1. Guided Reading in the Here and Now. Welcome! Please sign in and take an agenda. Dr. Darl Kiernan Cathy Schmidt

2. Celebrations!

3. Essential Question:  How can we become more intentional with our use of effective literacy instruction, interactions with students and materials aligned to the CCSS to “drive” each students’ literacy development?

4. Objectives:  Reflect on current Guided Reading practice  Review and revisit the purpose and structure of GR- the latest from Fountas and Pinnell  Use current data to plan for an upcoming small group reading lesson

5. Brainstorm and Categorize 

6. Pre-survey: Time to Reflect

7. What is guided reading?  “An instructional context for supporting each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty” (Fountas & Pinnell, 1996, p.25).

8. “The Romance with guided reading is well under way!”  “The reality is that continuous professional learning is needed to ensure that this instructional approach is powerful”.

9. core (n.) late 14c., probably from Old French coeur "core of fruit, heart of lettuce," lit. "heart," from Latin cor "heart," from PIE root *kerd- "heart" (see heart). Nuclear reactor sense is from 1949

10. I “To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high- quality increasingly challenging literary and informational texts” (CCSS, p. 10). “It is vital to support students in taking on more challenging texts so that they can grow as readers, using the text gradient as a ‘ladder of progress’ (Clay, 1991, p.15).

12.  “There is an important difference between implementing parts of a guided reading lesson and using guided reading to bring readers from where they are to as far as the teaching can take them in a given school year.”

13. “We address three big areas that offer new learning in the refinement of teaching in guided reading lessons, bringing together the romance in guided reading with the reality of its depth.’

14. 1.Readers and the reading process 2.Texts 3.Teaching

15. Where does it fit?

16. Grouping for instruction: What criteria are you using to form groups? What does every member of the group need to practice during small group instruction? What will be your instructional focus?

17. Let’s take a break!

18. Focused Reading Partners: Share and compare your text markings: Groups at Work – Copyright MiraVia LLC – All rights reserved √ I know this ! This is really important information ? Huh?/ I’d like to know more

19. Video http://www.youtube.com/watch?v=y9F_AV4 Yhbk

20. Planning Time

21. De-brief and Share Three 1 “ah ha” from today’s summit 1 piece I am wrestling with from today’s work 1 item I know I will think about down the road

22. Thank you for your participation today! Please schedule a time with your coach.  The Striving Readers team is looking forward to next steps!