Guided Reading

Keys to Effective

Independent work

and

Small Group Instruction

Mary Lillestol

lillestol@gmail.com

Agenda

Balanced literacy (k-3 and 4-6) Independent work Small group instruction

Personal Goal Setting

What does research tell us?

NRP report

Dimensions of Effective Instruction– Purpose

– Higher Level Questions

– Comprehension Strategy Instruction

– Student Support vs. Teacher Directed

– Active Engagement

Gradual Release in Balanced Literacy

Read aloud Shared Guided Independent

Pearson and Gallagher, 1983

Schedule for Balanced Literacy (K-3)

30 minutes whole group – read aloud and shared reading

60 minutes guided reading group rotations of 15 or 20 min.– Independent reading

Mon Tues Wed Thurs Fri

15 min 1 1 1 1 1

15 min 2 2 2 2 2

15 min 3 3 3 4 3

15 min 4 5 4 5

Schedule for Balanced Literacy(4-6)

30 minutes whole group

60 minutes small group rotations of 15 or 20 min.

Mon Tues Wed Thurs Fri

20 min 1 1 1 1 1

20 min 2 3 2 2 4

20 min 3 4 5 3 5

Schedule for Balanced Literacy(4-6)

Mini lesson

Literature Circles

Book Club20 – 30 min.

Book Club

20 – 30 min.

Independent Reading

Reading

Conferring

35 – 50 minutes

Guided Reading

1st lesson15 – 20 min.

2nd lesson 15 – 20 min.

Group Share/Evaluation

http://www.learner.org/vod/vod_window.html?pid=2200

Independent Work

Turn to a partner– What has been successful ?– Why is it successful?

– What are the continued challenges

Independent Workers Purpose + Choice = Motivation

Setting the purpose for our instruction

Giving purpose for independent activity

Empowering kids to be purposeful

Incorporating purposeful content

The Choices

Read to self

Read to partner

Listen to reading

Word work

Writing in response to text

Responsive Classroom to establish routines for independence

Choosing books

Signals

Checking in

Modeling

Recording Sheet

Name _________________________ Date _____________________

1 2 3 4

RS

Read to Self

L

Listen to story

WW

Word WorkPorter and Lillestol, 2007

RP

Read to Partner

T

Meet with Teacher

ESL

ESL Teacher

Debrief

Take two minutes to debrief with someone next to you.

What she said about independent work made me think _______________

Preparing for Small Group Instruction

Assess and group

Select a focus

Select a text

Materials for Guided Reading

Leveled books Assessment kit 6 sets of lower case letters (K – 2) Dry erase boards and markers Copies of lesson plans High frequency word charts (K – 2)

Materials for Guided Reading

Sound box templates in plastic sleeves Response journals Pictures for sound sorts Post it notes/flags Comprehension cards Timer – a must!

What are the different stages

Pre-emergent Emergent Early Transitional Fluent

Lesson format

Before reading (3 - 5 minutes)

During reading (10 - 12 minutes)

After reading (3 – 5 minutes)

What do we know about the Pre-Emergent Reader?

Knows fewer than 40 upper- and lower case letters

May not know left to right tracking Confusions between letter and word

Pre - Emergent (pre A)

Letter work

Sound work

Working with books

Interactive writing

What do we know about the Emergent Reader?

Identifies 40+ letters Identifies some letter sounds Demonstrates basic concepts of print Begins demonstrating one to one tracking Recognizes some sight words

Emergent (1 – 4 or A – C)

2 day rotation Before

Book introduction During

Students read independently several times while teacher coaches

AfterDay 1 – Teach a sight word/Word studyDay 2 – Review sight word/Dictated sentence

What do we know about the Early Reader(5 – 16 or D – I)

Able to read and write about 20-30 sight words

Problem solve new words using a variety of strategies

Remember and retell what they’ve read Apply phonetic principles in reading and

writing

Early (5 – 16 or D – I)

2 day rotation Before

book intro

DuringCoaching, modeling, giving feedback

AfterTeaching point based on student needWord Study on day 1/Writing on day 2

Transitional (17 – 22 or J – M)

Have a large bank of sight words Still learning to decode big words Continued work on fluency Developing vocabulary and comprehension

Transitional (17 – 22 or J – M)

Multiple day rotation Day 1 – Brief book intro, vocabulary, begin

reading

Day 2 – Continue reading, discussion, (fluency and discussion)

Day 3 – Reread, guided writing

The Fluent Reader (N +)

Have few decoding problems Reading is smooth and full of expression Continue to work on comprehension with

challenging text

Fluent (30 – 50 or N – S)

Multiple day rotation Before – text introduction, intro new vocab.

During – introduce focus strategy, read (silently) and respond

After - writing

Setting personal goals

Assessment and grouping Independent work Small group instruction Deepening comprehension Literature circles

Exit Slip

Something that squared with my thinking

3 points to remember

Something still circling around that I have

a question about

References

Richardson, Jan. The New Guided Reading Handbook. Arlington VA: Self Publish, 2006.

Bear, Donald. Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Columbus, Ohio: Merrill Prentice Hall. 2004

Boushey, Gail & Moser, Joan. The Daily 5: Fostering Literacy Independence in the Elementary Grades. Portland, Maine: Stenhouse Publishers, 2006.