet with groups C & D every day-alternating the groups for direct instruction • Teacher works with Group C while Group D does follow-up to guided reading • Teacher works with Group D while Group C does follow –up to guided reading • On Monday-Wednesday-Friday teacher meets with Groups B, A, and C for 20 minutes • Group E and D are working in the background • On Tuesday-Thursday teacher meets with Groups E, A, and D for 20 minutes • Group Band C are working in the background • Teacher meets with neediest readers ,Groups A, daily for 20 minutes • Teacher meets with developing readers, Groups B & C, 3 times a week for 20 minutes • Teacher meets with independent readers, Groups D & E, 2 times a week for 20 minutes

41. The Management of Guided ReadingScheduling of Guided Reading Groups: Four Groups Weekly- A-B-C-D A is the neediest → B is the next neediest → C is on grade level → D is the most proficient • Meet with the neediest readers daily- Group A and Group B • Meet with groups C & D every other day • Teacher works with Group C, while Group D does follow-up to guided reading • Teacher works with Group D, while Group C does follow-up to guided reading • Week One teacher meets with Groups A and B for 20 minutes daily • Week One teacher meets with Group C for 20 minutes three times a week • Week One teacher meets with Group D for 20 minutes two times a week • Week Two remains the same schedule for Groups A and B • Week Two teacher meets with Group D for 20 minutes three times a week • Week Two teacher meets with Group C for 20 minutes two times a week

42. The Management of Guided Reading Literacy Centers/ Literacy Menus- “ What the other kids are doing while you are engaged in Guided Reading Lessons” • The background groups are working on follow-up guided reading assignments • Rereading the text for understanding • Buddy reading • Responding to questions • Journal writing • Other students are working at centers or on menus- • Independent reading • Vocabulary work • Writing Activities • Letters /Words /Spelling Work • Listening Centers • On the computer / Lexia • Content reading across the curriculum

43. The Management of Guided Reading Open-ended Assignments • Long term writing assignments • Vocabulary activities • Extended reading plans • Research projects

44. Reading Public Schools Sample Literacy Block, Including Current ELA Components ** John Collins Writing and LINKS are used across the curriculum. **Teachers should also be reading aloud to students at some point during the day

45. Record Keeping and Assessment of Guided Reading(Refer to packet) • Anecdotal Records • Running Records • Oral Retellings • Guiding Reading Records • Oral Reading and Fluency Scales • Individual Reading Record Card • Quick Assessments

46. Record Keeping and Assessment of Guided ReadingAnecdotal Records • Use to record observations of students during reading and writing • Create a schedule for whom will be observed • Focus on one or two students while they read and jot brief notes on observable behaviors • With guided reading groups of four to six students notes can be achieved about every four weeks • Over time notes provide powerful insights into student learning and next steps.

47. Record Keeping and Assessment of Guided ReadingRunning Records-Just what are they? • A tool for recording what the student is doing while the student is in the process of reading • Teachers records everything the student says or does while reading using cryptic notes • Running records may be taken on previously unseen text or familiar text ( read once) • Books read during guided reading are a good resource • Teachers may select a few students each day to do a running records

48. Record Keeping and Assessment of Guided ReadingRunning Records-How to Take Them • Sit next to the student so you can see the text. If you are right –handed sit on the right side of the student. • Mark every response on the recording sheet (See handouts-Section 3,Record Keeping and Assessment Tools) • Arrange check marks according to the words on the page • Use a new line for reach line of text • Record the page numbers • Record what the child says above the _______ • Record what the text says below the _______ • ( You can return to the text later for this step.) • Record page numbers and mark page breaks with a vertical line • I see a cat. 2│√√√√ • I see a cat and a dog. 4√√√√√√

49. Record Keeping and Assessment of Guided ReadingRunning Records- Suggestions to Make Your Life Easier • You may want to photocopy the book pages you intend to use with your student ahead of time and use it for recording the running record. • You may want to use an overlay in the book to record your notes and transfer the information later. • DRAs work well too!

50. Record Keeping and Assessment of Guided ReadingAnalyzing Running Records • Studying the errors and self-corrections is very important. • Examine the attempts and self-corrections to decide what sources of information the reader was using. • Careful analysis provides important information on the sources of information (cues) and strategies the student is using. • Such assessment information will help you to guide your instruction.