GUIDED READING 101

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1.On a scale of 0-5, rate your knowledge of guided reading.

2. What is something that you find challenging when implementing small groups in your classroom?

3. What is one thing you would like to learn from this training?

Getting to Know You

Skim your chapter.3 things to learn more

about2 key ideas1 resource

WHAT IS GUIDED READING?

“Guided reading is a --------- approach designed to help ---------- students learn how to process a variety of ------------ challenging texts with ------------ and fluency.” -Fountas and Pinnell

ROAD MAP FOR THE DAY

Assessment and OrganizationFor Differentiated Instruction

Data Driven Decision Making

Strategic Teaching in Small Groups

Overview

Traditional Reading Groups

versus

Guided Reading Groups

10

Let’s Take Our Temperature!

Small Group

Reading /Work

Stations

Shared

Reading

BALANCED LITERACY

Grade Level Standards

Grade Level Standards

Differentiation based on needs

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.

CHARACTERISTICS

• 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)

Guided Rea

ding

Moving students forwardwith their processing strategies on text

20What is the magic number?

Short TextSupports your focus

KEY COMPONENTS OF GUIDED READING

• Groups are __________________, and change on a regular basis based on __________________.• Text is chosen based on __________________________.• Students read _______________________ text.• Skills Practice is _________________ in the reading.

GUIDED READING VS LIT CIRCLES

Small Group

Reading /Work

Stations

Shared

Reading

BALANCED LITERACY

Grade Level Standards

Grade Level Standards

Differentiation based on needs

Lit circles

ROAD MAP FOR THE DAY

Assessment and OrganizationFor Differentiated Instruction

Data Driven Decision Making

Strategic Teaching in Small Groups

Overview

“ THE LEARNING ZONE”

What they can do independently

With support of an expert

Learning Zone

Acceleration

READING LEVELSIndependen

t 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)

BEGIN WITH ASSESSMENT

•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” Pgs. 38-55

EMERGENT AND EARLY READERSPrimary Assessments Information Provided

Letter ID (K-1)

Sight Word List

Dictation Sentence

Writing Sample

Running Record and RetellPg. 39

PAST: PHONOLOGICAL AWARENESS SCREENING TEST

TRANSITIONAL AND FLUENT READERS (LEVEL I AND UP)

Assessment Information Provided

Running Record

Comprehension Questions

Word Study Inventory

Pg. 49

PRACTICE!

Page 41

ANALYZING A RUNNING RECORDStep 1- Determine the Accuracy Level

Step 2- Analyze Errors: (M) Meaning (S) Structure (V) Visual

Step 3- Analyze Strategies

Step 4- Assess Fluency

Step 5- Assess Comprehension

Step 6- Select a Focus for Instruction

Pgs. 41- 46

AS CHILDREN WORK THROUGH TEXT THEY DEVELOP A NETWORK OF STRATEGIES FOR ATTENDING TO DIFFERENT SOURCES OF INFORMATION.

Structural cues

Visual cues

Meaning

Cues

MORE QUESTIONS ABOUT ASSESSMENT???

Pgs. 54-55

90 Second Speed Date

ROAD MAP FOR THE DAY

Assessment and OrganizationFor Differentiated Instruction

Data Driven Decision Making

Strategic Teaching in Small Groups

Overview

Why is knowledge of “Change Over Time”

important?

# GUIDED READING LEVELS•Descriptors of the reader at each level• Key points for teaching at each level•How readers change at each levelWhy is this critical?

WHERE TO GO IN THE TEXT……• Pre Emergent 56-57• Emergent Pages 56-57• Early Pages 106 • Transitional Pages 144 • Fluent Pages 178

HOW DO I GROUP STUDENTS FOR GUIDED READING?

•Keep group size small (5-8 students)•Base small groups on instructional need with specific instructional strategies in mind•Be Flexible!

45

GROUPING STUDENTS

THINGS TO CONSIDER•Place students on similar levels with similar needs together.•Students may go into more than one group•Try to keep it to 4 groups or less for management purposes.

COMMON THREADS

ROAD MAP FOR THE DAY

Assessment and OrganizationFor Differentiated Instruction

Data Driven Decision Making

Strategic Teaching in Small Groups

Overview

Making Connections,

Review or Practice

Text Reading

Strategic Teaching Points/

Revisiting Text

Word StudyVocabulary

Guided Reading

Common Core• Comprehension• Foundational Skills• Vocabulary

Sight words, review story, making words, fluent rereading

Text IntroStudents reading Text, teacher listens in

How words work, new vocabularyFocus on

strategies,Comprehension

How does writing fit at your level?

PARTS OF THE GUIDED READING LESSON

Page 96: The Emergent Reader

Page 173: The Transitional Reader

GET FAMILIAR WITH EACH GUIDED READING LEVEL• Pre Emergent 56-57, 63• Emergent Pages56-57, 86• Early Pages 106 and 117• Transitional Pages 144 and 157• Fluent Pages 178 and 189

FOR YOUR LEVEL……

• What materials?• Preview the Lesson Plan….• Preview the rubric• Key things to remember when

– introducing the text– Planning teaching points– Selecting word work– Selecting the text

4 VIPs

SUMMARY FOR PLANNING A LESSON• Know the reading level of the group• Choose your focus based on data

– Emergent page 57– Early page 106– Transitional page 145– Fluent page 180-181

• 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?

TEXT SELECTIONKNOWING HOW TEXT CHANGE AND SUPPORT YOUR FOCUS

SET A FOCUS AND SELECT A TEXT FOR YOUR GROUPS

How is planning a lesson using the

“Jan Plan”similar and different

from how you planned in the past?

Touch 5

Chairs

I _ D_ _E N_ _N _ _

INDEPENDENCE

Before you can begin small-group instruction, your students must be able to work independently for sustained periods of time.

-Jan Richardson

REA

DIN

G

WO

RK

SHO

P• Whole Group Mini-Lesson- 20 minutes • Guided Reading Group (1)- 20 minutes• Guided Reading Group (2)- 20 minutes• Guided Reading Group (3)- 20 minutes• Guided Reading Group (4)- 20 minutes• Whole Group- Closure- 20 minutes

• Whole Group Options: Shared Reading, Read Aloud with emphasis on standard, Interactive Writing, Phonemic Awareness or Word Work instruction

•Scheduled•Transitions•Organized•Practiced

CLASSROOM SNAPSHOTS

ANCHOR CHARTS- THE HEART OF TEACHING

STRUCTURE

Learning Targets

Strategic Teaching

Stations

IndependentBook Boxes

CLASSROOM DESIGN WITH WORKSTATIONS IN MIND

80

More questions about CLASSROOM

MANAGEMENT?

Pgs. 29-31

PGES CONNECTION DOMAIN 1 AND 2

WE HAVE ARRIVED!

•1 thing that you will do to get started•1 thing that will be challenging

HOMEWORK

#CKECGUIDEDREADING