Good Morning!

• Did you sign in and get refreshed?

• Are you sitting at a table marked with your Grade Level? ( if work across grades pick one)

• Did you pick up you learning packet for the day?

• Did you greet your table mates?

• Do you have your Jan Richardson Book?

Using Small Group Guided Reading to Differentiate Instruction

The Next Step in Guided Reading

Road Map for the Day

Preparing for DI in Guided Reading

Assessments and groupingforGuided Reading

Strategic Teaching in Groups

Traditional

Reading

Groups

versus

Guided

Reading

Groups

5

Small Group Reading

/Work Stations

Shared Reading

Read aloud

Balanced Literacy

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.

• 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)

Characteristics

Road Map for the Day

Preparing for DI in Guided Reading

I _ d_ _e n_ _n _ _

Teach students to work independently

• Scheduled• Transitions• Organized• Practiced

Ideas for organizing for Guided Reading and Independent Worktime

Implement Behavior Management System

Students need to know how to problem solve what to do when:

– something doesn’t work

– they don’t understand an activity

– they complete an activity

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Students need to know:

– who to go to for help

– how to clean up

– how to decide who goes first when working with a partner

20

• Practice, Practice, Practice Routines

• Make workstations doable

• Observation Chairs by Reading Table

• “What to do when I’m Finished” Box or Chart

• Signal when you are not to be interrupted

Limiting Interruptions

Classroom Design with Workstations in Mind

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Road Map for the Day

Preparing for DI in Guided Reading

Assessments and groupingforGuided Reading

Research EvidenceStudents with reading difficulties who are taught in small groups learn _______than students who are instructed as a whole class. (National Reading Panel, 2000)

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a.Moreb.The samec.Less

Moving students forwardWith their processing strategieson text

“ The Learning Zone”

What they can

do independently

With support of an

expert

Learning Zone

Acceleration

Change Over Time

Emergent and Early Transitional and Fluent

• 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”

Begin with Assessment

Emergent and Early Readers

Primary Assessments Information Provided

Letter ID (K-1) Known letters and visual discrimination

Sight Word List Known words and visual memory

Dictation Sentence Sound letter knowledge/ PA and letter

formation

Writing Sample Visual memory, PA, vocabulary, CAP

Running Record and Retell Reading Level and Strategies,

Comprehension

Transitional and Fluent Readers (level I and up)

Assessment Information Provided

Running Record Reading Level, reading

strategies

Comprehension Questions Comprehension Abilities

Word Study Inventory Phonics skills

Form Differentiated Groups Based on Assessment

• 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

Managing Groups

Road Map for the Day

Preparing for DI in Guided Reading

Assessments and groupingforGuided Reading

Strategic Teaching in Groups

Making Connections,

Review or PracticeText Reading

Strategic Teaching Points/ Revisiting

Text

Word Study

Vocabulary

Guided Reading

Common Core• Comprehension• Foundational Skills• Vocabulary

Strategies for Sustaining ReadingReading Foundational Skills

• Emergent behaviors under control

– 1 to 1, Directionality, Concepts about Print, Letter Knowledge, Word Knowledge

• Detecting and Correcting Error (monitoring)

• Searching for and Using Information

• Problem Solving New Words

• Adjusting to different types of text

• Maintaining Fluency

As children work through text they develop a network of strategies for attending to different sources of information.

Structural cues

Visual cues

Meaning

Cues

Strategies for Expanding Meaning

• Predicting

• Making Connections

• Inferring

• Synthesizing

• Analyzing

• Critiquing

Teaching During the Reading

Planning a lesson• Know the reading level of the group

• Choose your focus based on data

• 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?

• Emergent Page 86

• Early Page 117

• Transitional Page 157

• Fluent Page 189

Get familiar with your Lesson Description

Knowing how text change and support your focus

Text Selection

Focus: Emergent A-C

• Concepts About Print

• Phonemic Awareness

• Building letter and sound knowledge

• Building Sight word knowledge

• Repetitive Patterns

• Strong picture support

• Sight words and letters

• Familiar concepts

Text Level A

Text Level C

Focus: Early D-I

• Monitoring and Decoding

• Searching for Information

• Fluency

• Retelling/Comprehension

• Language is familiar

• More text per page

• Dialogue

• Opportunities for word analysis and decoding

• Some new vocabulary

• Story structure advance in complexity

Transitional Readers

• Cognitive actions essentially the same while processing print but readers are applying them to more complex text.

– Require more background knowledge

– More variety of genre

– More mature ideas and themes, perspectives

– Sustain Comprehension

– Higher level decoding and fluency

Focus: Transitional: Above Level I (k-1), J-M (2nd), J-P (3rd)

• Decoding

• Fluency

• Many multisyllabic and unknown words

• Words should be in their listening vocabulary

• Prefixes, Suffixes

• Few decoding challenges

• Interesting dialogue/fiction

Focus: Transitional: Above I

• Vocabulary

• Comprehension

• New concepts

• Fiction

• Few new or unfamiliar concepts, ideas

• Comprehension Strategies

Focus: Fluent ( above Level N)

• Comprehension Strategies for complex text

• Predicting

• Visualizing

• Questioning

• Connecting

• Determining Importance

• Summarizing

• Inferring

Transitional and Fluent Text

Reading Levels

Independent 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)

• Readers present strategies

• Readers interest and background

• The text complexity in relation to the current skills

• The text language and content in relation to background knowledge

• Learning opportunities and instructional goals

Consider the Following When Selecting Text

Select a Text for your Groups

Why did you choose this text?

“As a child approaches new text he is entitled to an introduction s that when he reads, the gist of the whole or partly revealed story can provide some guide for fluent reading.”

Marie Clay

Let’s Look at Some Story Orientations

Teaching Before the Reading

Story Orientation

Story Orientations

Orientation to Story

Your book introduction is the KEY to the child accessing the book

Plan your Lesson!

We have arrived!

Teaching and Prompting for Strategic Action

Strategies are

• Unobservable

• In the head processes

• A complex “network”

• They allow the learner to use, transform, relate, interpret and reproduce information for communication

Increase processing power across increasingly complex text

Think about your moves before, during and after the reading

Teaching After the Reading

Teacher Prompts are a Call to Action

Sight Word Review and Working with Words

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