Amy Pregulman Stanley British Primary School January 2015

 Locate Guided Reading within the GRR  Articulate the importance of Guided Reading, while understanding its role within the The 5 Components of Literacy  Articulate main goals of GR  Understand what other students are doing while you are meeting in GR groups

 Phonemic awareness: language is broken up into separate units of sound that when blended together create words K-A-T  Phonics: a set of rules that the English language follows that makes sounds and letters in the alphabet consistent (spelling/decoding)

 Fluency: grouping words in a meaningful way within a sentence to aid in the readers’ overall comprehension of the text.  Vocabulary: Words we need to know in order to communicate with others. Vocabulary is very important in word recognition.

 constructing meaning from text based on what the reader already knows

Teacher Modeled Shared Writing/ Reading Small Groups: Guided Reading/Writ ing Student Independence Pair Share: thinking together

 Locate Guided Reading within the GRR: ◦ If the teacher is in control, then it’s a form of guided reading even if it’s not called that.  Other names: ◦ Flexible grouping ◦ Small groups 

 Student Accountability: Guided Reading Kidstations ◦ Read first part of article ◦ Write a quick response in you WNB ◦ Share your thinking in pairs

 Incorporating short breaks for our learners  Everyone needs a break  How am I using a moment to relax and refresh my learners?

 What is my goal? ◦ Identifying which students need what instruction  Assessments (using leveled books)  Learning new strategies to choose just right texts  Fluency  Summarizing  Breaking apart unknown word/ multisyllabic words  Book discussions

 Bookwalk:  Introducing the book through illustrations  Identifying unknown vocabulary or difficult words students might not understand or be able to decode  Text features

 Word Work: ◦ What decoding strategies can you pull out of the book to teach? ◦ How does the text match what you want to teach?

 Comprehension ◦ Problem? ◦ Characters? ◦ Setting?

 Listen to the students read independently ◦ Take Running Records ◦ Students “whisper read”

 How To Organize Guided Reading ◦ What are the other children doing? ◦ How much time? ◦ Is what the children are doing MEANINGFUL??? ◦ Is it connected to their learning? ◦ Is it helping them become a better reader, writer, thinker?

Do This!Not That!  Meaningful ◦ Independent reading ◦ Reading response ◦ Word work practice (on which they have they have had instruction) ◦ Sight word practice ◦ Fluency practice ◦ Vocabulary development  Busy work ◦ Worksheets ◦ Handwriting (unless it is monitored) or very thoughtfully planned ◦ Grammar book ◦ Word work not based on instruction ◦ Word games

 What are some ideas you could try?  What questions do you still have?

 Read To Self ◦ What comprehension strategies are you working on?  Read To Partner ◦ Reading together and discussing the text  Work On Writing ◦ Writer’s workshop ◦ Reading Response  Word Work ◦ Activities linked into spelling/high frequency words ◦ Listening to Reading (5)

 Incorporating technology into your literacy time  Storyline Online Wilfred Gordon McDonald Partridge

 Websites ◦ ◦ Choiceliteracy.com (membership) ◦ Thedailycafe.com (membership) ◦ Energizing Brain Breaks ◦ International Reading Association (membership)  The Reading Teacher  Reading Research Quarterly