1. Using the Four Block Framework for Students with Disabilities Guided Reading

2. Lets’s Play! Comprehension of Text

3.  Working With Words  Guided Reading  Self-Selected Reading  Writing

4. Expected Outcomes: Participants will: become familiar with the components of the Guided Reading Block learn strategies to implement the Guided Reading Block in their classroom

5. Let’s look at our books 63-65 Overview 42-43 66-68B/D/A Reading44-45 71-73Variations46 74-75 Coaching Groups 56-65 75- 78-79Making the block multi-level 76-77

6. Book Summary “Without instruction aimed at making meaning from text, children are left with the impression that reading is merely decoding words and saying them aloud.” Erickson & Koppenhaver pg. 64

7. Book Review Continued… For children with the most significant disabilities, making connections to text (before-, during-, and after- reading) often requires involvement from the child’s family. Erickson & Koppenhaver pg. 68 How can we accomplish this task?

8. Book Review Continued Again… We need to be sure that our students have a clear understanding of why they are doing what we ask them to do… Without a purpose or plan; reading becomes “just saying the words on the page…”

9. Goals: Teach comprehension skills and strategies. Teach children how to read different types of literature. Develop background knowledge, oral language, and meaning vocabulary. Provide as much instructional-level reading as possible. Maintain the self-confidence and motivation struggling readers. Overview of Guided Reading

10. Pre-Reading We need to do Pre-Reading activities with our students so that they can –Make a personal connection with the new material –Access and/or assess their prior knowledge –“Stick the velcro on their foreheads so the new information has something to stick to!” (But please don’t really stick velcro to your students…)

11. Expose children to a wide range of literature Teach comprehension strategies Teach children how to read material that becomes increasingly harder  Help students develop the skills and understandings necessary to be strategic in reading a wide variety of texts  Provide experience in a wide variety of text types  Increase student ability to self-select and apply purposes for comprehending Purposes

12. Pre-Reading Activities Building and accessing prior knowledge Making connections to personal experiences Developing vocabulary essential for comprehension Taking a “picture walk” Making predictions Setting purposes for their reading Starting a graphic organizer or KWL chart Exploring the Text structure

13. Pre-Reading Activity PreP

14. During Reading : Coaching Groups: Small Flexible Groups ( E & K pg. 74-75) All children participate in whole-class before- and after- reading lessons But during-reading they work in different groups, individually, or with partners during reading Make sure “extra hands” are available for the during- reading small, flexible groups!

15. During-Reading Activities Choral Reading Echo Reading Shared Reading Partner Reading Three-Ringed Circus Book Club Groups Everyone Read T0… (ERT) Sticky Note Reading

16. During Reading Activity Sticky Note Reading

17. After-Reading This is where we come back together as a whole group. Stay focused on the purpose you set for reading…don’t go “hopping down the bunny trail”

18. After-Reading Activities Discussing the text Acting Out the Story- “doing the story” Graphic Organizers Somebody Wanted But So (Then) – 1 sentence summary

19. After-Reading Practice Somebody Wanted But So

20. Vocabulary Using Sorts Picture Sorts: are used to teach children how to categorize sounds and to associate sound segments with letters and spelling patterns Word Sorts: like picture sorts except printed word cards are used Concept Sorts: sorting pictures or words by concepts or meaning is one of the best ways to link vocabulary instruction with what your students already know and to expand their conceptual understanding of essential reading vocabulary

21. Reading Activities…the AT way! Adapt versions of text for the computer Scan and import illustrations to multimedia software program Include MPEG videos of topic to augment student’s understanding of topic Add text which computer will read aloud Click of a mouse will turn the pages of the electronic book

22. Weekly Lesson Plan /Follow-Up Complete the Guided Reading Block Weekly Lesson Plan Let’s look at “A Typical Week in the Guided Reading Block” Erickson & Koppenhaver pgs. 79-83 What are your thoughts on how this will look in your class?