Entry ProceduresEntry Procedures
1. Find a comfortable spot2. Introduce yourself to those
around you3. Think about your memories
of guided reading as a student (or being taught to read)
4. Be prepared to share
PATHWAYSPATHWAYS
•GUIDEDGUIDED READING!READING!
ON A JOURNEY ON A JOURNEY TO EXCELLENCETO EXCELLENCE
KWLN CHARTKWLN CHART
GUIDED READINGGUIDED READING
KnowKnow Want To Want To LearnLearn
LearnedLearned Need To Need To Learn/DoLearn/Do
Create a KWLN Chart.
Fill out “Know” & “Want to Learn”
Share with your neighbor(s).
WHY CHANGE
?
WHAT WHAT DOES IT DOES IT
LOOK LIKE?LOOK LIKE?
WHAT WHAT ARE THE ARE THE OTHER OTHER KIDS KIDS
DOING?DOING?
SO. . . SO. . . HOW DO I HOW DO I START?START?
HOW HOW DOES IT DOES IT WORK?WORK?
Barbara Barbara PlubellPlubell
[email protected]@paes.comcom
GUIDED GUIDED READINGREADING
!!
WHY WHY DO IT?DO IT?
““The work of true education The work of true education
Is to train youth to be Is to train youth to be thinkersthinkers
and and not mere reflectorsnot mere reflectors
of other men’s thoughts.”of other men’s thoughts.”Ellen G. White
Education p. 17
WHY DO IT?WHY DO IT? WE WANT THINKERSWE WANT THINKERS
WHY DO IT?WHY DO IT? WE WANT THINKERSWE WANT THINKERS
““Tell a child Tell a child what what to think to think and you and you have made him have made him a a slave of your slave of your knowledge.”knowledge.”
“ “Teach a child Teach a child howhow to think to think and you have made and you have made
knowledge his slave.”knowledge his slave.”Henry
RESEARCH RESEARCH – Guided Reading– Guided Reading
–As part of a balanced literacy program it is more effective in teaching reading strategies for independent readers.
• Most children need teaching of reading strategies
• Best teaching practices• Teach with multiple approaches
WHY DO IT?WHY DO IT?
BALANCED LITERACY PROGRAM
Read Aloud teachers help children experience and think about
literary work they can’t read yetKids can focus on meaning(s) in text without
struggling as readersShared Reading children participate in
reading, learn critical concepts of how print works, and get the feel of reading
Independent Reading Research has shown that first graders who were proficient readers read 10 books a day (new books as well as rereads). The more you read the better you get
WHY DO IT?WHY DO IT?
BALANCED LITERACY PROGRAM
Guided Reading Guiding the use of strategies with text that is a little more difficult than a child can read independently.
Working with Words Looking at word parts (rimes, onsets), patterns, spellings, etc.
Meaningful Writing About their reading
WHY DO IT?WHY DO IT?
Develop as individual reader
Observe individuals
Develop reading strategies
Enjoyable reading for meaning
Develops abilities needed for independent reading
Learn how to introduce text to self
WHY DO IT?WHY DO IT?
Modeling by teacher
Guided Practice
Independent Practice
WHY DO IT?WHY DO IT?
GRADUAL RELEASE OF RESPONSIBILITY
MODEL THEORY
Purpose of Guided Reading
“Enable children to use and develop strategies ‘on the run.’” Fountas & Pinnell
Constructing meaning using problem-solving to:
figure out unknown wordstricky sentence structureunderstand concepts or ideas
WHY DO IT?WHY DO IT?
Ultimate Goal of Guided Reading
WHY DO IT?WHY DO IT?
Help children learn how to use independent reading strategies successfully so they can read for meaning.
You are teaching readers, not the text.
WHAT DOES IT LOOK WHAT DOES IT LOOK LIKE?LIKE?
• Small, homogeneous, flexible groupsChange as neededReading the same book (92-97% accuracy)
• Introduce the text• Observe/listen to each & coach
as they read independently(record anecdotal notes)
• Make one or two teaching points
WHAT DOES IT LOOK WHAT DOES IT LOOK LIKE?LIKE?
• Part 1 Choosing the group and book– Based on
•observation • assessment
Keep charts for books with intro & usual tricky parts
Text (or Book): Level:
Genre
Text structure
Literary Features
Sentence Complexity
Ideas/Concepts
Vocabulary
Introduction:
WHAT DOES IT LOOK WHAT DOES IT LOOK LIKE?LIKE?
Part 2 – Introduction 3-4 min– Short --Sweet -- To the
Point80% of Guided Reading is the introduction
– Overview of the text– Discussion of key concepts and new
vocabulary words – Specific pages that might pose some
difficulties.
WHAT DOES IT LOOK WHAT DOES IT LOOK LIKE?LIKE?
• Part 3 – Reading the Text •Everyone reads selection to themselves,
either silently or aloud •Observation and support
Too distracting?
Reading phones
Finish early?
Find your favorite part.
Read the story again.
WHAT DOES IT LOOK WHAT DOES IT LOOK LIKE?LIKE?
• Part 4 Brief Book Talk
How did you like the story?What was your favorite page?
WHAT DOES IT LOOK WHAT DOES IT LOOK LIKE?LIKE?
• Part 5 -- Teaching Point– What was the tricky part?– Where did you do some really good reading?– Work on what several had difficulties with – a
specific word, punctuation, etc. – Then have children go back & reread the page
whole part whole– Whole (students read text)– Part (work on tricky spot)– Whole (reread sentence with tricky spot)
WHAT DOES IT LOOK WHAT DOES IT LOOK LIKE?LIKE?
Assessment
• Anecdotal notes
– guided reading
– individual conferences
• Running Records
WHAT DOES IT LOOK WHAT DOES IT LOOK LIKE?LIKE?
Stages of LiteracyEmergent: Begins to recognize conventions of
print, words, and books (*levels A-D) *Based on Fountas and Pinnell leveling
Early : Develops vocabulary; begins to use reading strategies (*levels E-G)
Transitional : Integrates meaning, syntax, and phonics; uses more complex strategies (*levels H-J)
END OF FIRST GRADE – Level IFluent : Uses many strategies; becomes an
independent reader of many texts (*levels K-M) --Guided Reading in Grades K-2
by Anthony D. Fredericks
HOW DOES IT HOW DOES IT WORK?WORK?
• First month of school– Teaching procedures– Assessing
– Teaching more procedures– Assessing
HOW DOES IT HOW DOES IT WORK?WORK?
• Your Turn!!Your Turn!!
•Read your book –not the teacher’s page
•Think about how you would introduce Overview Key Concepts New Vocab Page/s that might pose difficulties
•Find someone else with the same book
•Share together•Share with another group
HOW DOES IT HOW DOES IT WORK?WORK?
Running Records
Developmental Reading Assessment (DRA)
Anecdotal Notes
Informal Reading Inventory
WHAT ARE THE WHAT ARE THE OTHER KIDS DOING?OTHER KIDS DOING?
Literacy Work Literacy Work StationsStationsClassroom Library
Big Book Station (easel & big books)
Listening Station
Writing Work Station
Drama Station
WHAT ARE THE WHAT ARE THE OTHER KIDS DOING?OTHER KIDS DOING?
Abc/Word Study Station
Poetry Station
Other Stations
Computer Station
Overhead Work Station (overhead projector, whiteboard, markers)
Buddy Reading Work Station
WHAT ARE THE WHAT ARE THE OTHER KIDS DOING?OTHER KIDS DOING?
Independent Reading
Extension activities from:
Daily Lesson Guide Guided Reading
session word study
Responding to text they have read
SO. . . HOW DO I SO. . . HOW DO I START?START?
• VISIT THE NAD EDUCATION WEBSITE: PATHWAYS
• ORDER PATHWAYS MATERIAL
• GATHER OTHER MATERIALS
• ORGANIZE YOUR LIBRARY & READING MATERIALS
BEFORE SCHOOL
SO. . . HOW DO I SO. . . HOW DO I START?START?
VISIT NAD EDUCATION LINKS:• Adventist Pathways• Conceptual Framework• Guided Reading, Leveled Reading &
Decodable Book Sources• Multi-Grade Helpful Hints• Overview of Pathways• Pathway Components• Suggested Schedule and Language Arts Block• Themes and Content Areas• Scope and Sequence Grades 1-4
BEFORE SCHOOL
SO. . . HOW DO I SO. . . HOW DO I START?START?
ORDER PATHWAYS MATERIAL
• READ PATHWAYS MATERIAL
BEFORE SCHOOL
SO. . . HOW DO I SO. . . HOW DO I START?START?
FIND BOOKS OR MONEY $$ GROWING ON TREES
BEFORE SCHOOLBEFORE SCHOOL
FUNDRAISE
FUNDRAISE
FUNDRAISE
FUNDRAISE
SO. . . HOW DO I SO. . . HOW DO I START?START?
GATHER MATERIALS1) Guided Reading Resource Book/s2) Leveled Books for Guided Reading
(5 copies each title) (10 titles per level)
READ MATERIALS
BEFORE SCHOOLBEFORE SCHOOL
SO. . . HOW DO I SO. . . HOW DO I START?START?
Guided Reading in Grades K-2 by Anthony Fredricks. Rigby Best Teachers Press, 2003.
GATHER MATERIALS
Guided Reading: First Good Teaching for All Children. By Fountas and Pinnell. Heinemann, 1997.
1)Guided Reading Resource Books
SO. . . HOW DO I SO. . . HOW DO I START?START?
GATHER MATERIALS
Literacy Work Stations: Making Centers Work by Debbie Diller. Stenhouse Publishers,2003.
On Solid Ground: Strategies for Teaching Reading K-3 by Sharon Taberski. Heinemann, 2000.
More Guided Reading Resource Books
SO. . . HOW DO I SO. . . HOW DO I START?START?
MORE MATERIALS
*Choice Words by Peter Johnson
What Really Matters for Struggling Readers by Richard Allington
SO. . . HOW DO I SO. . . HOW DO I START?START?
• Read Guided Reading in K-2
• Read Pathways Guided Reading Chapter
• Read Guided Reading: First Good Teaching for All Children.
SO. . . HOW DO I SO. . . HOW DO I START?START?
2) Leveled Books for Guided ReadingGATHER MATERIALS
*The Booksource*Heinemann-Raintree Classroom *Lerner Classroom *Metro Nonfiction Book Bag*Perma-Bound Books*Red Brick Learning*Seedlings from Pathways *Wright Group
5 copies each title
*NAD Website
SO. . . HOW DO I SO. . . HOW DO I START?START?
– A Reason for Reading • areasonfor.com
– A-Z Books readinga-z.com– Rigby
harcourtachieve.com– Scholastic scholastic.com– Public Library– Basal Readers
Leveled Books: Other Sources
10 titles per level
SO. . . HOW DO I SO. . . HOW DO I START?START?
• Tubs for genre, authors, series
• Level some of the books:– Fountas and Pinnell Matching Books to
Readers– Google searches: leveled book lists
Fry’s Readability Formula
BEFORE SCHOOL
•ORGANIZE YOUR LIBRARY
SO. . . HOW DO I SO. . . HOW DO I START?START?
1) Assessments2) Record Keeping3) Reading Response Journals 4) Reading Phones
BEFORE SCHOOL•ORGANIZE READING MATERIALS
SO. . . HOW DO I SO. . . HOW DO I START?START?
Teach procedures– Teach procedures. . .– Teach procedures. . .
Assess StudentsDuring Reading and Writing Workshop times the first month
WHEN SCHOOL BEGINS