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Office of English Language Arts PreK - 12
Guided Reading: An Introduction Office of English Language Arts PreK - 12
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Learning Outcomes: I can explain how the MDCCRS have impacted reading (and in particular small group reading) instruction. I can incorporate effective guided reading practices that will enable my instruction to meet the instructional demands of my students. I can identify student assessment data to plan for effective small group instruction. The MD College and Career Ready Reading Standards call for students to be able to read and comprehend complex literary and informational texts independently and proficiently. In order for students to access this standard, they must have foundational skills which are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.
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Balanced Literacy Balanced Literacy Speaking and Listening
Read Aloud Independent Writing Guided Writing Interactive Writing Shared Writing Modeled Writing Independent Reading Guided Reading Word Study Shared Reading Speaking and Listening Speaking and Listening Skilled reading is developed through a balanced classroom literacy program. Take a moment to think about how the components are represented in this balanced literacy model. What do you notice? (wait time) No component is more important than the other. According to Fountas and Pinnell, balanced literacy refers to a set of instructional literacy practices, which encompass methods for teaching to the whole class, small groups, and individuals according to need and interest. A balanced classroom literacy program: Includes a variety of instructional approaches in reading, writing, and word study. Provides opportunities for teachers to be responsive to the needs of their students. Capitalizes and develops the strengths of readers while also building and providing supports to develop the deficit skill areas. Speaking and Listening
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Balanced Reading Approaches
Grouping Text Level How Text Is Read Purpose Read Aloud Whole Above grade level By the teacher Model fluent reading & reading strategies Motivate students to read Shared Reading Small On grade level Students read with the teacher Teach strategies Support language Guided Reading Instructional level (varies by student) Students read text independently while teacher coaches Practice reading strategies with teacher support Differentiate instruction based upon needs Self-selected Reading Individual Independent level Independently Enjoyment & fluency Practice strategies that have been internalized Note the grouping and how the text is read.
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Core Instructional Components for a Balanced ELA Block
Shared Learning Experiences Responsive Small Group Instruction Small Group Scaffolding Enrichment Acceleration Meaningful Independent Work Foundational Skills – Word Work Phonemic Awareness/Phonics/Spelling/Fluency/Grammar
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What is guided reading? What is it NOT?
Concept attainment is the process of defining concepts by finding those attributes that are absolutely essential to the meaning and disregarding those that are not; it also involves learning to discriminate between what is and what is not an example of the concept. GROUP SORT
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What Guided Reading Is Essential component of a high-quality,
balanced literacy framework. Responsive to students’ needs. Provides customized small group instruction. Builds readers’ effective processing systems over time. Underscores the critical role of appropriate texts with expert teaching in order to move students’ reading abilities.
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What Guided Reading Is Explicit and deliberate instruction:
Based upon ongoing assessment. Incorporates word work and/or strategy instruction. Applied to connected text at students’ instructional level.
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What Guided Reading Is Based on students’ strengths and needs:
Students of similar reading processes are grouped together. Flexible small groups. Group size is limited to 6 students. Meet daily, or at least three times a week. 15 to 20 minutes per group.
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What Guided Reading Is NOT!
A program. Fixed reading groups. Text selection or instruction based upon “what comes next” in the basal. Students reading aloud, page by page, often with round-robin or “pop-corn” approaches. Workbook or worksheet responses to reading.
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Assessments and Grouping for Guided Reading
Think about the types of assessments you currently use in your classroom and how these assessments support your beliefs about reading and reading instruction. In what ways do you use these assessments to group students, choose texts, and know what to teach? Small group instruction provides teachers the opportunity to create customized learning experiences for the variety of students in their classroom. In order to make responsive decisions, teachers use a variety of assessment data to determine students’ specific strengths and needs. TURN and TALK to share how they use assessment to group students, choose texts, and know what to teacher. The primary assessment needed to accurately group students for guided reading is a running record.
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Assessments and Grouping for Guided Reading
Conduct a running record. Assess comprehension with oral retell and questions. Running Record Resources: Wonders Assessment Handbook – Running Records, Leveled Passages, Scoring, and Miscue Analysis Fountas & Pinnell Benchmark Assessment On-The-Mark Benchmark Assessment (A-J) Running records assess comprehension with oral retell and questions. Running Record resources can be found in the Wonders Assessment Handbook, the Fountas and Pinnell Benchmark Assessment, and the On-The-Mark Benchmark Assessment.
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Grouping Students for Guided Reading
Determine the instructional reading level for the text read during the running record, using the percentage of total accuracy with comprehension. Independent: 95% - 100% Instructional: 90% - 94% Frustration: Any score < 90% A students placement in guided reading is determined by their instructional reading level.
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Grouping Students for Guided Reading
Use the running record level to determine instructional levels and grade level correlations. See the Fountas & Pinnell Grade Level Correlations This document is located in your folder.
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Additional Assessments for Guided Reading
Letter Identification Phonemic Awareness Screening Sight Word List Beginning or Advanced Decoding Survey Wonders Phonics Survey Dictated Sentence Spelling Inventory Writing Sample Assessment should help us know how to group our students, what text to use with each group, and what strategy to teach. On-going assessment is needed to help us understand the needs of individual students, where they are, and where we want them to go.
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On-Going Assessment It is important to conduct on-going assessments for the effective delivery of guided reading instruction. On-going assessment: Informs teaching points Allows for flexible grouping Assessment should help us know how to group our students, what text to use with each group, and what skills and strategies to teach in order to access text. On-going assessment is needed to help us understand the needs of individual students, where they are, and where we want them to go.
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Assessment Summary Chart
This assessment summary chart is available for every level of reader. This can be found online and can help you tailor your instruction
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Components of a Guided Reading Lesson
Introduction to the Text Reading the Text Discussion of the Text Teaching Points * (Responsive) Word Work * (Responsive, may occur before reading or introducing the text) Running Record Extending the Understanding – Writing Examine the lesson plans in your folder.
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Guided Reading and Writing Lesson Structure
Jan Richardson’s Day 1 Transitional Lesson Plan This is the structure for a transitional guided reading and writing lesson plan.
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How is Guided Reading Different For Intermediate Students?
Part of responsive small group instruction. The number of days a week you provide guided reading depends on the students’ current reading ability. A fourth grade student reading on a first grade level most likely needs daily guided reading lessons. A fourth grade student reading on a third grade level most likely needs two to three guided reading lessons a week. Students reading on grade-level do not need necessarily guided reading (need pathway instruction). Students receiving daily guided reading are exposed to grade-level texts and standards during shared learning and possibly independent work (listening to the grade-level text)
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Guided Reading Resources for Intermediate Students
“How to Be a Smart Shopper” Grade 2 Level J Examine the lesson plans in your folder.
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Guided Reading Resources for Intermediate Students
“George’s Giant Wheel” Grade 4 Level J
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Guided Reading Resources for Intermediate Students
“The Quest” Grade 2 Level J
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Guided Reading Resources for Intermediate Students
“The Dream Team” Grade 4 Level J
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Guided Reading Resources for Intermediate Students
“A Different World” Grade 3 Level I “A Different World” Grade 3 Level K Besides the leveled readers available through Reading Wonders and your school’s collection of leveled books, you also have access to McGraw Hill’s More Leveled Readers Library, a collection of over 7,000 leveled titles. In this database, texts of the same title are available on multiple guided reading levels. The search feature allows teachers to narrow their search for leveled texts by grade level, GR level, genre, topic, etc. The More Leveled Readers library must be accessed through Reading Wonders on BCPSone. ( demonstrate access?)
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Guided Reading Resources for Intermediate Students
“A Visit to Big Bend National Park” Grade 5 Level N “A Visit to Big Bend National Park” Grade 5 Level Q
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Look-Fors in the Guided Reading Lesson
How did the teacher… Support students’ skill and strategy development for making sense of text? Provide a small-group setting that allows students to feel safe and supported? Coach students during their reading processes? Revisit specific teaching points, skills, and/or strategies? We are going to watch a guided reading lesson plan. As you’re watching note how Jan: Supports students’ skill and strategy development for making sense of texts Provides a small-group setting that allows students to feel safe and supported Coaches students during their reading and writing processes Introduces or revisits specific teaching points, skills, and/or strategies A note-taking sheet has been provided on your table.
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Reflections
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Considerations for Teaching Guided Reading
Time Materials Classroom management Behaviors Differing student abilities within the classroom Teacher knowledge
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Guided Reading Texts Wonders leveled texts
Leveled texts in the repository Leveled texts from the school collection. Ready Readers Wright Group HM Little Readers for Guided Reading Materials
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Management What are the other students doing?
Small Group Instruction Close reading of shared reading texts, guided reading of leveled texts, guided writing, targeted interventions, collaborative discussions, and literature circles. Independent Work/Centers Individual work, partner work and collaborative small groups to complete tasks, related to Phonics and Word Work, Shared Learning Experiences, Writer’s Workshops, research, and vocabulary. Independent Reading and Writing Self-selected texts and writing in order to develop fluency, comprehension, and a love of reading and writing. Small Group Instruction is customized for a group of students of similar abilities to address close reading of shared reading texts, guided reading of leveled texts, guided writing, targeted interventions, collaborative discussions, and literature circles. Independent Work includes individual work, partner work and collaborative small groups to complete tasks, related to Phonics and Word Work, Shared Learning Experiences, Writer’s Workshops, research, independent reading, and vocabulary. Independent Reading allows for students or partners to read assigned or self-selected texts in order to develop fluency, comprehension, and a love of reading. It may also include listening to the audio versions of shared reading selections.
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Three 20 minute small groups
SAMPLE Flexible Small Group Instruction Three 20 minute small groups #1 Small Group Instruction Independent Work Independent Reading #2 #3 Small Group Instruction is customized for a group of students of similar abilities to address close reading of shared reading texts, guided reading of leveled texts, guided writing, targeted interventions, collaborative discussions, and literature circles. Independent Work includes individual work, partner work and collaborative small groups to complete tasks, related to Phonics and Word Work, Shared Learning Experiences, Writer’s Workshops, research, independent reading, and vocabulary. Independent Reading allows for students or partners to read assigned or self-selected texts in order to develop fluency, comprehension, and a love of reading. It may also include listening to the audio versions of shared reading selections.
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Four 15 minute small groups Independent Work/ Centers
SAMPLE Flexible Small Group Instruction Four 15 minute small groups #1 Drew Brent Nicholas Elena Lara Irene #2 Mary Jacob Avery Olivia Keisha Elliott #3 Amy Peter Megan Devon Samantha Ben #4 Daniel Emily Jaden Addie Daronte Arthur Independent Work/ Centers Independent Work/ Centers Independent Work/ Centers Independent Work/ Centers
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Four 15 minute small groups Independent Work/ Centers
SAMPLE Flexible Small Group Instruction Four 15 minute small groups #1 Drew Brent Nicholas Elena Lara Irene #2 Mary Jacob Avery Olivia Keisha Elliott #3 Amy Peter Megan Devon Samantha Ben #4 Daniel Emily Jaden Addie Daronte Arthur Independent Work/ Centers Independent Work/ Centers Independent Work/ Centers Independent Work/ Centers
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Next Steps Create a structure and environment for independent literacy activities and small group instruction. Implement an authentic assessment system and analyze the needs/strengths of students. Group students accordingly. Select appropriate texts. Initiate guided reading instruction. Assess using ongoing systematic assessments, such as running records to make effective decisions and guide instruction.
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Effective First Instruction in Every Classroom for Every Student, Every Day!
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