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Guided Reading

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Guided Reading A Part of a Balanced Literacy Framework Our Agenda Where does guided reading fit in a balanced literacy framework? What are the critical attributes of ... – PowerPoint PPT presentation

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Title: Guided Reading


1
Guided Reading
  • A Part of a Balanced Literacy Framework

2
Our Agenda
  • Where does guided reading fit in a balanced
    literacy framework?
  • What are the critical attributes of guided
    reading?
  • Observing the process (video)
  • Guided Reading and Literacy Place
  • Using the Guided Reading materials from
    Scholastic
  • Addressing Specific Concerns (time allowing)

3
Main Sources for this Presentation
4
Main Sources Continued
http//www.readinglady.com/mosaic/tools/tools.htm
Also available 3-8 for 9 less than the K-8
K-8 version
5
Key principles in effective reading instruction
  1. Students should spend the bulk of their time
    reading continuous text.
  2. Students need to read high-quality texts to build
    a reading process.
  3. Students need to read a variety of texts to build
    a reading process.
  4. Students need to read a large quantity of texts
    to build a reading process.

Fountas and Pinnell
6
  • Students need to read different texts for
    different purposes.
  • Students need to hear many texts read aloud.
  • Students need different levels of support at
    different times.
  • Level means different things in different
    instructional contexts
  • The more students read for authentic purposes,
    the more likely they are to make a place for
    reading in their lives.
  • Students need to see themselves as readers with
    tastes and preferences.

7
Elements of an Intermediate Literacy Framework
  • Language and Word Study
  • Reading Workshop
  • Writing Workshop
  • (Fountas and Pinnell)

8
Where Does Guided Reading Fit?
  • Reading Workshop
  • Whole Group Mini-lesson
  • Independent Reading/Guided Reading/Individual
    Conferences
  • Whole Group Closure

9
Literacy Learning Whats Essential? Cognitive
Strategies
  • Surface Structure Systems
  • Deep Structure Systems
  • (handout available at http//www.readingla
    dy.com/mosaic/tools/tools.htm
  • Click on Ellin Keene's "What is Essential"
    -on four pages )

10
The Functions of Guided Reading
  • Readers construct and extend the meaning of texts
  • Readers monitor and correct their own reading
  • Readers maintain fluency and phrasing while
    reading continuous text
  • Readers problem-solve words on the run while
    reading continuous text

11
Grouping for Guided Reading
  • Placement is fluid and flexible, changing with
    childrens needs. (Therefore, the teacher must
    be diagnosing needs through sensitive
    observation.)
  • This homogeneous group is only one group to which
    the child belongs. (May be homogeneous by
    strategy need, not always by reading level.)

12
Text Selection
  • Texts are carefully selected by the teacher based
    upon the strengths and needs of the group.
  • Every child does not move through a predetermined
    sequence of texts.

13
  • Things to consider as you choose texts are
  • Reading Level instructional level
  • Concepts Will they understand it?
  • Linguistic Difficulty How complex are the
    sentence structures?
  • Theme Is it appropriately sophisticated?
  • Background Knowledge
  • Current Strategies Used
  • Current Strategies Neglected
  • Text Layout
  • Interest

14
Introducing New Texts
  • Introductions are carefully thought out ahead
    of time with consideration given to
  • The focus of the lesson
  • Unfamiliar concepts
  • Unfamiliar language structures
  • Visual information that may need extra attention
  • Work for independence in book orientation

15
First Reading of the Text
  • Every child reads the entire selection for
    that day whether it be an entire story, a portion
    of a story, or a single chapter.
  • The teacher needs to circulate, listen in,
    teach, and make notes of observations in order to
    look for patterns within and among students.

16
Reasons that it is important for every child to
have the opportunity to read the entire text
  • They need to know what is happening within the
    whole text, not just a portion. This allows them
    to use the storyline to predict and to monitor
    their reading.
  • The need to encounter the word, structure, or
    type of processing again and again.
  • Limited amounts of texts offer limited
    opportunities.

17
  • They need to develop the ability to carry meaning
    over longer stretches of text.
  • They need to develop persistence and stamina as
    readers.
  • They need to collect evidence that may change
    their thinking as they read.

18
Teaching During the First Reading
  • Promote risk taking
  • Demonstrate, model, or prompt for searching
    (surface structure strategies)
  • Demonstrate, model, or prompt for cross-checking
    which leads to monitoring
  • Link known to new information

19
  • Choose the most powerful and memorable teaching
    points and let some things go.
  • Use prompts that are generative in nature.
  • Promote the use of deep structure strategies
    (comprehension strategies)
  • Work for independence.

20
Discussing the Text
  • After reading the teacher brings students
    together to discuss some aspect of the text
    focusing on making meaning.
  • Characters
  • Plot predictions
  • Part about which the students have questions
  • Revisit difficult vocabulary
  • Comprehension strategies used (metacognition)

21
  • The teacher may also use this time to
  • Reinforce strategy use
  • Demonstrate or model strategy use
  • Initiate a brief word study
  • ?Remember It is a mistake to think what we are
    teaching processing strategies merely by asking
    comprehension questions.

22
Opportunities to Reread
  • Opportunities are provided for rereading
    familiar texts in order to promote fluency,
    comprehension, and the orchestration of
    strategies.

23
Observing the Process (video)
24
Guided Reading and Literacy Place
  • The sections of the Teachers Sourcebooks that
    are labeled Guided Reading do not fit the
    critical attributes that we have discussed today.
    They would be more aptly labeled Shared
    Reading if they were to be used with the whole
    class.

25
  • Scholastic materials that support guided reading
    are
  • Guided Reading Books
  • EOY Goals 3rd gr. level O
  • 4th gr. level R
  • 5th gr. level U
  • 6th gr. level X
  • Trade Book Libraries
  • Additional sets of multiple copies of
    books

26
Using the Guided Reading Materials From
Scholastic Activity
27
Another Point to Consider
  • Motivation The Role it Plays in Developing
    Readers Who Read
  • The man who doesn't read good bookshas no
    advantage over the man who can't read them. 
    Mark Twain
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