Guided Reading

1. Guided Reading What does it look like: …at the table?

2. The primary focus of guided reading is to provide students opportunities to read increasingly difficult texts with the support of the teacher.

3. What do I need to get started? Materials needed… • Response sticks • Highlighters • Letter Tiles • Word Cards • Desk Reference • Notebook for anecdotal notes • Leveled Readers • Teaching Wall • Sticky Notes • Pencils • Stopwatch • Calculator • Question Cards

4. Guided Reading Components… K-2 Day 1 Whole Group Basal Before Reading: (15 min) • Mini lessons: comprehension strategy and skill focus, • Introduce vocabulary, • Activate prior knowledge (prediction), • Establish a purpose for reading During Reading: (15 – 20min) • Read basal: choral reading (girls/boys…), shared reading (with teacher), CD recording (identify points to pause for discussion, answer questions, and check for understanding) After Reading: • Check for understanding: (Summarizing, Share examples of strategy work, skill practice)

5. Guided Reading Components… K-2 • Recap/Reread • Phonics/Word Work • Introduce New Book • Strategy Check “listening in”, anecdotal notes (Teacher can do a Running Record during this time.) 5. Return to Text “check for understanding” 6. Response/Extension (Teacher is doing a Running Record at the reading table!) Days 2-5

6. Pre-A and Emergent Readers (levels A-C) • Identification of letters and sounds • Formation of letters • Book and Print Awareness • Introduction to sight words • Decoding strategies

7. Components of GR for levels Pre-A-C:(Emergent Readers) • Working With Letters • Working with Sounds • Working with Books • Interactive Writing

8. Early Readers: Levels D-I • Monitor by checking the meaning of the story and scanning the word for a visual match • Problem-solve new words using a variety of strategies • Reread at difficulty to access meaning and structure • Read for fluency, phrasing and expression • Make predictions • Remember and retell what they have read • Read and write a large bank of sight words • Apply phonetic principles, such as blends, vowel combinations, silent e rule, and endings, in both reading and writing

9. Components of GR for levels D-I: (Early Reading) • Sight Word Review • Introduce new book: picture walk, predictions, • new vocabulary • Teaching Points: (1-2 points daily- skill/strategy) • Students Whisper or Quiet Read (no round robin) • Teacher takes anecdotal notes/running record • Discussion of book/pages- revisit teaching points • Follow-up/ Guided Writing/ Retell

10. Transitional Readers (levels I/J-P) • Have large bank of sight words • Still learning to decode big words • Increase fluency • Expand vocabulary • Improve comprehension Can be found at any grade level Grade level Text Level Instructional Needs K & 1st above level I vocabulary and comprehension 2nd J-M decoding, fluency, vocabulary, retell 3rd-6th J-P self-monitoring, decoding, fluency, vocabulary, and retell

11. Components of GR for Levels I/J-P:Transitional Readers • Introduction to book: predictions, new vocabulary, text • features • Teaching Points (choose 1-2 based on skill & • strategy focus) • Students Read Quietly or Silently- • Teacher takes anecdotal notes/running record • Discussion of book- refocus on teaching points • Word Study (if appropriate) • Follow-up

12. Running Records How do I know what level book I should be using with my students? Running records can be done during guided reading lessons, but should not consume the entire guided reading block.

13. Running Records Progress Monitoring RR • Done anytime • Use any text • Less formal; used for • day-to-day instruction • Helps analyze errors • Fluency rate is not always done, but should be done periodically • Comprehension is not always done, but should be done periodically • Should happen during daily routine • Benchmark RR • Done three times a year (initial, ongoing, summative) • Use secured text • Formal assessment • Helps analyze errors • Fluency rate is done every time! • Comprehension/retell done every time! • Should happen with little disruption of daily routine Benchmark Running Records MUST include accuracy, fluency (rate), and comprehension/retell

14. Historical Overview Daily Five

15. What should it look like in my classroom? • Routines should be in place. • Students should be working independently: reading to self/someone, working with words, listening to books, writing,… • Small groups should be meeting with teacher at reading table for guided reading lessons (with some exceptions) • May be doing Running Records…

16. Center Rotation Management Previewing and Setting Purpose Leveled Readers Non-verbal cues for management

17. Daily Five Management System /Structure Teaches/ Fosters Independence 5 Components: Read to Self Read to Someone Word Work Writing Listening to Reading The Daily Five does NOT hold content, it is a structure. Content comes from your curriculum. Daily Five is not a replacement for guided reading- it Is the structure in place so that guided reading can work effectively.

18. Guided Reading in Action Cross Checking for Understanding Checking our Word Wall for Support

19. Anchor Charts- the heart of teaching structure

20. Reading to Someone

21. Lesson Formats… Guided Reading Lessons Focus Walls

22. “By following lesson plans and selecting a purpose for your guided reading groups, you will see radical improvements in children’s reading progress. Your focus will determine your effectiveness.” -Jan Richardson

23. The Next Step in Guided Reading Grades K-8 by Jan Richardson, published by Scholastic, 2009Guiding Readers and Writersby Irene Fountas and Gay Su Pinnell, Heinemann Publishers References:

24. Questions… ? Mia_Johnson@catawbaschools.net Lora_Drum@catawbaschools.net