Guided ReadingGuided ReadingGuided ReadingGuided ReadingA Part of a Balanced A Part of a Balanced Literacy FrameworkLiteracy Framework

Our Agenda• Where does guided reading fit in a balanced

literacy framework?• What are the critical attributes of guided

reading?• Observing the process (video)• Guided Reading and Literacy Place• Using the Guided Reading materials from

Scholastic• Addressing Specific Concerns (time allowing)

Main Sources for this Presentation

Main Sources Continued

http://www.readinglady.com/mosaic/tools/tools.htm

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Key principles in effective reading instruction:

1. Students should spend the bulk of their time reading continuous text.

2. Students need to read high-quality texts to build a reading process.

3. Students need to read a variety of texts to build a reading process.

4. Students need to read a large quantity of texts to build a reading process.

Fountas and Pinnell

5. Students need to read different texts for different purposes.

6. Students need to hear many texts read aloud.

7. Students need different levels of support at different times.

8. “Level” means different things in different instructional contexts

9. The more students read for authentic purposes, the more likely they are to make a place for reading in their lives.

10. Students need to see themselves as readers with tastes and preferences.

Elements of an Intermediate Literacy Framework

Language and Word Study

Reading WorkshopWriting Workshop(Fountas and Pinnell)

Where Does Guided Reading Fit?

Reading Workshop• Whole Group Mini-lesson • Independent Reading/Guided

Reading/Individual Conferences

• Whole Group Closure

Literacy Learning: What’s Essential?

Cognitive Strategies

• Surface Structure Systems• Deep Structure Systems (handout – available at

http://www.readinglady.com/mosaic/tools/tools.htm

Click on: Ellin Keene's "What is Essential" -on four pages )

The Functions of Guided Reading

Readers construct and extend the meaning of texts

Readers monitor and correct their own reading

Readers maintain fluency and phrasing while reading continuous text

Readers problem-solve words “on the run” while reading continuous text

Grouping for Guided Reading

Placement is fluid and flexible, changing with children’s needs. (Therefore, the teacher must be diagnosing needs through sensitive observation.)

This homogeneous group is only one group to which the child belongs. (May be homogeneous by strategy need, not always by reading level.)

Text Selection Texts are carefully selected by the

teacher based upon the strengths and needs of the group.

Every child does not move through a predetermined sequence of texts.

Things to consider as you choose texts are:Reading Level – instructional level

Concepts – Will they understand it?

Linguistic Difficulty – How complex are the sentence structures?

Theme – Is it appropriately sophisticated?

Background Knowledge

Current Strategies Used

Current Strategies Neglected

Text Layout

Interest

Introducing New Texts Introductions are carefully thought out

ahead of time with consideration given to:The focus of the lessonUnfamiliar conceptsUnfamiliar language structuresVisual information that may need extra

attentionWork for independence in book orientation

First Reading of the Text

Every child reads the entire selection for that day whether it be an entire story, a portion of a story, or a single chapter.

The teacher needs to circulate, listen in, teach, and make notes of observations in order to look for patterns within and among students.

Reasons that it is important for every child to have the

opportunity to read the entire text:

They need to know what is happening within the whole text, not just a portion. This allows them to use the storyline to predict and to monitor their reading.

The need to encounter the word, structure, or type of processing again and again.

Limited amounts of texts offer limited opportunities.

They need to develop the ability to carry meaning over longer stretches of text.

They need to develop persistence and stamina as readers.

They need to collect evidence that may change their thinking as they read.

Teaching During the First Reading

Promote risk takingDemonstrate, model, or prompt for

searching (surface structure strategies)

Demonstrate, model, or prompt for cross-checking which leads to monitoring

Link known to new information

Choose the most powerful and memorable teaching points and let some things go.

Use prompts that are generative in nature.

Promote the use of deep structure strategies (comprehension strategies)

Work for independence.

Discussing the Text After reading the teacher brings

students together to discuss some aspect of the text focusing on making meaning.

CharactersPlot predictionsPart about which the students have

questionsRevisit difficult vocabularyComprehension strategies used

(metacognition)

The teacher may also use this time to:

•Reinforce strategy use

•Demonstrate or model strategy use

•Initiate a brief word study

Remember – It is a mistake to think what we are teaching processing strategies merely by asking comprehension questions.

Opportunities to Reread

Opportunities are provided for rereading familiar texts in order to promote fluency, comprehension, and the orchestration of strategies.

Observing the Process

(video)

Guided Reading and Literacy Place

The sections of the Teachers’ Sourcebooks that are labeled “Guided Reading” do not fit the critical attributes that we have discussed today. They would be more aptly labeled “Shared Reading” if they were to be used with the whole class.

Scholastic materials that support guided reading are:

Guided Reading Books

EOY Goals: 3rd gr. – level O

4th gr. – level R

5th gr. – level U

6th gr. – level X

Trade Book Libraries

Additional sets of multiple copies of books

Using the Guided Reading Materials From Scholastic Activity

Another Point to Consider

Motivation: The Role it Plays in Developing Readers Who Read

The man who doesn't read good bookshas no advantage over the man who can't read them. ~ Mark Twain ~