Johanna Keehn EDU 215 Rising Stars Professor Dr. Taddei 2015 GUIDED READING: A STRATEGY PRESENTATION

Helpful Definitions “Guided reading is a form of small-group reading instruction in which students are given practice and support in using cueing systems to better their reading abilities and comprehension skills.” “Cueing systems are the cues we use to make meaning of written words, visual cues, phonic cues, and syntactic cues. Using what we know about written language to be able to unlock unknown words and sentences.” “Book Walks are an introduction to a book in which an adult and child turn through the book page by page, looking at the pictures and making predictions about the story.”

Guided Reading Steps Group the students for instruction Begin the process – Book Walk Read aloud but not in unison Pair students for additional practice Teach minilessons based on student needs Asses on a regular basis

Mufaro’s Beautiful Daughters by John Steptoe Pick a book that the class is interested in Create smaller groups of students Introduce the book Instruction

Book Walk What do you think is going on? What do you think will happen? How do you think the book will end?

Independent Read Aloud Students will be able to read at their own pace Teacher can walk around the room and listen to individual students The teacher can ask different prompting questions to promote self-monitoring and comprehension

Questions to ask  Give it a try. How does it begin?  Does that make sense?  Try that again, there was a mistake. Can you find it?  Did it match?  Were there enough words?  Does that make sense? Look at the whole word. Student Behavior A.Skipping words B.Incorrect reading of a word C.Guessing words D.Substituting words that start wit the same letter E.Appealing for help from the teacher F.Inserting extra words INDEPENDENT READ ALOUD GAME

Mini Lessons Based on Individual Student Needs If a student needs help with context clues  Have the student look at how a new word is used  Have the student look are the surrounding words in the sentence  Have the student look at the sentences before and after If a student needs help with unfamiliar vocabulary  Have the student use the illustration to try to guess the vocabulary  Translate the word into native language  Have picture flash cards with new words and native language If a student is not able to answer questions after reading  Reread parts of the story  Help student to find clues to make a guess  Find ways to connect information to the individuals’ background knowledge

Tips for Teachers for Guided Reading Success  Stay organized  Follow the same schedule  Have multiple copies of the same book  Have different books on the same reading level  Make sure the reading level is appropriate for the student who is reading that book  Use books that the students are interested in  Use multiple ways to assess the students and assess often  Ask open ended questions

Assessment Learn how to do an assessment of a formal running record in Reading Methods Accuracy – The ability of a reader to identify words in text correctly or with precision Automaticity – The recognition of words in text instantaneously without the use of strategy or conscious effort Expression – How the individual reads Fluent Reading – Reading that incorporates automatic as well as accurate word recognition along with the use of appropriate phrasing and expression Prosody – The aspects of reading such as stress, emphasis and appropriate phrasing, that when taken together, create an expressive rendering of a text Phrasing – Maintaining appropriate syntax when reading, breaking a sentence into appropriate phrase units.

I tested my six year old daughter who is in first grade. I first gave her the Lost and Found pre-primer level to read. Her time was 1 minute and 25 seconds, which had her reading at 46 words per a minute. I then tested her on the second level reader, Whales and Fish. Her time was 4 minutes and 49 seconds, which had her reading at 41 words per a minute. She had much more difficulty with the level two. Her comprehension of Lost and Found was very detailed; she was able to recall many of the different events in the story and was able to answer all of the Lost and Found questions. In Lost and Found, Julianna had difficulty with the word “was”. She changed it to “has” the first time and “is” the second time. She repeated the second “was” and self-corrected. At the end she changed the word “same” to “swimming” and then “swam”. Julianna then stopped reading to ask me it that was correct. I told her to just keep on reading. I believe that the first and second “was” was a graphophonic error. The first one was also a semantics error; it did not make sense in the sentence. The second one does make sense, it is a syntactic. Julianna was able to self-correct the “is” into the “was” when she repeated the word. At the end of the story, Julianna changed the word “same” to “swimming” and then to “swam”. When she stopped reading to ask if this was correct she was using comprehension, semantics. She knew what it did not sound correct in the sentence. Julianna also left out the word “table” at the end. She had 5 miscues and 2 meaning-change miscues for a total of 7 miscues which is instructional for total accuracy and instructional for total acceptability. After asking Julianna the different questions, her number correct explicit was 5 to make her comprehension of the story independent. For the second level story, Julianna had a lot more trouble. She deleted a whole sentence. Julianna changed “don’t” to “do not”. She changed “large” to “long”. She repeated a word but then self-corrected. I like to change “baby” to “babies”. Most of her miscues were syntactic, I believe if I were able to ask her did that sound right or can you re-read that, she would have been able to self-correct. I think Julianna was also having issues with her visual information, due to trying to read faster with the timer. Julianna’s total accuracy of miscues was 48 which is frustration and 5 meaning- change miscues which would be instructional. Julianna had a harder time with the questions for Whales and Fish but was able to still get the main idea and some details. Julianna got four of the questions correct so she is in the frustration level. She had 2 correct explicit questions, and 2 correct implicit questions.

References Herrell, A., & Jordan, M. (2008). Fifty strategies for teaching English language learners (3rd ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall. Mufaro's Beautiful Daughters (Reading Rainbow Books) Hardcover – March 31, (n.d.). Retrieved June 28, 2015, from Daughters-Reading- Rainbow/dp/ /ref=sr_1_1?s=books&ie=UTF8&qid= &sr=1- 1&keywords=cinderella africa Assessing Fluency. (n.d.). Retrieved June 28, 2015, from Fluency