Reading Workshop

1. Reading Workshop How Does Guided Reading Fit Into This Model

2. Reading Framework 4-5

3. Guided Reading is the Heart of a Balanced Literacy Framework “When we understand the learning model, we begin to make different decisions. We recognize teaching as ‘a powerful, invitational relationship that pulls the learner in’ . . .we think about teaching in terms of our students’ needs and interests.” RegieRoutman, Reading Essentials PresenterMedia.com support@presentermedia.com 4416 S. Technology Dr Sioux Falls, SD 57106

4. What is Guided Reading?Guided reading is a strategy that helps students become good readers. The teacher provides support for small groups of readers as they learn to use various reading strategies (context clues, letter and sound relationships, word structure, and so forth). What is its purpose?When the proper books are selected, students are able to read with approximately 90% accuracy. This enables the students to enjoy the story because there is not an overwhelming amount of "road blocks" that interfere with comprehension. Students focus on the meaning of the story and application of various reading strategies to problem solve when they do hit a road block in their knowledge or reading ability. By providing small groups of students the opportunity to learn various reading strategies with guidance from the teacher, they will possess the skills and knowledge required to read increasingly more difficult texts on their own. Independent reading is the GOAL - guided reading provides the framework to ensure that students are able to apply strategies to make meaning from print.

5. The Ultimate Teaching Model

6. The Purpose of Guided Reading “The ultimate goal of the guided reading lesson for students is not just to read “this book” or even to understand a single text. The goal of guided reading is to help students build their reading power—to build a network of strategic actions for processing texts.” You are teaching readers, not the text. ~ Fountas & Pinnell, Guided Reading: The Romance and the Reality, p. 272

7. Guided Reading IS: • an instructional context for working with small groups of students with a ___________literacy needs • using texts at the students’ _________level to provide the necessary support and challenges during the lesson • Involving_______, intensive teaching, with the teacher supporting students as they talk, read, and think their way through text • involves students practicing _________strategies that will ultimately enable them to read independently. Word Bank: explicit effective similar instructional

8. Guided Reading • Read simultaneously • Flexible grouping • Leveled Reading • Groups of no more than 6 • Preplanned lesson • On-going formative assessment • 1-2 teaching points • Based on instructional needs of students • Round Robin Reading • Stay in the same group • Basal Reading • Whole Group • On the run lesson • Friday test • 30 minutes lesson on a skill • Generic lesson What it is? What it is not?

9. Reading Workshop

10. How Does It Fit Into My Classroom? • Form your groups based on assessment data • Identify a focus strategy/skill for each group • Manage structure for rotation

11. How do I group my students for guided reading lessons?

12. How To: • Look at your summary report • Find the overall reading score for each student • Using correlation chart-identify the number range and follow across to identify the Guide Reading-Level (Fountas & Pinnell)-6th column on The Reading Correlation Chart-yellow chart • With a pen, put the appropriate GRL beside each student’s overall score

13. Next Steps: • Group students according to a small range of a number sequence that would have the same GRL-example 235-239 • This is the place to begin making academic decisions regarding the needs for each reading group based on their ISIP performance • What reading behavior /strategy/skill for this group should come next? • Let’s take a look back at a leveled reading behavior chart- • **It is important to know your students reading habits and behaviors across time. You may have additional information such as a running record, CBA results, or DRA2 results to alter a decision based on 1 number-ISIP

14. Principles for Effective Teaching in Guided Reading • Bring children with similar reading ability together in small groups for focused, efficient instruction. • Students reading the same book (Instructional Level) • Select texts that are “just right” in that they allow children to solve problems against a backdrop of accurate reading. • Provide introductions that show children how the texts “works,” explain difficult words or concepts, and prepare them to read independently and comprehend the meaning behind the selected text.

15. Structure of A Guided Reading Lesson

16. Structure of a Guided Reading Lesson • Before the Reading: • SELECTION OF THE TEXT • SELECTION OF THE TEXT • INTRODUCTION TO THE TEXTODUCTIONO THE TEXT • During Reading: • READING THE T EXT After Reading: • DISCUSSION OF THE TEXT • TEACHING POINTS • TEACHING POINTS • EXPLICIT WORD WORK • EXTENDING UNDERSTANDING (optional) (

17. What do the reading behaviors of a fourth grader look like for Level S? • Behaviors to Notice and Support • Reads silently with attention to meaning. Solves words quickly • After reading silently, demonst5rates understanding • Demonstrates flexibility in reading many different kinds of text • Reads with expression and fluency

18. What do the reading behaviors of a fourth grader look like for Level S? • Suggest Teaching Points (choose one) • Readers revise predictions as they learn about new events in the texts • Readers use context clues to help them figure out the meaning of a words • Readers use text features and text structures to help them understand nonfiction • Readers think about the plot of a story (setting, conflict, character traits and resolutions) • Readers use the comprehension strategies as they read • Readers go beyond the text to interpret characters’ thoughts and feelings • Readers infer the theme of the story and support their thinking with evidence from the text

19. How To Deliver Reading Instruction? • Handout Wheel

20. Putting the Pieces of the Puzzle Together Thinking ABOUT the Text • Jigsaw TASK: • ACTIVITY: • Divide into groups of 5 • Each member of the group will read one of the assigned areas • Discuss key points of assigned section within • your group • Share reflections with whole group Thinking WITHIN the Text Thinking BEYOND the Text 25 min.

21. How Do I Manage?

22. Where does Guided Reading fit in withTreasures? Where does guided reading fit in Treasures?

23. Today’s Goals • What is guided reading • How does it fit in with the Reading Workshop Approach • How to get it started-classroom management • Resources • How to deliver reading instruction for a specific group, grade level and reading level • What if I need more help

24. Wrap Up • We have created a survey so that we can elicit feedback from all of the participants about the Saturday Professional Learning. Please visit the website below and complete the appropriate survey(s). • http://schools.birdvilleschools.net/surveys • The surveys will be open until April 18, and reminders will go out through Mark Thomas next week. • It would be great to complete them before you leave for the day using your SMART phone if available.