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Building the Foundation through Guided Reading

Instructional Coach Conference August 8-9, 2013. Building the Foundation through Guided Reading. Presented by: Andrea Hicks, Elyse Moore, Jennifer Steele. Session Goals. U nderstand what guided reading is and why we use it to support the teaching of reading

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Building the Foundation through Guided Reading

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  1. Instructional Coach Conference August 8-9, 2013 Building the Foundation through Guided Reading Presented by: Andrea Hicks, Elyse Moore, Jennifer Steele

  2. Session Goals • Understand what guided reading is and why we use it to support the teaching of reading • Understand a lesson design and framework for planning and teaching guided reading

  3. LO/DOL LO: The participants will understand a guided reading lesson as a framework designed to provide differentiated teaching that supports students in developing reading proficiency. DOL: The participants will apply their knowledge of a guided reading framework by writing a description about each component.

  4. Dallas ISD Core Beliefs Our main purpose is to improve student academic achievement. Effective instruction makes the most difference in student academic performance. There is no excuse for poor quality instruction. With our help, at risk students will achieve at the same rate as non-at risk students. Staff members must have a commitment to children and a commitment to the pursuit of excellence.

  5. What does Guided Reading look like to you? Take a moment to sketch a picture of how guided reading looks to you. Share your drawings and discuss.

  6. What is Guided Reading? “Guided reading is an instructional setting that enables you to work with a small group of students to help them learn effective strategies for processing text with understanding.” (Fountas & Pinnell, 2001 p.189)

  7. So…..What’s the purpose?

  8. The purpose…. • Helps your students develop independent reading strategies • Allows students to actively read and problem-solve their way through a text • Allows for real opportunities for constructing meaning, reflection and insights as the teacher and a small group of students talk, read, and think through a text • Allows for tailored direct instruction based on data • Helps deepen their understanding and processing of a wide variety of text • Allows for the opportunity to read at their instructional level with teacher support

  9. Assessing Students and Forming Guided Reading Groups Assessment, which involves collecting information about or evidence of your students’ learning, is a continual and integral part of quality teaching. In fact, teaching without continual assessment is akin to “teaching without the children.” • Irene C. Fountas and Gay Su Pinnell, Guided Readers and Writers Grades 3-6

  10. Why Assess? The information you gather from assessments supports your instruction in the following ways: • It helps you find out what students already know. • It alerts you to what students need to learn. • It informs your planning and directs your purpose and teaching focus. • It assists you in determining groups for instruction. • It helps you determine the materials that are best suited for your teaching.

  11. I have assessed and formulated my groups, now what?

  12. A Framework for Planning and Teaching Guided Reading Lesson If children struggle with too many challenges, comprehension and enjoyment become compromised. We need to keep in mind that a guided reading session is about setting the group up for success. -Tony Stead

  13. Step-by-Step • Set a focus for the lesson. What do the students need to learn based on ongoing observation and assessment? • Choose the text. What text will provide a high degree of support and manageable challenges? • Before reading: Tune in to the text. What is the best way to introduce the text so students can access their background knowledge, engage in some discussion, and prepare for reading? • During reading: Students read the text. What are the student’s and teacher’s role during reading? • After reading: Return to the focus and dig deeper. How will you support the comprehension of the text?

  14. What might the before reading activities look/sound like? VIDEO Look at your list. Based on the video what might you add.

  15. Before the reading Teacher Students Selects an appropriate text, one that will be supportive but with a few problems to solve Prepares an introduction to the story Briefly introduces the story, keeping in mind the meaning, language, visual information in the text, and the knowledge, experience, and skills of the reader Leaves some questions to be answered through reading Engage introduction in a conversation about the story Raise questions Build expectations Notice information in the text

  16. What might the during reading activities look/sound like? VIDEO Look at your list. Based on the video what might you add.

  17. During the reading Teacher Students “listens in” Observes the reader’s behaviors for evidence of strategy use Confirms children’s problem-solving attempts and successes Interacts with individuals to assist with problem solving at difficulty (when appropriate) Makes notes about the strategy use of individual readers Read the whole text or a unified part to themselves (softly or silently) Request help in problem solving when needed

  18. What might the after reading activities look/sound like? VIDEO Look at your list. Based on the video what might you add.

  19. After the reading Teacher Students Talks about the story with the children Invites personal response Returns to the text for one or two teaching opportunities such as finding evidence or discussing problem-solving Assesses children’s understanding of what they read Engage the children in extending the story through such activities as drama, writing, art, or more reading Talk about the story Check predictions and react personally to the story or information Revisit the text at points of problem solving as guided by the teacher May read the story to a partner independently Sometimes engage in activities that involve extending and responding to the text (such as drama or journal writing)

  20. Four Corner Activity

  21. What it is not? Guided Reading What it is? • 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

  22. Things to consider while managing Small Groups: • Can I picture myself working with students in the classroom in small groups? • Where and when will I meet with small groups? • Does the room have an area where students can work quietly while I’m at the teacher table? • How would students know their routines and procedures for small groups? • How will I make my expectations for students work, group work and workstation/centers clear? • What will the other students do while I’m working with small groups?

  23. Sample Guided Reading Lesson Plan

  24. Guided Reading Lesson Plan In your small groups, use a leveled reader and the lesson plan format to create a guided reading lesson. Be prepared to share!

  25. What are the others doing? • While you meet with small groups, other children are doing: • Daily 5 Read to Self Read to Someone Work on Writing *Listen to Reading *Word Work

  26. References

  27. Exit Ticket/DOL What would you do during……

  28. Thank You!!!!!!! Andrea Hicks anhicks@dallasisd.org Elyse Moore elmoore@dallasisd.org Jennifer Steele jicke@dallasisd.org

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