1. Guided Reading Presented by: Anena Kipp

2. What is Guided Reading • A teaching method designed to help individual children develop reading behaviors and strategies that will help them to become proficient readers both at the word level and for comprehension of text. • Direct instruction. • Supports the development of essential phonics, fluency and text comprehension for beginning readers. • Emphasize vocabulary development, advance word analysis, and ext comprehension in more proficient readers. • Provides teachers with a window to their reading behaviors

3. Guided Reading is Not a Stand Alone Program • Read Alouds • Shared Reading • Guided Reading • Independent Reading • Modeled Writing • Interactive Writing • Structure Writing • Process Writing • Independent Writing

4. Target Behaviors of Emergent Readers • Understand print concepts directionality (left to right, top-bottom) upper and lower case 1-to-1 matching • Learn that print carried the meaning • Learn that letter sounds match print • Develop a sight-word vocabulary

5. Emergent Behaviors Continued • Begin to use phonics skills to decode unknown words • Use picture cues to help unlock text • Start to develop reading fluency • Link personal experience to text • Create a link between oral language and print

6. Emergent Level Guided Reading Lesson • 3 Basic Components • Part: 1 Familiar rereading • Part 2: Introduction of new story or book • Part 3: Scaffold reading

7. Target Behaviors of Developing Readers • Solidify knowledge of print concepts word vs. letter 1:1 word match on multi-syllabic words • Increase the number of high frequency words they recognize in print • Solidify knowledge of all letters (letter identification) and common corresponding sounds

8. Developing-Level Continued • Use letters and corresponding sounds in concert with meaning and structure to decode new words • Use chinks (rimes), spelling patterns, and analogy to figure out new words • Begin to read basic punctuation • Use all three cueing systems to read new text

9. The Developing-Level Guided Reading Lesson • Part 1: Familiar reading • Part 2: Introduction of a new book or story • Part 3: Scaffold reading • Part 4: Returning to the text

10. Target Behaviors Of Fluent-Level Readers • Effectively read a variety of nonfiction and fiction text • Consistently use self-monitoring, searching. Crosschecking, and self- correcting strategies on long stretches of text • Use spelling patterns, “chunks”, and analogies to maintain meaning as they read • Read familiar text with fluency and phrasing

11. Target Behaviors for Fluent-Level Continued • Discuss ideas from text, demonstrating understanding • Make and support inferences based on information in the text • Demonstrate and understanding of and empathy with characters • Effectively respond to text through writing

12. The Fluent-Level Guided Reading Lesson • 3 Basic Components • Introduction of new text • Scaffold reading • Follow-up activities

13. Components of a Guided Reading Lesson • Group students • Introduction to the book-usually unfamiliar text • Students read out loud from same book at same time • Students read an entire text of an established part • Reading of the book and scaffolding of reading • Teacher supports reading at point of difficulty for student • Texts gradually become more difficult • Discussion of the book, teaching points and follow-up activities

14. Planning a Guided Reading Lesson • Select a book to meet the needs and interests of the student • Review the book yourself for vocabulary and content • Do students have the background knowledge of the topic? • Keep in mind the strategies the students has under control • Will the book provide and appropriate challenges? • Is the length appropriate?

15. Text Difficulty • 95% and above-Text is too easy • 90-94%--Instructional level • 89% and below—Text is frustrational for the child

16. Checking Comprehension

17. Fluency Levels Rubric • 1.Very little fluency; all word by word reading with some long pauses between words; almost no recognition of syntax or phrasing; very little evidence of awareness of punctuation; perhaps a couple of two—word phrases but generally disfluent; some work groupings awkward. • 2. Mostly word-by-word reading but with some two-word phrasing and even a coupe of three or four word phrases; evidence of syntactic awareness of syntax and punctuation; although not consistently so; rereading for problem-solving may be present

18. Rubric Continued • 3. A mixture of word-by-word reading and fluent, phrased reading; there is evidence of attention to punctuation and syntax; receding for problem-solving may be present • 4. Reads primary in larger meaningful phrases; fluent, phrased reading with a few word-by-word slow downs for problem-solving; expressive interpretation is evident at places throughout the reading; attention to punctuation and syntax; rereading for problem-solving may be present but generally is fluent

19. What are the other students doing??

20. Good Luck!!!!