Guided reading day 1 2016 lisa
Transcript of Guided reading day 1 2016 lisa
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GUIDED READING 101
U S I N G S M A L L G R O U P S T O D I F F E R E N T I AT E I N S T R U C T I O N
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W E B S I T E : W W W . C K E C . O R GT W I T T E R : @ C K Y E CF A C E B O O K : C E N T R A L K E N T U C K Y E D U C A T I O N A L C O O P E R A T I V EI N S T A G R A M : C E N T R A L _ K Y _ E D U C A T I O N A L _ C O O PP I N T E R E S T : C E N T R A L K E N T U C K Y E D U C A T I O N A L C O O P E R A T I V E
Connect with CKEC
#CKECSI2016
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1.On a scale of 0-5, rate your knowledge of guided reading.
2. What is something that you find challenging when implementing small groups in your classroom?
3. What is one thing you would like to learn from this training?
Getting to Know You
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Skim your chapter.3 things to learn more
about2 key ideas1 resource
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WHAT IS GUIDED READING?
“Guided reading is a --------- approach designed to help ---------- students learn how to process a variety of ------------ challenging texts with ------------ and fluency.” -Fountas and Pinnell
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ROAD MAP FOR THE DAY
Assessment and OrganizationFor Differentiated Instruction
Data Driven Decision Making
Strategic Teaching in Small Groups
Overview
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Traditional Reading Groups
versus
Guided Reading Groups
10
Let’s Take Our Temperature!
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Small Group
Reading /Work
Stations
Shared
Reading
BALANCED LITERACY
Grade Level Standards
Grade Level Standards
Differentiation based on needs
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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.
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CHARACTERISTICS
• 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)
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Guided Rea
ding
Moving students forwardwith their processing strategies on text
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20What is the magic number?
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Short TextSupports your focus
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KEY COMPONENTS OF GUIDED READING
• Groups are __________________, and change on a regular basis based on __________________.• Text is chosen based on __________________________.• Students read _______________________ text.• Skills Practice is _________________ in the reading.
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GUIDED READING VS LIT CIRCLES
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Small Group
Reading /Work
Stations
Shared
Reading
BALANCED LITERACY
Grade Level Standards
Grade Level Standards
Differentiation based on needs
Lit circles
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ROAD MAP FOR THE DAY
Assessment and OrganizationFor Differentiated Instruction
Data Driven Decision Making
Strategic Teaching in Small Groups
Overview
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“ THE LEARNING ZONE”
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What they can do independently
With support of an expert
Learning Zone
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Acceleration
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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)
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BEGIN WITH ASSESSMENT
•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” Pgs. 38-55
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EMERGENT AND EARLY READERSPrimary Assessments Information Provided
Letter ID (K-1)
Sight Word List
Dictation Sentence
Writing Sample
Running Record and RetellPg. 39
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PAST: PHONOLOGICAL AWARENESS SCREENING TEST
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TRANSITIONAL AND FLUENT READERS (LEVEL I AND UP)
Assessment Information Provided
Running Record
Comprehension Questions
Word Study Inventory
Pg. 49
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PRACTICE!
Page 41
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ANALYZING A RUNNING RECORDStep 1- Determine the Accuracy Level
Step 2- Analyze Errors: (M) Meaning (S) Structure (V) Visual
Step 3- Analyze Strategies
Step 4- Assess Fluency
Step 5- Assess Comprehension
Step 6- Select a Focus for Instruction
Pgs. 41- 46
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AS CHILDREN WORK THROUGH TEXT THEY DEVELOP A NETWORK OF STRATEGIES FOR ATTENDING TO DIFFERENT SOURCES OF INFORMATION.
Structural cues
Visual cues
Meaning
Cues
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MORE QUESTIONS ABOUT ASSESSMENT???
Pgs. 54-55
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90 Second Speed Date
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ROAD MAP FOR THE DAY
Assessment and OrganizationFor Differentiated Instruction
Data Driven Decision Making
Strategic Teaching in Small Groups
Overview
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Why is knowledge of “Change Over Time”
important?
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# GUIDED READING LEVELS•Descriptors of the reader at each level• Key points for teaching at each level•How readers change at each levelWhy is this critical?
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WHERE TO GO IN THE TEXT……• Pre Emergent 56-57• Emergent Pages 56-57• Early Pages 106 • Transitional Pages 144 • Fluent Pages 178
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HOW DO I GROUP STUDENTS FOR GUIDED READING?
•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
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THINGS TO CONSIDER•Place students on similar levels with similar needs together.•Students may go into more than one group•Try to keep it to 4 groups or less for management purposes.
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COMMON THREADS
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ROAD MAP FOR THE DAY
Assessment and OrganizationFor Differentiated Instruction
Data Driven Decision Making
Strategic Teaching in Small Groups
Overview
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Making Connections,
Review or Practice
Text Reading
Strategic Teaching Points/
Revisiting Text
Word StudyVocabulary
Guided Reading
Common Core• Comprehension• Foundational Skills• Vocabulary
Sight words, review story, making words, fluent rereading
Text IntroStudents reading Text, teacher listens in
How words work, new vocabularyFocus on
strategies,Comprehension
How does writing fit at your level?
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PARTS OF THE GUIDED READING LESSON
Page 96: The Emergent Reader
Page 173: The Transitional Reader
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GET FAMILIAR WITH EACH GUIDED READING LEVEL• Pre Emergent 56-57, 63• Emergent Pages56-57, 86• Early Pages 106 and 117• Transitional Pages 144 and 157• Fluent Pages 178 and 189
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FOR YOUR LEVEL……
• What materials?• Preview the Lesson Plan….• Preview the rubric• Key things to remember when
– introducing the text– Planning teaching points– Selecting word work– Selecting the text
4 VIPs
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SUMMARY FOR PLANNING A LESSON• Know the reading level of the group• Choose your focus based on data
– Emergent page 57– Early page 106– Transitional page 145– Fluent page 180-181
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• Pick a book that matches reading level and will build on processing strengths ( may be shared for Pre A)• Read through the lens of your students• Plan intro, word work or phonemic awareness and
teaching points• Reflect: What did the students learn to do today that they
couldn’t do yesterday?
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TEXT SELECTIONKNOWING HOW TEXT CHANGE AND SUPPORT YOUR FOCUS
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SET A FOCUS AND SELECT A TEXT FOR YOUR GROUPS
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How is planning a lesson using the
“Jan Plan”similar and different
from how you planned in the past?
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Touch 5
Chairs
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I _ D_ _E N_ _N _ _
INDEPENDENCE
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Before you can begin small-group instruction, your students must be able to work independently for sustained periods of time.
-Jan Richardson
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REA
DIN
G
WO
RK
SHO
P• Whole Group Mini-Lesson- 20 minutes • Guided Reading Group (1)- 20 minutes• Guided Reading Group (2)- 20 minutes• Guided Reading Group (3)- 20 minutes• Guided Reading Group (4)- 20 minutes• Whole Group- Closure- 20 minutes
• Whole Group Options: Shared Reading, Read Aloud with emphasis on standard, Interactive Writing, Phonemic Awareness or Word Work instruction
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•Scheduled•Transitions•Organized•Practiced
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ANCHOR CHARTS- THE HEART OF TEACHING
STRUCTURE
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Learning Targets
Strategic Teaching
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Stations
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IndependentBook Boxes
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CLASSROOM DESIGN WITH WORKSTATIONS IN MIND
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More questions about CLASSROOM
MANAGEMENT?
Pgs. 29-31
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PGES CONNECTION DOMAIN 1 AND 2
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WE HAVE ARRIVED!
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•1 thing that you will do to get started•1 thing that will be challenging
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HOMEWORK
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#CKECGUIDEDREADING