Guided Reading Presented by: Anena Kipp

What is Guided Reading  A teaching method designed to help individual children develop reading behaviors and strategies that will help them to become proficient readers both at the word level and for comprehension of text.  Direct instruction.  Supports the development of essential phonics, fluency and text comprehension for beginning readers.  Emphasize vocabulary development, advance word analysis, and ext comprehension in more proficient readers.  Provides teachers with a window to their reading behaviors

Guided Reading is Not a Stand Alone Program Read Alouds Shared Reading Guided Reading Independent Reading Modeled Writing Interactive Writing Structure Writing Process Writing Independent Writing

Target Behaviors of Emergent Readers Understand print concepts directionality (left to right, top- bottom) upper and lower case 1-to-1 matching Learn that print carried the meaning Learn that letter sounds match print Develop a sight-word vocabulary

Emergent Behaviors Continued  Begin to use phonics skills to decode unknown words  Use picture cues to help unlock text  Start to develop reading fluency  Link personal experience to text  Create a link between oral language and print

Emergent Level Guided Reading Lesson 3 Basic Components Part: 1 Familiar rereading Part 2: Introduction of new story or book Part 3: Scaffold reading

Target Behaviors of Developing Readers Solidify knowledge of print concepts word vs. letter 1:1 word match on multi-syllabic words Increase the number of high frequency words they recognize in print Solidify knowledge of all letters (letter identification) and common corresponding sounds

Developing-Level Continued Use letters and corresponding sounds in concert with meaning and structure to decode new words Use chinks (rimes), spelling patterns, and analogy to figure out new words Begin to read basic punctuation Use all three cueing systems to read new text

The Developing-Level Guided Reading Lesson Part 1: Familiar reading Part 2: Introduction of a new book or story Part 3: Scaffold reading Part 4: Returning to the text

Target Behaviors Of Fluent-Level Readers Effectively read a variety of nonfiction and fiction text Consistently use self-monitoring, searching. Crosschecking, and self- correcting strategies on long stretches of text Use spelling patterns, “chunks”, and analogies to maintain meaning as they read Read familiar text with fluency and phrasing

Target Behaviors for Fluent- Level Continued Discuss ideas from text, demonstrating understanding Make and support inferences based on information in the text Demonstrate and understanding of and empathy with characters Effectively respond to text through writing

The Fluent-Level Guided Reading Lesson 3 Basic Components Introduction of new text Scaffold reading Follow-up activities

Components of a Guided Reading Lesson Group students Introduction to the book-usually unfamiliar text Students read out loud from same book at same time Students read an entire text of an established part Reading of the book and scaffolding of reading Teacher supports reading at point of difficulty for student Texts gradually become more difficult Discussion of the book, teaching points and follow-up activities

Planning a Guided Reading Lesson Select a book to meet the needs and interests of the student Review the book yourself for vocabulary and content Do students have the background knowledge of the topic? Keep in mind the strategies the students has under control Will the book provide and appropriate challenges? Is the length appropriate?

Text Difficulty 95% and above-Text is too easy 90-94%--Instructional level 89% and below—Text is frustrational for the child

Checking Comprehension

Fluency Levels Rubric 1.Very little fluency; all word by word reading with some long pauses between words; almost no recognition of syntax or phrasing; very little evidence of awareness of punctuation; perhaps a couple of two—word phrases but generally disfluent; some work groupings awkward. 2. Mostly word-by-word reading but with some two- word phrasing and even a coupe of three or four word phrases; evidence of syntactic awareness of syntax and punctuation; although not consistently so; rereading for problem-solving may be present

Rubric Continued 3. A mixture of word-by-word reading and fluent, phrased reading; there is evidence of attention to punctuation and syntax; receding for problem-solving may be present 4. Reads primary in larger meaningful phrases; fluent, phrased reading with a few word-by- word slow downs for problem-solving; expressive interpretation is evident at places throughout the reading; attention to punctuation and syntax; rereading for problem-solving may be present but generally is fluent

What are the other students doing??

Good Luck!!!!