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Planning for Effective Guided Reading

Planning for Effective Guided Reading. The Learning Zone Planning a guided reading lesson. Agenda. Fountas , I. C. & Pinnell , G. S. 2001. Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann. The Learning Zone. What the learner can do independently.

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Planning for Effective Guided Reading

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  1. Planning for Effective Guided Reading

  2. The Learning Zone Planning a guided reading lesson Agenda

  3. Fountas, I. C. & Pinnell, G. S. 2001. Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann. The Learning Zone What the learner can do independently What the learner can do with the support of an expert other Learning Zone

  4. makes it possible to teach at the cutting edge of students’ understanding teacher support is light students assume responsibility for problem solving teaching helps students read more productively and more intensively Fountas, I. C. & Pinnell, G. S. 2001. Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann. Guided Reading & The Learning Zone

  5. provide very specific and focused instruction to small groups of students address students’ needs at one particular point on the developmental continuum in order to expand and refine their reading ability Fountas, I. C. & Pinnell, G. S. 2001. Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann Zoom Lens

  6. Read the entire text. Review the Fountas and Pinnell Continuum (selecting text section) and identify the focus of the lesson. Think about how you will address the focus of the lesson in the introduction of the lesson. Text Selection

  7. With your students in mind, think through the shape of a guided reading lesson for a fiction text. Consider: • What will you address in the introduction? • How will you invite students to access background information? • What text organization characteristics will you point out to the students? • Fountas, I. C. & Pinnell, G. S. 2001. Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann Planning the Guided Reading Lesson Fiction

  8. Which concepts/vocabulary will you cover in advance, and which will you leave for students to discover? • How will you break up the reading? What are the natural dividing points? • Fountas, I. C. & Pinnell, G. S. 2001. Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann Planning the Guided Reading Lesson (cont’d.)

  9. Determine some possible discussion points to introduce when you revisit the text after reading. Consider: • How can you help students relate ideas in the text to their personal, world and literacy knowledge? • How can you help students summarize and synthesize information from the text? • How can you help students think about the text? • How can you help students think beyond the text? • Fountas, I. C. & Pinnell, G. S. 2001. Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann Planning the Guided Reading Lesson (cont’d.)

  10. With a partner, discuss the lesson you planned. Be sure to explain the decisions you made for each section of the lesson. Consider: • What is the key purpose of the lesson? • How might the students respond to the lesson? Debriefing the Lesson Plan

  11. Summarize what you have learned by doing this work. • How will your teaching in guided reading change as a result of this work? • How will the changes support students becoming independent readers? Sharing

  12. With your students in mind, think through the shape of a guided reading lesson for a nonfiction text. Consider: • What will you address in the introduction? • How will you invite students to access background information? • What text organization characteristics will you point out to the students? • Fountas, I. C. & Pinnell, G. S. 2001. Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann Planning for Guided Reading Lesson: Nonfiction

  13. Which concepts/vocabulary will you cover in advance, and which will you leave for students to discover? • How does the author organize and present ideas? • Fountas, I. C. & Pinnell, G. S. 2001. Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann Planning for Guided Reading Lesson: Nonfiction (cont’d.)

  14. Determine some possible discussion points to introduce when you revisit the text after reading. Consider: • How can you help students relate ideas in the text to their personal, world and literacy knowledge? • How can you help students summarize and synthesize information from the text? • How can you help students think about the text? • How can you help students think beyond the text? • Fountas, I. C. & Pinnell, G. S. 2001. Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann Planning for Guided Reading Lesson: Nonfiction (cont’d.)

  15. With your building grade level partners set goals for guided reading for the next couple of weeks. Brainstorm ways you can help one another achieve your goals. Wrap-Up

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