Guiding Readers and Guiding Readers and WritersWriters Book Book DiscussionDiscussion

Chapters 20 - 22Chapters 20 - 22

ChaptersChapters

Twenty: Teaching for Sustaining Twenty: Teaching for Sustaining Strategies in Guided ReadingStrategies in Guided Reading

Twenty-One: Teaching for Connecting Twenty-One: Teaching for Connecting and Expanding Strategies in Guided and Expanding Strategies in Guided ReadingReading

Twenty-Two: Teaching for Word Solving: Twenty-Two: Teaching for Word Solving: Phonics, Spelling, and Vocabulary Phonics, Spelling, and Vocabulary

Chapter Twenty: Teaching Chapter Twenty: Teaching for Sustaining Strategies in for Sustaining Strategies in

Guided ReadingGuided Reading Guided reading plays a central role in teaching Guided reading plays a central role in teaching

students to use reading strategies to become students to use reading strategies to become effective readerseffective readers

Two challenges facing young readersTwo challenges facing young readers Some students will work on very basic reading skills Some students will work on very basic reading skills

such as word analysis and comprehending simple such as word analysis and comprehending simple textstexts

All students need instructional support so they can All students need instructional support so they can expand their competence across a greater variety of expand their competence across a greater variety of increasingly challenging texts.increasingly challenging texts.

Teaching within a Guided Teaching within a Guided Reading LessonReading Lesson

It is important to begin guided reading by It is important to begin guided reading by introducing the workintroducing the work

Strategies before Guided Reading:Strategies before Guided Reading: Author biographyAuthor biography PredictionsPredictions InferenceInference Genre characteristicsGenre characteristics Connections to background knowledge Connections to background knowledge Clarify the connectionClarify the connection

During Guided ReadingDuring Guided Reading While reading silently, While reading silently,

instructors are conference instructors are conference with individual studentswith individual students

During the conference, During the conference, studentsstudents Read a short piece of the Read a short piece of the

text aloud softlytext aloud softly Offers examples of Offers examples of

interesting languageinteresting language Asks questionsAsks questions Converses with instructorConverses with instructor

After the ReadingAfter the Reading

Teacher calls groups together for Teacher calls groups together for discussiondiscussion

This discussion is used to:This discussion is used to: Check for understandingCheck for understanding Share interesting languageShare interesting language Make literary and personal connectionsMake literary and personal connections

Teacher mediates and steers discussion Teacher mediates and steers discussion in the right direction for analysisin the right direction for analysis

Teaching for Strategies Teaching for Strategies Using Accessible TextUsing Accessible Text

Choose works that fit the goal or skill that will Choose works that fit the goal or skill that will be emphasized, as well as the amount of be emphasized, as well as the amount of teacher mediation teacher mediation

Teacher MediationTeacher Mediation Show students effective reading behaviorsShow students effective reading behaviors Support students’ early attempts at effective reading Support students’ early attempts at effective reading

behaviorsbehaviors Prompt students to engage in effective reading Prompt students to engage in effective reading

behaviorsbehaviors Reinforce effective reading behaviorsReinforce effective reading behaviors Observe students using effective reading behaviorsObserve students using effective reading behaviors

What skills do students What skills do students learn using reading learn using reading strategies?strategies?

DecodingDecoding Monitoring and Monitoring and

CorrectingCorrecting Information Information

GatheringGathering PredictingPredicting Phrasing and Phrasing and

FluencyFluency Adjusting IdeasAdjusting Ideas

Chapter Twenty-One: Teaching Chapter Twenty-One: Teaching for Connecting and Expanding for Connecting and Expanding Strategies in Guided ReadingStrategies in Guided Reading

Literary and personal connections to Literary and personal connections to reading increase understanding and reading increase understanding and meaningmeaning

Connection is an important step towards Connection is an important step towards higher order thinking skills (Bloom’s higher order thinking skills (Bloom’s Taxonomy)Taxonomy)

Connection to Other Connection to Other Reading TextsReading Texts

Connections between text often involve reading skills Connections between text often involve reading skills such as:such as: ContentContent GenreGenre AuthorAuthor SettingSetting CharactersCharacters PlotPlot StructureStructure ThemeTheme LanguageLanguage ToneTone InferenceInference

SummarizingSummarizing

Summarizing is taking all of the text and Summarizing is taking all of the text and taking out the important ideas, events, taking out the important ideas, events, and details from the story and and details from the story and reorganizing them in a shorter mannerreorganizing them in a shorter manner

Can be used for synthesizing and Can be used for synthesizing and analyzing, depending on the stance of analyzing, depending on the stance of the perspective of the summarythe perspective of the summary

Analysis and CriticismAnalysis and Criticism

Analysis – looking below the surface to Analysis – looking below the surface to figure out what the author’s purpose and figure out what the author’s purpose and viewpointviewpoint

Criticism – evaluation of text Criticism – evaluation of text Both of these skills are used to create Both of these skills are used to create

“critical citizens” – those who question “critical citizens” – those who question what is heard and read and evaluate what is heard and read and evaluate accuracyaccuracy

Critical CitizensCritical Citizens

Theory that students who analyze text and Theory that students who analyze text and what is read create better citizen.what is read create better citizen. Address social issuesAddress social issues Understand themUnderstand them Address them using that knowledge Address them using that knowledge

Literacy – tool for changing society, where Literacy – tool for changing society, where education empowers others to improve their education empowers others to improve their own lives and those around themown lives and those around them

Chapter Twenty-Two: Teaching for Chapter Twenty-Two: Teaching for Word-Solving: Phonics, Spelling, Word-Solving: Phonics, Spelling,

and Vocabularyand Vocabulary Word study isn’t about Word study isn’t about

leaning individual words, leaning individual words, but rather how written but rather how written language is organized. language is organized.

This process involves This process involves decoding and deriving decoding and deriving meaning. meaning.

Like all learning, reader Like all learning, reader and writers learn more and writers learn more while actually doing it while actually doing it themselves.themselves.

Strategies for Word Strategies for Word SolvingSolving

PhonemicPhonemic Sounding it outSounding it out

VisualVisual Visual patterns making up words or letter clusters that make Visual patterns making up words or letter clusters that make

a different sound– i.e.. -eigh (long a sound)a different sound– i.e.. -eigh (long a sound) MorphemicMorphemic

Using affixes, root words, etc. in compound wordsUsing affixes, root words, etc. in compound words LinkingLinking

Linking to similar words (example – equivalent is close to Linking to similar words (example – equivalent is close to equal and value)equal and value)

ResearchResearch Using dictionaries, word lists, thesauruses, glossaries – any Using dictionaries, word lists, thesauruses, glossaries – any

tool at their disposal to find wordstool at their disposal to find words

PhonicsPhonics

Whole WordsWhole Words Rapid, automatic word recognitionRapid, automatic word recognition

Word PatternsWord Patterns Chunking words Chunking words

SyllablesSyllables Close to morphemicClose to morphemic

Letter by LetterLetter by Letter

Spelling and VocabularySpelling and Vocabulary

Spelling and vocabulary teach students words as well as how to Spelling and vocabulary teach students words as well as how to spell common words and pronounce new words based on spell common words and pronounce new words based on connections with other wordsconnections with other words

Spelling rules are highly usefulSpelling rules are highly useful Always put Always put uu after after qq Every syllable has a vowelEvery syllable has a vowel Write Write ii before before ee except after except after cc or when sounded like or when sounded like a a as in as in neighborneighbor

or or weighweigh Vocabulary Vocabulary

Increasing vocabulary is basic to educationIncreasing vocabulary is basic to education In order to know a wordIn order to know a word

Read it in different contexts, understanding every timeRead it in different contexts, understanding every time Use it in a decontextualized way Use it in a decontextualized way Realize connotationsRealize connotations Use metaphoricallyUse metaphorically

VocabularyVocabulary

Learning vocabulary occurs one of two waysLearning vocabulary occurs one of two ways ReadingReading Explicit teachingExplicit teaching

Vocabulary listsVocabulary lists Dictionaries, thesauruses, etc.Dictionaries, thesauruses, etc. Need to have students use the word, not just define wordsNeed to have students use the word, not just define words

Those who most need to expand vocabulary Those who most need to expand vocabulary are likely the slowest and most reluctant are likely the slowest and most reluctant readersreaders

Active Word StudyActive Word Study

Interactive word study is suggested one or two Interactive word study is suggested one or two times a weektimes a week Word websWord webs Wall chartsWall charts Writing assignmentsWriting assignments

Using Phonics, spelling, and vocabularyUsing Phonics, spelling, and vocabulary TypesTypes

Making WordsMaking Words Word SortingWord Sorting

Making WordsMaking Words

Students construct words with magnets or Students construct words with magnets or letter cardsletter cards

Can make words thatCan make words that Start and end the sameStart and end the same Feature silent lettersFeature silent letters Are contractionsAre contractions Are compound wordsAre compound words Contain prefixes and suffixesContain prefixes and suffixes Are homonyms (homophones, homographs)Are homonyms (homophones, homographs) Have the same roots (Greek or Latin)Have the same roots (Greek or Latin) Contain the same number of syllablesContain the same number of syllables

Word SortingWord Sorting

Definition – “a way to help students compare and Definition – “a way to help students compare and contrast words according to specific features.” contrast words according to specific features.”

Enables students to form hypotheses, concepts, and Enables students to form hypotheses, concepts, and generalizations about written wordsgeneralizations about written words

Definition – a way to help students compare and Definition – a way to help students compare and contrast words according to specific features. contrast words according to specific features.

Enables students to form hypotheses, concepts, and Enables students to form hypotheses, concepts, and generalizations about written wordsgeneralizations about written words

Divide words into open and closed sorts Divide words into open and closed sorts Sort these words by sound, spelling, or Sort these words by sound, spelling, or

concept/meaningconcept/meaning

Effective Word StudyEffective Word Study

Fun, not tediousFun, not tedious demonstrate students what they already know demonstrate students what they already know

about wordsabout words Don’t obstruct with reading and writing timeDon’t obstruct with reading and writing time Create discussion and negotiation Create discussion and negotiation

opportunitiesopportunities persuade students to relate their own persuade students to relate their own

background to knowledgebackground to knowledge Encourage connections between study and Encourage connections between study and

understandingunderstanding

Using Word StudyUsing Word Study

Students must then put what is learned Students must then put what is learned into action during reading and writing into action during reading and writing workshopsworkshops

Throughout literature study and then Throughout literature study and then writing, such as independent, guided, writing, such as independent, guided, and investigative writing. and investigative writing.