READING WORKSHOP SERIES

DAY 3

Jennifer Evans

Assistant Director ELA

St. Clair County RESA

Evans.jennifer@sccresa.org

http://www.protopage.com/evans.jennifer

Agenda

Homework Review - Mini Lesson

Guided Reading

Daily Reading Process

Homework

Homework Discussion

Discussion of Homework: Article – Assessing Adolescents’ Motivation to Read

m.socrative.comJoin room 980994Type response to question:

What did you find was the most valuable piece of information for you in the chapter?

Small Group Review

Name Reading Level

Interests Strengths Strategies Needed

QSI Level

Daily Reading Process

Mini-lesson: teacher modeling and explanation

guided practice

independent practice accompanied by feedback

application of the strategies in real reading situations

Dr. Pearson emphasizes that comprehension instruction must be embedded in texts rather than taught in isolation through

workbook pages.

Guided Reading Lesson Plan Template

Why Guided Reading?

Guided reading helps students to understand particular texts and to use a range of reading and thinking strategies

on other texts.

Guided reading enables authentic, ongoing

monitoring of students’ literacy development

which helps to prevent...

“Reading instruction is most effective when teachers actively monitor students as they are

reading by ‘cueing children to use their knowledge of words to decode unknown

words in context’ (Clay, 1993) and assisting them in recognizing and correcting miscues”

(Garan, 2007, p. 209).

Allows children to feel successful in reading.

Basals are full of excerpts so children do not always get the full story.

Both NRP and Duke and Pearson (2002) agree that explicit teaching, including an explanation of what and how the strategy should be used, teacher modeling and thinking aloud about the strategy, guided practice with the strategy and support for students applying the strategy independently are the steps needed to effectively teach any comprehension strategy.

Comprehension is what it’s all about! Reading comprehension – and how to teach it – is

probably the area of literacy about which we have the most knowledge and the most consensus.

It is also probably the area that gets the least attention in the classroom.

Statistics

The number of adults that are classified as functionally illiterate increases by about 2.25 million each year.  

One child in four grows up not knowing how to read.

44 million adults in the U.S. can't read well enough to read a simple story to a child.

21 million Americans can't read at all, 45 million are marginally illiterate, and one-fifth of high school graduates can't read their diplomas.

 

 

43 % of those whose literacy skills are

lowest live in poverty.

Two-thirds of students who cannot read

proficiently by the end of the 4th grade will end up in jail or on

welfare.

90% of welfare recipients are high school dropouts.

16 to 19 year old girls at the poverty level and

below, with below average skills, are 6 times more likely to have out-of-wedlock children than their

reading counterparts.

When the State of Arizona projects how

many prison beds it will need, it factors in the number of kids who read well in fourth

grade. 

70% of America's prison inmates are

illiterate and 85% of all juvenile offenders have

reading problems.

Students have a high accuracy rate in

reading when the appropriate level text is chosen for them.

Students are provided with the

necessary strategies to overcome “reading

road blocks.”

The focus of reading shifts to meaning

rather than decoding; the

construction of meaning is imperative.

Students have the opportunity to apply independent reading strategies with the

guidance and support of their teacher and

observe proper reading strategies, as modeled

by their teacher and peers.

When Using Guided Reading

Where do I begin?

One of the first and most important things to be aware of is that Guided Reading is very different from traditional reading instruction. In order to be successful you must have an open mind and be willing to change.

Understand that you will probably have to try several different ways of incorporating Guided Reading in your classroom to find the most effective Guided Reading setup that works for you and your students.

Realize the importance of scheduling and routine. Without being able to stick to your new routine / schedule, it will be very difficult to implement Guided Reading and stick with it.

Realize that Guided Reading takes more preparation than typical reading instruction. If you put the time in to prepare ahead of time things will run much more smoothly and your kids are destined for success!

Getting Started

Identify the amount of time you are going to set aside for Guided Reading each day. Each group should meet for approximately 20 minutes.

Set up a weekly schedule for the days you plan on meeting with each of your groups.

Decide how many reading groups you will have in your class. Remember, these groups should be very close in reading level/ability. One key factor in setting up your groups is keeping numbers small. If you get more than five or six students in a group, you are likely not meeting the needs of individual students.

Identify what the other students will be doing during Guided Reading. (Centers, focusing on other literacy skills, etc.).

Determine how you will assess student learning and growth in reading groups and during independent center activities.

Various models of Guided Reading

Take time with your group to discuss the

various models for guided

reading groups.

Identify pros and cons of each

Decide on the model you would

like to use

Guided Reading…………………… IS………..

Small groupLeveled textHomogeneous groupsStudents are readingFlexible groupsEssential component of a reading program

IS NOT…………..Whole groupFrom the basal readerHeterogeneous groupingTeacher readingInflexible groupingOptional

Refer to the Essential Elements of Guided Reading Handout

Why Can’t I Just Use The Basal?

Focuses on teaching isolated skills, rather than fostering an enjoyment and appreciation of reading for its own sake.

More time is spent on the supplemental worksheets than on actually reading authentic texts.

Many times teachers read the story to the students or play the tape as the students follow along because the text is too difficult for many to read independently.

The quality of the literature works are chosen mainly to allow skills practice and may not be particularly meaningful, authentic, or interesting.

Controlled vocabulary

But if you must…

Harcourt can be the foundation Works best for on-level students Struggling readers and advanced readers need

more or different All readers need real literature

Key: look at needs of students Other options

Book rooms○ Will be expanding○ Appreciate suggestions for reading materials

School library Classroom libraries Online libraries

Cover the same skills with the leveled readers Use the strategies/skills for your mini-lessons

Question: What do I do about worksheets and workbook pages?

…as little as possible Three criteria for a good

worksheet…

1. Must involve some reading and/or writing

2. Majority of my class (80%) must

be able to do it independently

3. Students must need work on that

skill

Plan a Mini-lesson:

With your table groups, prepare a mini-lesson to teach.What skill/strategy will you teach?How will you engage students?How will you teach the skill/strategy?How will you be sure your students are

applying the lesson independently?Present brief overview of lesson to group

Mini LessonEach day you will start your literacy block with a 10 -15 minute mini lesson. For this activity, you will pick a shared reading book, article, or poem that focuses on a specific reading topic. Your mini lesson will have the same focus for your entire class and will be taught in a whole group setting.

Possible Mini Lesson Topics:

• Choosing just right books.• Making predictions before reading.

•Introducing and discussing different themes.

• Introducing literary language.

• Self questioning • Retelling

• Identifying and practicing specific reading strategies.

• Vocabulary •Cause / Effect

•Making connections with the text.

• Constructing mental images.

• Identifying the main idea of the story, passage, or poem.

Choosing the Right BookChoose a book that is at your target audience’s ‘Instructional Level.’

Independent

• 95-100% accuracy

• Independent/ Self-Sustained Reading

Instructional

• 90-94% accuracy

• Guided Reading

Hard

• 89% and less• Frustration

level

Select a text that will challenge the reader a little, but will allow them to be successful with the instructional scaffolds you provide them.

Mini-lesson Choices

Key Points for Thinking Aloud:

Select text with attention to modeling options Preview text to locate possible think aloud points Be precise about why you’re thinking aloud Be precise about when you’re thinking aloud vs.

reading aloud Limit think aloud focus to one strategy (unless the

purpose is to build on strategies previously taught_ Be clear about how being metacognitive helps you

comprehend Be clear that students will be expected to be

metacognitive in the same way in their own text

Guided Reading FAQ Video

http://www.youtube.com/watch?v=txC-Qo_8GiU (9min)

Essential Elements of Guided Reading

Before

DuringAfter

Group Questions

How big can the groups be?

Struggling readers/below-level

groups (3-4)

Proficient/on-level groups (5-6)

Advanced/above-level groups (7-8)

How often do we meet?

Struggling readers/below-level groups (every day)

Proficient/on-level groups (4 days)

Advanced/above level groups (every

other day)

Who meets with groups?

Classroom teacher meets with EVERY

group.

Future consideration-

Guided reading training for

paraprofessionals

What can the paraprofessionals

be doing now?

Work with groups of students reviewing

skills/strategies already covered

Conference with students as they

read independently

Help students as they work at

centers

Teacher’s Role

Before:-Selects appropriate text.

-Prepares an introduction to the story.

-Previews some challenging word patterns, vocabulary, and concepts that are present in the story.

-Focuses on a particular skill or strategy.

-Occasionally creates extension activities to improve fluency, decoding, and comprehension.

During:- “Listens in” to what students are reading.

-Interacts with individual students to address specific challenges.

-Observes student strategy use and takes anecdotal notes.

-Confirms student’s problem-solving attempts and their success using a particular strategy.

After:- Facilitates a discussion on the book.

-Assess student’s response to what they read.

-Returns to the text to point out one or two teaching points that reflect the main purpose of the lesson.

-Points out strategies used by students during their independent reading.

Student’s RoleBefore:

-Use prior knowledge to make predictions about the story.

-Engage in conversations about the story with their teacher and peers.

-Raise questions.

-Review strategies to assist them in being a successful independent reader.

-Listen to preview information from teacher to improve likelihood of success.

During:- Read text softly to self.

-Implement strategies to improve decoding and comprehension.

-Use preview information, vocabulary, skill to improve reading ability and comprehension.

-Ask for help after using strategies provided.

After:-Retell the story in its entirety.

-Check predictions.

-Revisit portions of text that were challenging and share strategies used for success.

-Point out previewed information as it was found in the text.

-Engage in extension activities to improve decoding skills or comprehension of text.

Picture walk Text StructureGenrePreview/ Review VocabularyDiscussionBook introductionPrediction ChartReread previous guided reading book (k-2)Build sentences from a previous guided reading

book(k-2)KWL Chart , Thinking Map etc. to activate schema

Before Reading:

During Reading:

Focus on Comprehension Strategy While…

Students read text through:○ Choral○ Echo○ Partner○ Independent○ Paraphrase○ Summarize

NOT ROUND ROBIN!

The comprehension strategy used during guided reading should have been taught to students, whole group; during guided reading students are able to practice the strategy with teacher support and in instructional level text.

The primary purpose of reading is to obtain meaning from text. Even at the K-2 level students need to be reading to make meaning from text.

Round Robin Reading

GOOD-BY ROUND ROBIN By Dr. Timothy Rasinski and Dr. Michael Opitz

STUDENTS NEED UNINTERRUPTED PERIODS OF TIME TO READ AND

THINK, SO THIS PHASE SHOULD BE THE LONGEST OF ANY GUIDED

READING LESSON. FOR EVERY MINUTE SPENT TALKING ABOUT READING (INCLUDING BEFORE AND AFTER),

STUDENTS SHOULD SPEND AT LEAST ONE MINUTE ACTUALLY READING.

(Pearson and Fielding, 1991)

Exemplary classrooms provide:

Conversation about the texts students read

(Allington & Johnston, 2001)

Literate conversations mimic the conversations real readers in the real world have about real books they really want to talk about!

Conduct discussions with readers as conversations – not interrogations.

Model types of connections readers make (T-S, T-T, T-W).

Arrange for students to have literate conversations in small groups.

After Reading:

Graphic organizerQuestioningSummarizeDiscussionGraphic OrganizerSort Redo the ending of the storyAct out the storyRebuilding/rereading sentences from textDraw or write a response to the story

What are the other children doing?

Word Study/Making Words

Independent Reading Big Book Writing Poetry Computer/iPad Listening Extension activity

HandwritingStrategy workVocabularyReading LogsSkill ActivityChallengesFun Folder ActivityContent AreasWriting WorkshopNewspaper ActivityBook Response

Partner Reading Carefully assign partners. Decide how often you need to change

partners. Decide where partners will meet. Decide how to handle absent partners. Decide how partners will read each

selection. (Variations in partner reading) Make sure partners have a purpose for

reading. Set a time limit. Provide a “filler” for partners who finish

before the rest of the class. Model the expected behavior. Be visible.

During Partner Reading:

Variations:“Take turn days”“Ask question days”“Sticky note days”“You decide days”

THE AFTER-READING ACTIVITY SHOULD BE CHALLENGING AND

MOVE BEYOND THE “RIGHT ANSWER” TO THE TEACHER’S

QUESTION BUT NOT SO INVOLVED THAT IT TAKES

LONGER TO RESPOND THAN IT DID TO READ.

Guided Reading Videos

http://www.youtube.com/watch?v=9c8EI1e5rl4&list=PL8D0AACAAD5AFF839 (2 min. Guided Reading Organization - Heinenmann)

http://www.youtube.com/watch?v=NBy6Bgo7lvg (8 min. 3rd grade lesson)

Fountas and Pinnell CD 1st chapter

Example guided reading lesson plan

Group: A Book: The Hungry Giant Level: 10

Comprehension Strategy : Making predictions

Essential Question: How do I make predictions as I read?

Before: Create a prediction chart. Have students look at the cover of the book and make predictions for the story.

During:1. Introduce vocabulary words: bommy-knocker and roared.2. Choral read with students

1. On page 13 stop and have students revisit their predictions. Check to see if they still think their predictions will be true.

3. Partner read with students4. Independent read

After: Revisit the prediction chart and have students compare the story ending to their predictions.

At your tables

identify if this was a good or bad lesson.

Work together

to identify the good and bad

components of the lesson.

Analyze Lesson

Practice:

Prepare to write a guided reading lesson.

Practice:

At your tables, select a guided reading book.

Work as a group to write an appropriate guided reading lesson.

Be ready to explain the comprehension strategy used, before, during, and after activities with the group.

Homework:

Read Research Base for Guided

Reading as an

Instructional Approach and be prepared to discuss.

Next time you come

bring a lesson

plan for a guided reading group