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
PATHWAYS • GUIDEDREADING! ON A JOURNEY TO EXCELLENCE
KWLN CHART • Create a KWLN Chart. • Fill out “Know” & “Want to Learn” • Share with your neighbor(s).
WHY DO IT? WHAT DOES IT LOOK LIKE? GUIDED READING! HOW DOES IT WORK? SO. . . HOW DO I START? WHAT ARE THE OTHER KIDS DOING? WHY CHANGE? Barbara Plubell email@example.com
WHY DO IT? • WE WANT THINKERS “The work of true education Is to train youth to be thinkers and not mere reflectors of other men’s thoughts.” Ellen G. White Education p. 17
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
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
WHY DO IT? BALANCED LITERACY PROGRAM Read Aloud • teachers help children experience and think about literary work they can’t read yet • Kids can focus on meaning(s) in text without struggling as readers Shared Readingchildren participate in reading, learn critical concepts of how print works, and get the feel of reading Independent ReadingResearch 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
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
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
WHY DO IT? Modeling by teacher Guided Practice Independent Practice GRADUAL RELEASE OF RESPONSIBILITY MODEL THEORY
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
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.
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
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
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.
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
WHAT DOES IT LOOK LIKE? • Part 4 Brief Book Talk • How did you like the story? • What was your favorite page?
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)
WHAT DOES IT LOOK LIKE? Assessment • Anecdotal notes • guided reading • individual conferences • Running Records
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
HOW DOES IT WORK? • First month of school • Teaching procedures • Assessing • Teaching more procedures • Assessing
HOW DOES IT WORK? • Your Turn!! • Read your book –not the teacher’s 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
HOW DOES IT WORK? Informal Reading Inventory Running Records Anecdotal Notes Developmental Reading Assessment (DRA)
WHAT ARE THE OTHER KIDS DOING? Literacy Work Stations Classroom Library Big Book Station(easel & big books) Listening Station Writing Work Station Drama Station
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
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
SO. . . HOW DO I START? BEFORE SCHOOL • VISIT THE NAD EDUCATION WEBSITE: PATHWAYS • ORDER PATHWAYS MATERIAL • GATHER OTHER MATERIALS • ORGANIZE YOUR LIBRARY & READING MATERIALS
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
SO. . . HOW DO I START? BEFORE SCHOOL ORDER PATHWAYS MATERIAL • READ PATHWAYS MATERIAL
SO. . . HOW DO I START? BEFORE SCHOOL FIND BOOKS OR MONEY $$ GROWING ON TREES FUNDRAISE FUNDRAISE FUNDRAISE FUNDRAISE
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
SO. . . HOW DO I START? GATHER MATERIALS Guided Reading in Grades K-2byAnthony Fredricks. Rigby Best Teachers Press, 2003. • Guided Reading Resource Books Guided Reading: First Good Teaching for All Children. By Fountas and Pinnell. Heinemann, 1997.
SO. . . HOW DO I START? GATHER MATERIALS More Guided Reading Resource Books On Solid Ground: Strategies for Teaching Reading K-3by Sharon Taberski. Heinemann, 2000. • Literacy Work Stations: Making Centers Workby Debbie Diller. Stenhouse Publishers,2003.
SO. . . HOW DO I START? MORE MATERIALS What Really Matters for Struggling Readers by Richard Allington *Choice Words by Peter Johnson
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.
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
SO. . . HOW DO I START? • A Reason for Reading • areasonfor.com • A-Z Books readinga-z.com • Rigby harcourtachieve.com • Scholastic scholastic.com • Public Library • Basal Readers Leveled Books: Other Sources 10 titles per level
SO. . . HOW DO I START? BEFORE SCHOOL • Tubs for genre, authors, series • Level some of the books: • Fountas and Pinnell Matching Books to Readers • Google searches: leveled book lists Fry’s Readability Formula • ORGANIZE YOUR LIBRARY
SO. . . HOW DO I START? BEFORE SCHOOL • Assessments • Record Keeping • Reading Response Journals • Reading Phones • ORGANIZE READING MATERIALS
SO. . . HOW DO I START? BEFORE SCHOOL NETWORK AND COLLABORATE
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
SO. . . HOW DO I START? • Keep your goal in mind it’s all about the kids