Guided ReadingTeaching To Independence

Amy PregulmanStanley British Primary School

January 2015

Locate Guided Reading within the GRR

Articulate the importance of Guided Reading, while understanding its role within the The 5 Components of Literacy

Articulate main goals of GR

Understand what other students are doing while you are meeting in GR groups

Goals For Guided Reading

Phonemic awareness: language is broken up into separate units of sound that when blended together create words K-A-T

Phonics: a set of rules that the English language follows that makes sounds and letters in the alphabet consistent (spelling/decoding)

5 Components of Literacy

Fluency: grouping words in a meaningful way within a sentence to aid in the readers’ overall comprehension of the text.

Vocabulary: Words we need to know in order to communicate with others. Vocabulary is very important in word recognition.

5 Components

constructing meaning from text based on what the reader already knows

Comprehension

Gradual Release of Responsibility

Teacher Modeled

Shared Writing/ Reading

Small Groups:Guided Reading/Writing

Student Independence

Pair Share: thinking together

Locate Guided Reading within the GRR: ◦ If the teacher is in control, then it’s a form of

guided reading even if it’s not called that. Other names:

◦ Flexible grouping◦ Small groups

What Is Guided Reading?

Student Accountability: Guided Reading Kidstations

◦ Read first part of article◦ Write a quick response in you WNB◦ Share your thinking in pairs

Article:

Incorporating short breaks for our learners

Everyone needs a break

How am I using a moment to relax and refresh my learners?

Brain Breaks

What is my goal?◦ Identifying which students need what instruction

Assessments (using leveled books)

Learning new strategies to choose just right texts Fluency Summarizing Breaking apart unknown word/ multisyllabic words Book discussions

How do I choose Guided Reading Groups?

Bookwalk: Introducing the book through illustrations Identifying unknown vocabulary or difficult words

students might not understand or be able to decode Text features

Guided Reading Structure

Word Work:◦ What decoding strategies can you pull out of the

book to teach?

◦ How does the text match what you want to teach?

Guided Reading

Comprehension◦ Problem?◦ Characters?◦ Setting?

Guided Reading

Listen to the students read independently◦ Take Running Records◦ Students “whisper read”

Guided Reading

How To Organize Guided Reading◦ What are the other children doing?◦ How much time?◦ Is what the children are doing MEANINGFUL???◦ Is it connected to their learning?◦ Is it helping them become a better reader, writer,

thinker?

Organizing and Being Prepared

Videos To Inform Our Learning

What are the other children doing?

Do This! Not That!

Meaningful◦ Independent reading◦ Reading response◦ Word work practice (on

which they have they have had instruction)

◦ Sight word practice◦ Fluency practice◦ Vocabulary development

Busy work◦ Worksheets ◦ Handwriting (unless it is

monitored) or very thoughtfully planned

◦ Grammar book◦ Word work not based on

instruction◦ Word games

Read Other Half Of Guided Reading Article What are some ideas

you could try? What questions do

you still have?

The Daily Five (Four) Read To Self

◦ What comprehension strategies are you working on?

Read To Partner◦ Reading together and

discussing the text

Work On Writing◦ Writer’s workshop◦ Reading Response

Word Work◦ Activities linked into

spelling/high frequency words

◦ Listening to Reading (5)

Incorporating technology into your literacy time

Storyline Online Wilfred Gordon McDonald Partridge

Screen Actors Guild

Websites◦ www.storyonline.net◦ Choiceliteracy.com (membership)◦ Thedailycafe.com (membership)◦ Energizing Brain Breaks◦ International Reading Association (membership)

The Reading Teacher Reading Research Quarterly

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