Saskatchewan Reads for Middle Years This professional development module for teachers uses Regina Public Schools document as its anchor. Provide a handout of “Regina Public Schools Reads for Middle Years: Big Ideas of Reading”: https://saskatchewanreadsforadmin.wordpress.com/connecting-sk-reads-to-other-subjects/sk-reads-self-assessment/middle-yearshigh-school/ Document page numbers are referenced on slides Scaffolded / Guided Reading Module utilizes “Regina Public Schools Reads for Middle Years: Big Ideas of Reading” document

Saskatchewan Reads Background A support for teachers in meeting the provincial outcome “80% of students will be reading at grade level by 2020.” The work of the Provincial Learning Team teachers, administrators, directors and First Nations authorities A research-based companion document to the ELA curriculum

Big Ideas of Reading What are your beliefs about learning to read and teaching reading? Turn and talk Share out Proceed to slide 6 if staff has completed any of the other modules

Big Ideas of Reading Skim the section “Overarching Principles” from Saskatchewan Reads (p. 2-3) Check the bullets that concur with your beliefs about learning to read and teaching reading Which statements were new? Share out

Goals of Proficient Reading Read page 4 Proficient readers incorporate all three goals when reading Engaged readers Comprehension Fluency

Gradual Release of Responsibility Page 6 and 7 - Not necessarily a linear process but responsive to student neeed Pg. 6

Gradual Release of Responsibility Teacher models making connections to whole class Teacher and students practice making connections together Teacher works with students who require support for making connections Students practice making connections with independent reading selections Page 6 Not all students may require the same amount of scaffolded instruction through guided reading Some students may be able to work independently without further support Sample strategy: Making Connections

Scaffolded/Guided Reading TASK: Thumbs up if you agree with the following statements: Guided reading is…. Teaching the text One student reading at a time while other students follow along (round-robin reading) Students practicing reading for the majority of the time Each student receiving the same amount of instruction

Scaffolded/Guided Reading TABLE TASK: Review the table on pg. 13 Discuss ‘KNEW’ (what you already knew) Discuss ‘NEW’ (what you learned)

Scaffolded/Guided Reading Choosing Texts Inclusive and culturally responsive Multiple genres Aligns with students’ individual needs based on formative assessment Purpose Reinforcement and practice with teacher support The bridge to independent reading Page 12 Pg. 12

A Sample Guided Reading Lesson Time Frame Focus Teacher Student 5 minutes Before Reading Activities Ex. Vocabulary, Making Predictions, Author’s Purpose, Brief Synopsis Following and participating 10 minutes During Reading Activities Set a Purpose for Reading ex. identifying non-fiction text features Tap in to listen and prompt or discuss purpose Independent reading; read aloud when teacher prompts After Reading Activities Teacher addresses area of focus Ex. how did the non-fiction text features help you to understand the text? Word Work if needed Participating in discussion Suggested breakdown of a guided reading lesson

The Guided Reading Lesson Instruction can go over multiple days Day 1: Text may used to listen for students’ accuracy and basic retell Day 2: Text is continued or reread with a focus on fluency and deeper comprehension Day 3: Text is used a spring board for writing When ready, students practice focus strategy using independent texts This is only one example of how one text can be used over multiple days. In other cases, the reading of the text itself may take several guided reading sessions to complete.

Video Samples Within the research there are variations of the structure of scaffolded / guided reading. These variations include time, formation of groups and selection of texts. (SaskReads) The following videos demonstrate different structures / groupings for scaffolded instruction: Guided Reading (level) Strategy Groupings (strategy)

Videos: Guided Reading Lesson These videos show the teacher working in a small guided reading group, focusing on one comprehension strategy: 8th Grade Literacy: Small Group Guided Reading - Identifying the main idea of the text 7th Grade Guided Reading - Asking Questions (Jan Richardson – start at 17:40) 7th Grade Guided Reading “Asking Questions” (Jan Richardson) https://www.youtube.com/watch?v=2I8mk9dp8yg (start at 17:40) Note: the first part of the video shows Jan Richardson teaching a whole-class lesson on “Asking Questions” that leads directly into the guided reading and independent practice 8th Grade Literacy: Small Group Guided Reading (Identifying the main idea of the text) https://www.youtube.com/watch?v=ywzqEwxi4y8

Video: Strategy Grouping Lesson This video shows students practicing the same strategy but using self-selected independent texts. Grade 4-6: Serravallo Text features with non-fiction Video from Seravallo Grade 4-6 - Text features with non-fiction https://www.youtube.com/watch?v=XUdCUtHCKRI (0 – 4:23)

Management and Assessment Sample Rotation Schedule Groupings Record keeping Diagnostic data

Language Arts minutes per week: Sample Rotation Model Language Arts minutes per week: Grades 1-5: 560 minutes Grade 6: 510 minutes Grades 7-8: 300 minutes Time Group # 9:30-9:50 Word Work/Literacy Activity Guided Reading Writing Reading 9:50-10:10 10:10-10:30 Possible rotation for grades 4-6 based on available minutes

Sample Rotation Model Language Arts minutes per week: Grades 1-5: 560 minutes Grade 6: 510 minutes Grades 7-8: 300 minutes Time Group # 9:10-9:30 Whole Group Instruction: mini-lesson (modelled and shared reading) 9:30-9:50 Guided Reading Reading/Writing Reading 9:50-10:10 Writing Possible rotation for grades 7-8 based on available minutes

Groupings TASK: Sort the following Grade 4/5 students into five guided reading groups. Sample of matrix –A – Z Tip: use coloured pencils to record names (red, yellow, green, blue) Students on next 2 slides

Groupings Grade 4 NAME NOVEMBER MARCH JUNE Jacob S M Taven B Ryden P L   MARCH JUNE Jacob S M Taven B Ryden P L Peter P Q Seth B Zoey W G Sienna N Dru S V November data for Grade 4 students

Groupings Grade 5 NAME NOV. MARCH JUNE Daniel B U Landon B V Dante D S   MARCH JUNE Daniel B U Landon B V Dante D S Brittany F T Brandon M G Jordan W P Kelson W Q Lane F Sean B R Amelia W Austin W November data for Grade 5 students

Possible Groupings Goal is to work with red and yellow groups every day green and blue groups as often as possible G LM PQR QRS TUV Brandon Austin Zoey Ryden Seth Taven Jacob Jordan Lane Kelson Sean Amelia Peter Sienna Dante Brittany Daniel Dru Landon With two levels in a guided reading group, it is recommended to choose the lowest level text for guided reading. With groups of three level variance, it might be possible to choose the middle level to address the needs of the group.

Sample Record Keeping Sample recording sheets Encourage teachers to keep a binder for guided reading notes.

Diagnostic Data Use running records to determine areas of strength and areas of need: Accuracy Fluency Comprehension Identify specific student goals and target during guided reading lessons

Sample Resources Nelson Literacy Next Step Forward in Guided Guided Reading Box Reading – Jan Richardson

Reflection Questions How do I extend my students’ reading abilities to move them toward independent reading? How do I know the scaffolded/guided reading has been successful? Pg. 14