Post on 29-Jun-2015
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Using Small Group Guided Reading to Differentiate Instruction
Help! They are all on different levels
Road Map for the Day
Preparing for DI in Guided Reading
Assessments and grouping for Guided Reading
Strategic Teaching in Groups
Traditional Reading Groups
versus
Guided Reading Groups
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Characteristics
• Each group is differentiated based on students current need.
• Each learner is engaged with the whole text.
• Books are selected based on student needs.
• Teachers focus on strategic actions of readers.
• Focus is critical thinking, comprehension and is grounded in the text
• Writing or discussing text
• Explicit instruction in vocabulary, phonics or word work. (Reading Foundational Skills Standards)
Characteristics
Road Map for the Day
Preparing for DI in Guided Reading
Change Over TimeEmergent and Early Transitional and Fluent
What can we differentiate?
Curriculum
•Content
• Process
• Product
Student Characteristics
• Readiness
• Learning Profile
• Interest
Guide
d Rea
ding
Moving students forwardWith their processing strategies on text
Road Map for the Day
Preparing for DI in Guided Reading
Assessments and grouping for Guided Reading
Research EvidenceStudents with reading difficulties who are taught in small groups learn _______than students who are instructed as a whole class. (National Reading Panel, 2000)
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a.Moreb.The samec.Less
“ The Learning Zone”
What they can do independently
With support of an expert
Learning Zone
Acceleration
• How should I group students?
• What text should I use with each group?
• What strategy should I teach next?
Jan Richardson “The Next Step in GR”
Begin with Assessment
Emergent and Early ReadersPrimary Assessments
Information Provided
Letter ID Known letters and visual discrimination
Sight Word List Known words and visual memory
Dictation Sentence Sound letter knowledge/ PA and letter formation
Writing Sample Visual memory, PA, vocabulary, CAP
Running Record and Retell Reading Level and Strategies, Comprehension
Transitional and Fluent Readers (level I and up)
Assessment Information Provided
Running Record Reading Level, reading strategies
Comprehension Questions Comprehension Abilities
Word Study Inventory Phonics skills
Form Differentiated Groups Based on Assessment• Keep group size small (5-8 students)
• Base small groups on instructional need with specific instructional strategies in mind
• Be Flexible!
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Grouping Students
Managing Groups
Road Map for the Day
Preparing for DI in Guided Reading
Assessments and grouping for Guided Reading
Strategic Teaching in Groups
Comparing Traditional and Differentiated Classrooms
• Instructional format
• Assignment options
• Factors guiding instruction
Review or Practice
Text Reading
Strategic Teaching Points
Word StudyVocabulary
Guided Reading
Common Core• Comprehension• Foundational Skills• Vocabulary
Planning a lesson• Know the reading level of the group
• Choose your focus based on data
• Pick a book that matches reading level and will build on processing strengths
• Read through the lens of your students
• Plan intro, word work and teaching points
• Reflect: What did the students learn to do today that they couldn’t do yesterday?
Strategies for Sustaining ReadingReading Foundational Skills
• Emergent behaviors under control– 1 to 1, Directionality, Concepts about Print, Letter Knowledge, Word
Knowledge
• Detecting and Correcting Error (monitoring)
• Searching for and Using Information
• Problem Solving New Words
• Adjusting to different types of text
• Maintaining Fluency
As children work through text they develop a network of strategies for attending to different sources of information.
Structural cues
Visual cues
MeaningCues
Strategies for Expanding Meaning• Predicting
• Making Connections
• Inferring
• Synthesizing
• Analyzing
• Critiquing
Using Assessment to Set a Focus for your Groups
Knowing how text change and support your focus
Text Selection
Focus: Emergent A-C• Concepts About Print
• Phonemic Awareness
• Building letter and sound knowledge
• Building Sight word knowledge
• Repetitive Patterns
• Strong picture support
• Sight words and letters
• Familiar concepts
Text Level A
Text Level C
Focus: Early D-I• Monitoring and Decoding
• Searching for Information
• Fluency
• Retelling/Comprehension
• Language is familiar
• More text per page
• Dialogue
• Opportunities for word analysis and decoding
• Some new vocabulary
• Story structure advance in complexity
Transitional Readers• Cognitive actions essentially the same while processing print
but readers are applying them to more complex text.– Require more background knowledge
– More variety of genre
– More mature ideas and themes, perspectives
– Sustain Comprehension
– Higher level decoding and fluency
Focus: Transitional: Above Level I (k-1), J-M (2nd), J-P (3rd)• Decoding
• Fluency
• Many multisyllabic and unknown words
• Words should be in their listening vocabulary
• Prefixes, Suffixes
• Few decoding challenges
• Interesting dialogue/fiction
Focus: Transitional: Above I• Vocabulary
• Comprehension
• New concepts
• Fiction
• Few new or unfamiliar concepts, ideas
• Comprehension Strategies
Focus: Fluent ( above Level N)• Comprehension Strategies
for complex text• Predicting
• Visualizing
• Questioning
• Connecting
• Determining Importance
• Summarizing
• Inferring
Transitional and Fluent Text
Select a Text for your Groups
Reading LevelsIndependen
t Level Text
Instructional Level Text
Frustration Level Text
Relatively easy text, with no more than approximately one error in twenty words, good comprehension. (95% success)
Challenging but manageable text, with no more than approximately one error in ten words good comprehension. (90% success)
Problematic text, with more than one in ten words difficult for the reader (less than 90% success)
• Readers present strategies
• Readers interest and background
• The text complexity in relation to the current skills
• The text language and content in relation to background knowledge
• Learning opportunities and instructional goals
Consider the Following When Selecting Text
Select a Text for your Groups
Why did you choose this text?
“As a child approaches new text he is entitled to an introduction s that when he reads, the gist of the whole or partly revealed story can provide some guide for fluent reading.”
Marie Clay
Let’s Look at Some Story Orientations
Orientation to Story
Your book introduction is the KEY to the child accessing the book
Teaching and Prompting for Strategic Action
Strategies are
• Unobservable
• In the head processes
• A complex “network”
• They allow the learner to use, transform, relate, interpret and reproduce information for communication
Increase processing power across increasingly complex text
Think about your moves before, during and after the reading
Teacher Prompts are a Call to Action
Sight Word Review and Working with Words
Teach students to work independently
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