Small Group Instruction Guided Reading Small Group Instruction

Magic Happens at the Table

Guided Reading Is…… 60 minutes: uninterrupted time 3-6 students in a group 2-3 groups per day (20-30 min per group) pulling lowest group at least 4 times a week grouping students according to reading level using current istation data maps and/or running records keeping materials close to your GR table having an organized and current lesson plan notebook

Guided Reading Is Not…. round-robin reading choral reading a teacher read aloud echo reading Negotiable in your classroom

Framework for Guided Reading Groups K-2 Familiar Reading/Running Record 2-3 minutes Letter and Word Work 5 minutes Guided Writing 5-7 minutes Guided Reading (new book) 15 minutes Book Introduction 1-2 minutes Reading 10 minutes Questioning 3 minutes

Lesson Plan for Guided Reading Week of: ___________________ Group: ____________________ Level: ________________   Monday Tuesday Wednesday Thursday Friday Familiar Read Running Records Student Text Level Accuracy SC Letter and Word Work Guided Writing New Book Strategies/Skills Anecdotal Notes

Familiar Reading each child has 3-5 of the previous NEW books in bag independent reading-students select and read previously read books from their bag oral, whispered or silent reading (not choral) teacher assesses one student each day by taking a running record while other students read their familiar books

Running Records yesterday's new book no more than 100 words one student tests per day, per group in K-2 other students are reading familiar books independently * in-depth Running Record training will take place on campus as needed... Stop and model

Letter and Word Work Driven by Students’ Weaknesses Letter names and sounds Match or sort initial or final sounds Rhyming words Syllables (clap or chin)/6 syllable types High Frequency Words (make/read/write) Blending ( CVC, CCVC, CVCC, CVCe) Say words slowly and write letters related to sounds nothing NEW is taught at this time!!! have all word work materials pre-planned before each lesson Nothing new is taught at this time Have all word work materials planned and pulled before lesson starts

Letter and Word Work (cont.) Change beginning, middle, or ending letter to make one syllable words (ex. fan/man—pin/pan) Plurals—s, -es Compound words-put together and take apart Read and take apart words with digraphs Add inflectional endings (-ed, -ing) Read/write/sort words with 2 and 3 letter blends Read and take apart contractions

Letter and Word Work (cont.) Take apart words using onset and rhyme Make possessives by adding ‘s to a singular noun Recognize homophones (sea/see, meet/meat)/ Homographs (ball, watch) Make/read/write words with long vowel pattern Read words with r controlled vowels Add simple prefixes and suffixes to words Stop and model

Guided Writing One student generates a sentence based on a previously read book. ** Tip: The child that did the running record creates the sentence. Students do not copy the generated sentence. The students need to say the sentence several times and count the words before they begin to write. The students write 1 or 2 sentences while the teacher supports the writing process by teaching writing strategies.

Guided Writing (cont.) All practice is done on the page above. (Sloppy Copy) Allow students to write with markers, pens, etc. All mistakes on the writing page (the bottom page) are corrected with cover-up tape. (Neat Sheet) Students are held accountable for writing what they are able to write. Have students date the bottom of each writing page. Stop and model

Guided Reading- NEW BOOK Introduction Otherwise Known as a PICTURE WALK! F&P say, “The key to a student’s access to the book is your introduction! It is a brief and lively discussion in which the teacher interests the children in the story and produces an appropriate setting for reading.”

New Book Introduction Format introduction of new book/picture walk - you do not need to discuss every single page students read independently (staggered reading) in a soft voice while the teacher focuses on each reader for a short period of time - this is NOT a time for choral reading - teacher will make anecdotal notes on the lesson plan about students’ reading behaviors while listening closure and discussion of the reading (comprehension)

Guided Reading: Making It Work Mary Browning Schulman and Carleen DaCruz Payne Look to see if students are using these cues Sound It Out doesn’t always work

Guided Reading Notebook

Rotation Schedule Example

Rotation Schedule Example Monday Tuesday Wednesday Thursday Friday 1st Rotation Group 1 2nd Rotation Group 2 Group 3 3rd Rotation Group 4 Group 5 Discuss how to get students into homogeneous groups

Organization of GR Area materials that need to be close to your GR table: - magnetic letters - white boards - erasers for white boards - sentence strips (cut up sentence for lower groups mainly in K-1st) - expo markers - post-it correction tape - markers and highlighters - containers or big baggies for Familiar Reading books - writing journals

Organization of GR Area

Guided Reading Video K-2