GUIDED READINGPARAPROFESSIONALSYALE PUBLIC SCHOOLS2015-16

Jennifer EvansAssistant Director ELASt. Clair County RESAEvans.jennifer@sccresa.orghttp://www.protopage.com/evans.jennifer

AGENDA

Structure of Guided Reading

QuestioningQuestionin

g in Guided Reading

ConnectionsConnections

in Guided Reading

Nonfiction

The ultimate measure of success in

comprehending is when a student can

describe how and why use of a

comprehension strategy helps

him/her understand more completely

“ Guided reading is a teaching approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.”

• Fountas and Pinnell

WHAT IS GUIDED READING?

ESSENTIAL ELEMENTS FOR EFFECTIVE GUIDED READING

Bring children with similar reading ability together in small groups for focused, efficient instruction.

Select texts that are “just right”.

Provide introductions that show children how the text “works,” explain difficult words or concepts, and prepare them to read independently (Before).

Support independent reading with brief, specific prompts to help children use the strategies you have previously demonstrated (During).Help children revisit and reflect on the text to support comprehension, processing strategies, and extending meaning of text (After).

Work explicitly on word-solving strategies (Word Study).

GUIDED LESSON FORMAT

Before the

Reading:Fluent

Reading / Writing

Introduce the Text

New Vocabulary / Concepts

During the

Reading: Support effective reading

After the Reading:

Discuss and revisit

the text

Teach for processing strategies

Extend the text

Conduct word work

Showing children how the book works – how

it’s organized.

Give children an idea of what the entire story is

about.

Draw attention to language structures

and vocabulary children will need to

use and point out new and important words.

Build interest in the story by building prior

knowledge, making predictions, connecting

to previous lessons, etc.

Help children make connections with their

own background experiences and

knowledge.

Point out aspects of print or layout that are

important.

Show how illustrations or other strategies

support the meaning.

General Principles for Introductions (Before) to Focus on Include:

DURING READING OBSERVATIONS TO FOCUS ON:

During reading the teacher interacts briefly with students to prompt and encourage their

use of strategies at their instructional level.

Strategies should support whole class mini-lesson

instruction.

During reading the teacher records observations to help

guide instruction.

This should be the longest part of the lesson.

These brief conversations are very powerful.

Teachers use specific language to facilitate the reader’s use of

problem-solving actions.

As children independently whisper read the text, teachers will record anecdotal records

and interact briefly with students to prompt, facilitate,

and encourage their use of strategies and problem-solving

actions.

No Round Robin Reading

The primary purpose of reading is to obtain meaning from text. Even at the K-2 level students need to be reading to make

meaning from text.

AFTER READING OBSERVATIONS TO FOCUS ON:

After reading, teachers discuss and revisit the text

with children.

They engage children in reflecting on the meaning of the text and bringing their own interpretations to the

process.

Teachers are asking children to be active in sharing

meaning with the group.

Teachers reinforce effective processing strategies.

Teachers may also provide purposes for rereading text based on observations and ask students to extend the

text in different ways.

It is important for students to respond to what they

have read in many different ways. (ie. Graphic

organizers, reading response journals,

appropriate learning centers)

CRITICAL READING SKILLS

• Phonemic Awareness• Alphabetic Principle• Fluency• Comprehension• Vocabulary

K-3

• Word Study• Fluency• Vocabulary• Comprehension• Motivation

4-6

GUIDED LESSON

https://www.youtube.com/watch?v=3AHxqggc-yI&index=1&list=PL95DC4FBFA0DC457C (9 min. inference guided lesson in 2nd grade)

http://www.schooltube.com/video/c73b68cace3e477b8108/Primary%20Guided%20Reading (1st grade guided reading lesson 8min)

RESA Monthly Guided Reading Videos: http://sccresa.org/insideresa/resa-tv/foreducators/

Next Steps in Guided Reading Videos:http://www.janrichardsonguidedreading.com/video-clips (Scroll

down to “Early” introducing the book 2nd grade 4:53min)

Q.A.R.

Strategy: Question – Answer – RelationshipQ.A.R. is a framework to help readers relate prior knowledge and text information. It

describes relationships between comprehension – guided questions and their answers.

Three Types of Questions:

Right There (The answer is in the text, easy to find.)

Think and Search (The answer is in the story, but you need to put together

different story parts to find it. Author and You)

On My Own (The answer is not in the story. You use

your own experience to answer the question.)

QUESTIONING

WHY USE Q.A.R.?

Fluent readers appropriately integrate their background knowledge with what the text suggests.

They seek, identity, and combine information from various places within the text to construct meaning.

Current research on schema theory, text structure, and metacognition finds:

HOW TO DO Q.A.R.: Using a gradual release model, teacher begins by modeling

and then gradually relinquishing the tasks to the students.

Reads selection of text

Asks a question

Considers and states the answer

States the Q.A.R.

Gives explanation for the choice

HARCOURT – TROPHIES EXAMPLE

Read First paragraph of “Old Notch” Ask: How long of a ride in the car would it be to go to the store? How do you know? Why do you think someone would want to live that far away from a store? How do you know?

Two main places to find answers

one hour

read it right there in the textin my head

Answers will vary

QUESTIONING DURING GUIDED READING

CONNECTIONS

“When we begin strategy instruction with children, stories close to their own lives and experiences are helpful for introducing new ways of thinking about

reading. Readers naturally make connections between books and their own lives. Once they

have heard a wealth of stories and narratives, they begin to connect themes, characters, and issues

from one book to another. When children understand how to connect the texts they read to

their lives, they begin to make connections between what they read and the larger world. This

nudges them into thinking about bigger, more expansive issues beyond their universe of home, school, and neighborhood Strategies That Work.”

WE REQUIRE PROPER PLANNING.

What do I want students to

understand about this strategy?

Of all the places in the text where I could

authentically think out loud, which two or three would best illustrate my point? Mark those places before your lesson,

and think about what you will say and how

you will say it.

Only model the point you are trying to

make, don’t model another thinking

strategy during this read aloud. Be aware

of your focus and keep it.

As we teach the students to think through the text we encourage the

students to respond using this terminology:

• “When I read [of heard] these words… it reminded me of…”

• “When I saw the picture of… it made me think about…”

TEACHERS SHOULD ENCOURAGE THE STUDENTS TO EXPLAIN WHY THEY ARE THINKING ABOUT THAT

CONNECTION.

“What were the words in the story that made you think about….” It is important for teachers to become aware of what’s going on inside their heads as they read, to learn how to articulate their thinking for themselves and others, and think aloud about their connections and mental images. As children’s thinking grows, the students construct meaning, the ability to reflect on what they read, and opportunities to share their insight.

Remember to ask your students, “How does that

connection help you understand?”

CONNECTIONS IN GUIDED READING

When reflecting on the student’s ability to

make connections, the teacher needs to think

about:

• Are children making real connections to the story?

• Do they understand how these connections help them?

• What kind of language do they use when they talk to each other?

NONFICTION

• Text Features including:• Bold print• Headings - Subheadings• Captions• Pictures – Graphs – Charts• Table of Contents• Glossary

Focus:

PLANNING

Think of a group you are working with:

Plan tomorrow’s guided reading

lesson using one of the strategies learned today.

Practice teaching your lesson to a

partner.

QUESTIONS?