Guided ReadingGuided Reading

Presented by:Presented by:

Anena KippAnena Kipp

WhatWhat is Guided Reading is Guided Reading A teaching method designed to help A teaching method designed to help

individual children develop reading behaviors individual children develop reading behaviors and strategies that will help them to become and strategies that will help them to become proficient readers both at the word level and proficient readers both at the word level and for comprehension of text.for comprehension of text.

Direct instruction.Direct instruction. Supports the development of essential Supports the development of essential

phonics, fluency and text comprehension for phonics, fluency and text comprehension for beginning readers.beginning readers.

Emphasize vocabulary development, advance Emphasize vocabulary development, advance word analysis, and ext comprehension in word analysis, and ext comprehension in more proficient readers.more proficient readers.

Provides teachers with a window to their Provides teachers with a window to their reading behaviorsreading behaviors

Guided Reading is Not a Stand Guided Reading is Not a Stand Alone ProgramAlone Program

Read AloudsRead AloudsShared ReadingShared ReadingGuided ReadingGuided ReadingIndependent ReadingIndependent ReadingModeled WritingModeled WritingInteractive WritingInteractive WritingStructure WritingStructure WritingProcess WritingProcess WritingIndependent WritingIndependent Writing

Target Behaviors of Target Behaviors of Emergent ReadersEmergent Readers

Understand print conceptsUnderstand print concepts

directionality (left to right, top-directionality (left to right, top-bottom) bottom) upper and lower caseupper and lower case

1-to-1 matching1-to-1 matching

Learn that print carried the meaningLearn that print carried the meaning

Learn that letter sounds match printLearn that letter sounds match print

Develop a sight-word vocabularyDevelop a sight-word vocabulary

Emergent Behaviors Emergent Behaviors ContinuedContinued

Begin to use phonics skills to decode Begin to use phonics skills to decode unknown wordsunknown words

Use picture cues to help unlock textUse picture cues to help unlock text Start to develop reading fluencyStart to develop reading fluency Link personal experience to textLink personal experience to text Create a link between oral language and Create a link between oral language and

printprint

Emergent Level Guided Emergent Level Guided Reading LessonReading Lesson

3 3 Basic ComponentsBasic Components

Part: 1 Familiar rereadingPart: 1 Familiar rereading

Part 2: Introduction of new story or Part 2: Introduction of new story or bookbook

Part 3: Scaffold readingPart 3: Scaffold reading

Target Behaviors of Developing Target Behaviors of Developing ReadersReaders

Solidify knowledge of print concepts Solidify knowledge of print concepts word word vs. lettervs. letter

1:1 word match on multi-syllabic 1:1 word match on multi-syllabic wordswordsIncrease the number of high frequency Increase the number of high frequency words they recognize in printwords they recognize in printSolidify knowledge of all letters (letter Solidify knowledge of all letters (letter identification) and common identification) and common corresponding soundscorresponding sounds

Developing-Level ContinuedDeveloping-Level Continued

Use letters and corresponding Use letters and corresponding sounds in concert with meaning and sounds in concert with meaning and structure to decode new wordsstructure to decode new words

Use chinks (rimes), spelling patterns, Use chinks (rimes), spelling patterns, and analogy to figure out new wordsand analogy to figure out new words

Begin to read basic punctuationBegin to read basic punctuation

Use all three cueing systems to read Use all three cueing systems to read new textnew text

The Developing-Level Guided The Developing-Level Guided Reading LessonReading Lesson

Part 1: Familiar readingPart 1: Familiar reading

Part 2: Introduction of a new book or Part 2: Introduction of a new book or storystory

Part 3: Scaffold readingPart 3: Scaffold reading

Part 4: Returning to the textPart 4: Returning to the text

Target Behaviors Of Fluent-Target Behaviors Of Fluent-Level ReadersLevel Readers

Effectively read a variety of nonfiction and Effectively read a variety of nonfiction and fiction textfiction text

Consistently use self-monitoring, searching. Consistently use self-monitoring, searching. Crosschecking, and self- correcting strategies Crosschecking, and self- correcting strategies on long stretches of texton long stretches of text

Use spelling patterns, “chunks”, and Use spelling patterns, “chunks”, and analogies to maintain meaning as they readanalogies to maintain meaning as they read

Read familiar text with fluency and phrasingRead familiar text with fluency and phrasing

Target Behaviors for Fluent-Target Behaviors for Fluent-Level ContinuedLevel Continued

Discuss ideas from text, Discuss ideas from text, demonstrating understandingdemonstrating understanding

Make and support inferences based Make and support inferences based on information in the texton information in the text

Demonstrate and understanding of Demonstrate and understanding of and empathy with charactersand empathy with characters

Effectively respond to text through Effectively respond to text through writingwriting

The Fluent-Level Guided The Fluent-Level Guided Reading LessonReading Lesson

3 Basic Components3 Basic Components

Introduction of new textIntroduction of new text

Scaffold readingScaffold reading

Follow-up activitiesFollow-up activities

Components of a Guided Components of a Guided Reading LessonReading Lesson

Group studentsGroup studentsIntroduction to the book-usually unfamiliar textIntroduction to the book-usually unfamiliar textStudents read out loud from same book at same Students read out loud from same book at same timetimeStudents read an entire text of an established Students read an entire text of an established partpartReading of the book and scaffolding of readingReading of the book and scaffolding of readingTeacher supports reading at point of difficulty for Teacher supports reading at point of difficulty for studentstudentTexts gradually become more difficultTexts gradually become more difficultDiscussion of the book, teaching points and Discussion of the book, teaching points and follow-up activitiesfollow-up activities

Planning a Guided Reading Planning a Guided Reading LessonLesson

Select a book to meet the needs and Select a book to meet the needs and interests of the studentinterests of the studentReview the book yourself for vocabulary Review the book yourself for vocabulary and contentand contentDo students have the background Do students have the background knowledge of the topic?knowledge of the topic?Keep in mind the strategies the students Keep in mind the strategies the students has under controlhas under controlWill the book provide and appropriate Will the book provide and appropriate challenges?challenges?Is the length appropriate?Is the length appropriate?

Text DifficultyText Difficulty

95% and above-Text is too easy95% and above-Text is too easy

90-94%--Instructional level90-94%--Instructional level

89% and below—Text is frustrational 89% and below—Text is frustrational for the childfor the child

Checking ComprehensionChecking Comprehension

Fluency Levels RubricFluency Levels Rubric

1.Very little fluency; all word by word reading 1.Very little fluency; all word by word reading with some long pauses between words; almost no with some long pauses between words; almost no recognition of syntax or phrasing; very little recognition of syntax or phrasing; very little evidence of awareness of punctuation; perhaps a evidence of awareness of punctuation; perhaps a couple of two—word phrases but generally couple of two—word phrases but generally disfluent; some work groupings awkward.disfluent; some work groupings awkward.2. Mostly word-by-word reading but with some 2. Mostly word-by-word reading but with some two-word phrasing and even a coupe of three or two-word phrasing and even a coupe of three or four word phrases; evidence of syntactic four word phrases; evidence of syntactic awareness of syntax and punctuation; although awareness of syntax and punctuation; although not consistently so; rereading for problem-solving not consistently so; rereading for problem-solving may be presentmay be present

Rubric ContinuedRubric Continued

3. A mixture of word-by-word reading and 3. A mixture of word-by-word reading and fluent, phrased reading; there is evidence fluent, phrased reading; there is evidence of attention to punctuation and syntax; of attention to punctuation and syntax; receding for problem-solving may be receding for problem-solving may be presentpresent4. Reads primary in larger meaningful 4. Reads primary in larger meaningful phrases; fluent, phrased reading with a phrases; fluent, phrased reading with a few word-by-word slow downs for problem-few word-by-word slow downs for problem-solving; expressive interpretation is solving; expressive interpretation is evident at places throughout the reading; evident at places throughout the reading; attention to punctuation and syntax; attention to punctuation and syntax; rereading for problem-solving may be rereading for problem-solving may be present but generally is fluentpresent but generally is fluent

What are the other students What are the other students doing??doing??

Good Luck!!!!Good Luck!!!!