Guided Reading Keys to Effective Independent work and Small Group Instruction Mary Lillestol

Agenda Balanced literacy (k-3 and 4-6) Independent work Small group instruction Personal Goal Setting

What does research tell us? NRP report Dimensions of Effective Instruction – Purpose – Higher Level Questions – Comprehension Strategy Instruction – Student Support vs. Teacher Directed – Active Engagement

Gradual Release in Balanced Literacy Read aloud Shared Guided Independent Pearson and Gallagher, 1983

Schedule for Balanced Literacy (K-3) 30 minutes whole group – read aloud and shared reading 60 minutes guided reading group rotations of 15 or 20 min. – Independent reading MonTuesWedThursFri 15 min

Schedule for Balanced Literacy (4-6) 30 minutes whole group 60 minutes small group rotations of 15 or 20 min. MonTuesWedThursFri 20 min

Schedule for Balanced Literacy (4-6) Mini lesson Literature Circles Book Club 20 – 30 min. Book Club 20 – 30 min. Independent Reading Reading Conferring 35 – 50 minutes Guided Reading 1 st lesson 15 – 20 min. 2 nd lesson 15 – 20 min. Group Share/Evaluation

Independent Work Turn to a partner – What has been successful ? – Why is it successful? – What are the continued challenges

Independent Workers Purpose + Choice = Motivation Setting the purpose for our instruction Giving purpose for independent activity Empowering kids to be purposeful Incorporating purposeful content

The Choices Read to self Read to partner Listen to reading Word work Writing in response to text

Responsive Classroom to establish routines for independence Choosing books Signals Checking in Modeling

Recording Sheet Name _________________________ Date _____________________ RS Read to Self L Listen to story WW Word Work Porter and Lillestol, 2007 RP Read to Partner T Meet with Teacher ESL ESL Teacher

Debrief Take two minutes to debrief with someone next to you. What she said about independent work made me think _______________

Preparing for Small Group Instruction Assess and group Select a focus Select a text

Materials for Guided Reading Leveled books Assessment kit 6 sets of lower case letters (K – 2) Dry erase boards and markers Copies of lesson plans High frequency word charts (K – 2)

Materials for Guided Reading Sound box templates in plastic sleeves Response journals Pictures for sound sorts Post it notes/flags Comprehension cards Timer – a must!

What are the different stages Pre-emergent Emergent Early Transitional Fluent

Lesson format Before reading (3 - 5 minutes) During reading ( minutes) After reading (3 – 5 minutes)

What do we know about the Pre-Emergent Reader? Knows fewer than 40 upper- and lower case letters May not know left to right tracking Confusions between letter and word

Pre - Emergent(pre A) Letter work Sound work Working with books Interactive writing

What do we know about the Emergent Reader? Identifies 40+ letters Identifies some letter sounds Demonstrates basic concepts of print Begins demonstrating one to one tracking Recognizes some sight words

Emergent (1 – 4 or A – C) 2 day rotation Before Book introduction During Students read independently several times while teacher coaches After Day 1 – Teach a sight word/Word study Day 2 – Review sight word/Dictated sentence

What do we know about the Early Reader(5 – 16 or D – I) Able to read and write about sight words Problem solve new words using a variety of strategies Remember and retell what they’ve read Apply phonetic principles in reading and writing

Early (5 – 16 or D – I) 2 day rotation Before book intro During Coaching, modeling, giving feedback After Teaching point based on student need Word Study on day 1/Writing on day 2

Transitional (17 – 22 or J – M) Have a large bank of sight words Still learning to decode big words Continued work on fluency Developing vocabulary and comprehension

Transitional (17 – 22 or J – M) Multiple day rotation Day 1 – Brief book intro, vocabulary, begin reading Day 2 – Continue reading, discussion, (fluency and discussion) Day 3 – Reread, guided writing

The Fluent Reader (N +) Have few decoding problems Reading is smooth and full of expression Continue to work on comprehension with challenging text

Fluent (30 – 50 or N – S) Multiple day rotation Before – text introduction, intro new vocab. During – introduce focus strategy, read (silently) and respond After - writing

Setting personal goals Assessment and grouping Independent work Small group instruction Deepening comprehension Literature circles

Exit Slip Something that squared with my thinking 3 points to remember Something still circling around that I have a question about

References Richardson, Jan. The New Guided Reading Handbook. Arlington VA: Self Publish, Bear, Donald. Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Columbus, Ohio: Merrill Prentice Hall Boushey, Gail & Moser, Joan. The Daily 5: Fostering Literacy Independence in the Elementary Grades. Portland, Maine: Stenhouse Publishers, 2006.