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Learn about the instructional strategies implemented during the Network Guided Reading Plus Professional Development Unit to enhance reading fluency, comprehension, phonics, and writing skills. Discover how these strategies were applied in the classroom and their impact on student learning and teacher growth.
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2014-15Professional Development Unit By: Nelsa Galvis Gomez Swansea/Network Based Guided Reading Plus
What new instructional strategies did I implement in my classroom/practice during the course of the Network Guided Reading Plus PDU? I implemented strategies such as: “Teach, Prompt, Reinforce” to help students to read fluently when there are groups of many words to read to make sense, to understand what they read, to read the sentences correctly, that means with the correct structure, intonation, and punctuation, to look at the beginning and ending sounds in words to read them correctly etc. Also, I implemented the strategies to teach HFW: What’s Missing? And Mix and Fix with the SPED students who are at level 4 and What’s Tricky? With my higher levels. I taught some of the Phonemic Awareness and Phonics principles with the strategy of using “sound boxes” ( sounds at the beginning, middle and ending of a word, dividing words into syllables). For comprehension, I implemented some of the prompts for informational and narrative texts. For writing, I worked “Dictated Writing” with my low levels and “Interactive Writing” with my higher levels.
How did I apply the Guided Reading Plus strategies in my classroom? (examples) I applied the strategy: “Teach, Prompt, Reinforce” telling and modeling what to do, using language and actions to direct child’s thinking, reminding the child to do what has been taught and, reinforcing when the child applies what he has learned. Also, I applied the strategies to teach HFW: What’s Tricky? (The T writes the word in front of the students/ T slow checks the word/ T asks, Does any thing make this word tricky?/ T and S talk about the tricky parts/ T and S slow check the word once again together/ T turns the whiteboard around so S can’t see the word/ Students SSWW on their whiteboards/ S erase and write the word a 2nd time slow checking the word), Mix and Fix (model the word/ S build the word with magnetic letters/ S slow check/ S mix the letters and remake the word slow checking/ S write the word on the table using his fingers slow checking/ S write the word on the whiteboard slow checking), What’s Missing? T tells the word/ T writes the word/ S spell the word/ T turn the board and erase a letter/T asks “What’s missing”/ S say the missing letter), Sound Boxes (writing the letters of a sound in each box or the syllables of a word in each box), Use of Comprehension Prompts, according to the text the child reads (informational/ narrative).
What three strategies did I implement from the study section of the PDU? What strategy worked best? Why? • Teach, Prompt, Reinforce • What’s Tricky? • Use of Comprehension Prompts I think that all of them worked because they involve fluency word work and comprehension.
What changes have I made in my guided reading instruction based on the Guided Reading Plus professional development? • I’ve implemented the running records. • I’m planning different types of writing (dictated, interactive). I hope to implement independent writing soon. • I’m teaching phonemic awareness and phonics principles. • I’m keeping a record of high frequency words learned by my students. • I’m identifying students needs for planning my teaching points. • I’m planning comprehension questions for informational and narrative text that encourage students to find evidence in the text. • I’m planning comprehension question to develop different comprehension skills like: background skills, main ideas, compare and contrast, author’s purpose, retelling, etc.
Explain why Guided Reading Plus is important to my students learning and to my growth as a professional? • Guided Reading Plus is important to my students learning because it takes into account reading and writing and the students have the opportunity to develop their skills in a parallel way. Also it allows students to learn about different types of texts, their attributes, the ways to interpret and understand them. As well as the students are provided with a lot of reading strategies to become proficient. • Guided Reading Plus is important to my growth as a professional because I’ve learned many strategies that help students in their reading and writing skills. GRP has provided me many tools to drive my instruction and plan ahead based on my noticing when I work with my small groups.
GRP Data AnalysisReflecting on the data you have collected, how did this experience impact instruction, progress monitoring, student performance, and your own practice? • Data helps me to plan next steps and to see the students’ progress to move them to higher levels. Also, it let us know the common teaching points so we can regroup students based on their needs. As a teacher, this experience has been very valuable for me because now my work is more organized, I know what to do and I help my students in reading and writing abilities.
How will I apply my new learning in the future to further my practice? What are my next steps? • I will continue doing running records to identify my teaching points, planning my lessons in reading and in writing, keeping a record of high frequency words learned by students, teaching phonemic awareness and phonics principles, using the different prompts to help students with their fluency and comprehension, implementing the different strategies for fluency and comprehension.
Reading Day Reflection • Strengths: • High Frequency Words teaching by using the strategies learned. • Provided support before, while and after reading. • Comprehension discussion after reading. • Areas of growth : • Teaching phonemic awareness principles. • Following this lesson planner supports students in word work (HFW), phonics and phonemic awareness (Distinguishing sounds from letters), book orientation (makes easier to understand the text), while reading (support students in their fluency and comprehension), visual information (helps students to write difficult words), after reading (comprehension discussion helps students to understand the main idea, authors purpose, concepts, books attributes, etc.), strategy discussion helps students to know what strategies are helping them to get fluency and comprehension.
Writing Day Reflection • Strengths: • Running records to collect data. • Interactive writing. • Strategy discussion. • Areas of growth: • Running record analysis (use of the formula to determine the error ratio). • The time. • Following this lesson planner will support students in their individual growth in fluency and in comprehension. As well as in writing. They work cooperatively and participate in different discussions (meaning, word work and strategies).
Running Record Reflection Student 1 • Fully Scored: -Running words/Errors = 244/10 - Error Ratio = 1:24 - Accuracy = 96% - Self Correction Rate = 1:3 • Strengths: Daniels uses strategies to self correct their mistakes and his speed has improved a lot. • Instructional focus: Transitional (Routine integration of meaning, structure and visual searching).
Running Record Reflection Student 2 • Fully Scored: -Running words/Errors = 206/5 - Error Ratio = 1:41 - Accuracy = 97% - Self Correction Rate = 0 • Strengths: Accuracy. • Instructional focus: Transitional (monitor for increasingly sophisticated visual solving).
Running Record Reflection Student 3 • Fully Scored: -Running words/Errors = 155/5 - Error Ratio = 1:31 - Accuracy = 97% - Self Correction Rate = 1:6 • Strengths: Speed. • Instructional focus: Transitional (Routine integration of meaning, structure and visual searching).
Exit Ticket • How can we support your professional growth in future PDUs? • Videos about teaching guided reading in Spanish. • Videos about activities students can do in stations while teacher is teaching small groups (specially how to control the students’ work when they work independently). • Explain how you will implement your learning of GRP into the 2015/2016 school year. • Grouping students based on their needs. • Applying reading and writing strategies based on the students’ level. • Using running records to follow up the students’ progress. • Planning my lessons based on the lesson planer for guided reading plus (word work to increase the students’ knowledge of HFW, teaching phonemic and phonics principles, developing before, while and after reading activities, running records, comprehension discussions, implementing the types of writing: interactive, dictated, independent). • Teaching alternating fiction and non fiction books to help students to differentiate their attributes.
