In it to win It!

1. A Comprehensive Look at Guided Reading Bernadette London In it to win It!

2. Objectives Participants will… • Become familiar with the role and placement of Guided Reading in the Readers Workshop Model • Understand how data drives grouping and planning of Guided Reading • Identify the role of the teacher and students in a Guided Reading group • Know how to select, connect, and plan appropriate lessons with the text

3. Agenda • Overview of Guided Reading • Elements of Guided Reading • Grouping Based on Data • Book Selection • Emergent, Early, Transitional, and Fluent planning, mini-lessons, and model introduction • Video with Guided Reading Observation Guide • Scheduling • Resources in Guided Reading: Good First Teaching for All Children

4. Pre-Test The Language of Guided Reading • Locate “The Language of Guided Reading” in your materials. • On your own, write the number for the definition for each key word in the box. • Hold on to this, you will need it at the end.

5. Shared Reading… Teachers and students sharing a piece of text by interacting together through explicit teaching and modeling Read Aloud… Teacher modeling good reading strategies to students and thinking aloud Reader’s Workshop Guided Reading… Students practicing reading strategies with scaffolded support from the teacher Independent Reading… Students trying out reading strategies on their own

6. Overview of Guided Reading • Read What Is Guided Reading on page 2 of Guided Reading. • With your table, discuss what guided reading is. • On an index card, write a definition of what guided reading is based on your group’s discussion. • Be ready to share your group’s definition.

7. Reading To, With, and By

8. Overview of Guided Reading Guided reading is the heart of independency: • Gives children the opportunity to develop as individual readers while participating in a socially supported activity. • Gives individual readers the opportunity to develop reading strategies so that they can read increasingly difficult text independently. • Gives children enjoyable, successful experiences in reading for meaning and allows children to introduce text to themselves. (Guided Reading, pg. 1-2)

9. The Elements of Guided Reading Prior to the start of the guided reading lesson, the teacher… • Selects one child to do a focus running record on using a guided reading text from the previous lesson. Prior to the start of the guided reading lesson, the children… • Warm up with a book previously read in guided reading.

10. The Elements of Guided Reading Before the reading the teacher… • Selects appropriate text • Prepares introduction to the text • Briefly introduces the text based on focus of lesson keeping in mind the needs of the reader • Leaves some questions to be answered through reading Before the reading the children… • Engage in a conversation about the text • Raise questions • Build expectations of the text • Notices information in the text • Make predictions about the text

11. The Elements of Guided Reading During the lesson the teacher… • “listens in” • Observes reader’s behaviors for evidence of strategy use • Confirms children’s problem-solving attempts and successes • Interacts with individuals to assist with problem solving at difficulty • Makes notes about the strategy use of individual readers During the lesson the children… • Read the whole text or a chunk of the text (softly or silently) to themselves • Request help in problem- solving when needed

12. The Elements of Guided Reading After the reading the teacher… • Talks about the text to check for children’s understanding of what they read • Invites personal response • Returns to the text for one or two teaching opportunities • Sometimes engages the children in extending the text through literacy activities • Invites children to share problem solving strategies used at points of difficulty After the reading the children… • Talks about the text to express understanding • Checks predictions and reacts personally to the text • Revisits the text for one or two learning opportunities as guided by the teacher • Sometimes engages in activities that involve extending or responding to the text • Share strategies used at points of difficulty i.e. tricky word or part

13. Grouping For Guided Reading

14. Dynamic Grouping Guided Reading: Good First Teaching For All Children • Read pages 97-top of page 99. • As you are reading, identify two important points from the text. • Share your two points with a shoulder partner.

15. Grouping • Flexible Groups • Based on Needs • Formed through Assessing • Six or less students

16. Data To Use For Grouping • Developmental Reading Assessment (DRA) • Comprehensive Assessment of Reading (CAR) • Running Records • Concepts of Print • Phonemic Awareness • Letter Identification • Dictation • Teacher Observations

17. Grouping Activity • Get into collaborative groups • Look over each child’s assessment information. • Do you notice any patterns or similarities? • Cut apart the information so each child is separate. • Begin to form groups based on data. • On a sticky note, write down your reasons for creating each group.

18. Forming and Reforming Groups For Guided Reading

19. Text Selection Important points to consider when selecting text for guided reading… • Falls within a Running Record range 90 - 94% accuracy • Text should support the children’s strengths, interests, and needs • Are some words in the book known to children? Are other words accessible through children’s current ability to use strategies such as word analysis and prediction from language structure or meaning? Overhead center

20. Making Connections Among Texts Types of connections that can be made from one text to the next… • Story Elements • Authors • Word Work • Topics ( Informational vs. Fiction) • Book Features • Comprehension Concepts

21. Give It a Go… • In the center of the table is a selection of books. • Select two books within similar levels. • Analysis the books. In what way can you connect them? • On a sticky-note write down the connection between the two books. • Share with your table the connection(s) you found. Listening Center

22. Resources for Selecting Texts • Chapters 9 – 11 in Guided Reading: Good First Teaching for All Childrenyou can find information on: more connections and descriptors for each level of text along with examples and important behaviors to notice. • Hillsborough County correlation guide to match the reader’s assessment level with the different text levels.

23. Planning Guided Reading Lessons

24. Mini-Lessons for Guided Reading Concepts About Print: • Wikki-sticks: can be used to rope a word, letter, or underline the words to show that the print contains the message, and/or as a pointer to voice print match one-to-one with the text. • Highlighting Tape: can be used to identify a letter, a word, a first/last letter, an upper/lower case letter, the space between words, and/or function of punctuation.

25. Mini-Lessons for Guided Reading Teacher Strategies: • Wikki-sticks & Highlighting Tape: use to isolate beginning and ending sounds to teach “Does that look right?” and “Look at the beginning /ending sound” strategies. • Index cards: use to model chunking of a word by using one or two cards to isolate a smaller word within the whole word, or create a word frame by cutting a small rectangle in the center of the card. • Cover-Up Tape: the teacher covers up a word in the text and writes a grammatically incorrect word on the tape to model the strategy “Does this sound right?”

26. Min-Lessons for Guided Reading Strategies Continued • Sticky-notes: cover up a word in the text ask the child “What would make sense?”, next uncover the first letter and ask the child to “Get your mouth ready and what would make sense?”, finally slowly uncover the word still asking “What would make sense and does that sound right?” Another idea, give a sticky- note to the child to allow them to tab the page and later share a word that they used a strategy to solve the word.

27. Mini-Lessons for Guided Reading Building Fluency: after the children have read the text independently with teacher support… • Choral Reading : teacher and students can practice reading a portion of the text together • Paired Reading: the children can pair together to practice the text • Repeated Readings: an individual process done during warm-up or during independent reading. • Echo Reading: teacher will read a portion of the text and the children will repeat what and how it is read …all activities build and support fluency.

28. Mini-Lessons for Guided Reading Building Comprehension: • Sticky-notes: teacher writes or illustrates part of the story on sticky-notes to practice sequencing, Teacher can pose a question and students can respond or mark the place in the text that supports their answer. • White boards: using a set of white boards, label each board with a different story element; give one element to each child to focus on. They can write or illustrate their element. Place the boards together to retell the story. • Comprehension Cubes: teacher or student will roll both cubes and start with the “W – Question” cube and combine with the second cube to pose a question starter and the teacher or child will finish by asking the question.

29. Comprehension Cubes On the first cube… Label each side with one of the following words: • Who • What • When • Where / Which • How • Why On the second cube… Label each side with one of the following words: • Could • Would • Might • Will • Is • Did

30. Mini-Lessons for Guided Reading Building Vocabulary: all activities help build vocabulary… • Highlighting Tape: have students find and highlight the word that matches the picture • Sticky-Note / Highlighting Tape: a child can tab or highlight an unfamiliar word during reading, the teacher needs to follow-up with discussion to clarify any misconceptions • Index Cards: give each child a word from the text, as they are reading they locate the word and identify the meaning based on the text and pictures. Follow up with discussion on the words and how the child has determined the meaning

31. Mini-Lessons for Guided ReadingPhonics/Word Building Connecting to Writing: • White Boards: have the students write a sentence that models a sentence from the text, Ex: I see a _____ . • Index Cards: write out a word on each card that matches a sentence from the text, have students manipulate the sentence to the correct form then write down on paper or white board. • Blank Paper: students can add-on to the ending of the text or change the ending of the story.

32. Mini-Lessons for Guided ReadingPhonics/Word Building Letter ID/Sound Symbol: • Index Cards / Magnetic Letters: distribute a letter card or letter to each student and have them find their letter in the text • Wikki-sticks: word hunts – find a word that has the same beginning sound as /m/ or “mouse” and underline or circle • Highlighting Tape: highlight a letter in the text and have students find the match using the magnetic letters.

33. Mini-Lessons for Guided ReadingPhonics/Word Building High Frequency Words: • Wikki Sticks: teacher calls out a high frequency word from the text, students rope the word. • Magnetic Letters: place the letters needed to form a high frequency word and some additional letters on the table. Have one student find the letters needed to make the high frequency word. Words should be from the text. • Index Cards: students locate words from the text, write them on the index cards, and write the words in their personal word walls.

34. Mini-Lessons for Guided ReadingPhonics/Word Building Blending Sounds: • Wikki Sticks: have students open up to the same pages, teacher segments a word from the text, students blend the sounds to identify the word, then locates within the text by roping it. • Magnetic Letters: teacher preselects a word from the text and pulls the matching letters. The teacher will lay out two letters separated by a wide space and then move the letters together to create the blend. The teacher will then add the final sound and move all the letters together until all three sounds are spoken as one unit.

35. Mini-Lessons for Guided ReadingPhonics/Word Building Solving New Words: • Magnetic Letters: pre-select a patterned word (word family) from the text and make the word with magnetic letters. Students will replace the first letter with other letters to create new words. • White Boards: working from a word from the text, children add and remove letters to construct a ladder of words.

36. Guided Reading vs. Intensive Guided Reading Plan Sheets IntensiveYesterday

37. Planning for Guided Reading Gather from your packet and grouping activity the following pieces: • Guided Reading Planning Form • The level 4/6 group information (sorting activity) Let’s take a look at planning a lesson…

38. Planning for Guided ReadingExample:

39. Strategy Talk • Don’t just tell students the word, allow them time to think!!! • Use appropriate verbiage to move students towards word solving. • Encourage students to make multiple guesses.

40. Decoding Strategy Cards

41. Give It A Go Now, using the second row on your plan sheet, plan day two for this guided reading group. Remember… • To connect the text • Look at the data for learning needs • Choose an appropriate mini-lesson to meet the groups needs

42. Planning Guided Reading Lessons

43. Mini-Lessons for Guided Reading Strategies: • Wikki-sticks & Highlighting Tape: use to isolate beginning and ending sounds to teach “Does that look right?” and “Look at the beginning /ending sound” strategies. • Index cards: use to model chunking of a word by using one or two cards to isolate a smaller word within the whole word, or create a word frame by cutting a small rectangle in the center of the card. • Cover-Up Tape: the teacher covers up a word in the text and writes a grammatically incorrect word on the tape to model the strategy “Does this sound right?”

44. Mini-Lessons for Guided Reading Fluency: after the children have read the text independently with teacher support… • Choral Reading : teacher and students can practice reading a portion of the text together • Paired Reading: the children can pair together to practice the text • Repeated Readings: an individual process done during warm-up or during independent reading. • Echo Reading: teacher will read a portion of the text and the children will repeat what and how it is read …all activities build and support fluency.

45. Mini-Lessons for Guided Reading Comprehension: • Sticky-notes: teacher writes part of the story on sticky-notes to practice sequencing, teacher can pose a question and students can respond or mark the place in the text that supports their answer, and/or coding text: = new or exciting information = like/love this part = don’t understand = main idea

46. Mini-Lessons for Guided Reading Comprehension: • White boards: using a set of white boards, label each board with a different story element; give one element to each child to focus on. They can write or illustrate their element. Place the boards together to retell the story. • Comprehension Cubes: teacher or student will roll both cubes and start with the “W – Question” cube and combine with the second cube to pose a question starter and the teacher or child will finish by asking the question.

47. Comprehension Cubes On the first cube… Label each side with one of the following words: • Who • What • When • Where / Which • How • Why On the second cube… Label each side with one of the following words: • Could • Would • Might • Will • Is • Did

48. Mini-Lessons for Guided Reading Vocabulary: all activities help build vocabulary… • Index Cards: give each child a word from the text during the introduction. Have students predict the meaning of the word and write it on the card. As the children are reading they locate the word and identify the meaning based on the text and pictures. Follow up with discussion on the words and how the child has determined the meaning • Highlighting Tape: have students find and highlight the pre-selected vocabulary words given during the introduction • Sticky-Note / Highlighting Tape: a child can tab or highlight an unfamiliar word during reading, the teacher needs to follow-up with discussion to clarify any misconceptions

49. Mini-Lessons for Guided ReadingPhonics/Word Building Connect to Writing: • Blank Paper: students can add-on to the ending of the text or change the ending of the story, write a letter to a character or author of the text • Response Journals: respond to the text by answering questions posed by the teacher or self before reading the text, write about their favorite part or character, connections they had to the text, or any questions they may have unanswered from the text.

50. Mini-Lessons for Guided ReadingPhonics/Word Building High Frequency words: • Index Cards: students locate words from the text, write them on the index cards, and write the words in their personal word walls. • Wikki Sticks: teacher calls out a high frequency word from the text, students rope the word. • Highlighting Tape: locating words from the word wall in the text.