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Guided Reading Keys to Effective Independent work and Small Group Instruction Mary Lillestol lillestol@gmail.com
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Agenda Balanced literacy (k-3 and 4-6) Independent work Small group instruction Personal Goal Setting
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What does research tell us? NRP report Dimensions of Effective Instruction – Purpose – Higher Level Questions – Comprehension Strategy Instruction – Student Support vs. Teacher Directed – Active Engagement
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Gradual Release in Balanced Literacy Read aloud Shared Guided Independent Pearson and Gallagher, 1983
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Schedule for Balanced Literacy (K-3) 30 minutes whole group – read aloud and shared reading 60 minutes guided reading group rotations of 15 or 20 min. – Independent reading MonTuesWedThursFri 15 min11111 22222 33343 4545
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Schedule for Balanced Literacy (4-6) 30 minutes whole group 60 minutes small group rotations of 15 or 20 min. MonTuesWedThursFri 20 min11111 23224 34535
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Schedule for Balanced Literacy (4-6) Mini lesson Literature Circles Book Club 20 – 30 min. Book Club 20 – 30 min. Independent Reading Reading Conferring 35 – 50 minutes Guided Reading 1 st lesson 15 – 20 min. 2 nd lesson 15 – 20 min. Group Share/Evaluation http://www.learner.org/vod/vod_window.html?pid=2200
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Independent Work Turn to a partner – What has been successful ? – Why is it successful? – What are the continued challenges
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Independent Workers Purpose + Choice = Motivation Setting the purpose for our instruction Giving purpose for independent activity Empowering kids to be purposeful Incorporating purposeful content
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The Choices Read to self Read to partner Listen to reading Word work Writing in response to text
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Responsive Classroom to establish routines for independence Choosing books Signals Checking in Modeling
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Recording Sheet Name _________________________ Date _____________________ 1 2 3 4 RS Read to Self L Listen to story WW Word Work Porter and Lillestol, 2007 RP Read to Partner T Meet with Teacher ESL ESL Teacher
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Debrief Take two minutes to debrief with someone next to you. What she said about independent work made me think _______________
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Preparing for Small Group Instruction Assess and group Select a focus Select a text
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Materials for Guided Reading Leveled books Assessment kit 6 sets of lower case letters (K – 2) Dry erase boards and markers Copies of lesson plans High frequency word charts (K – 2)
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Materials for Guided Reading Sound box templates in plastic sleeves Response journals Pictures for sound sorts Post it notes/flags Comprehension cards Timer – a must!
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What are the different stages Pre-emergent Emergent Early Transitional Fluent
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Lesson format Before reading (3 - 5 minutes) During reading (10 - 12 minutes) After reading (3 – 5 minutes)
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What do we know about the Pre-Emergent Reader? Knows fewer than 40 upper- and lower case letters May not know left to right tracking Confusions between letter and word
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Pre - Emergent(pre A) Letter work Sound work Working with books Interactive writing
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What do we know about the Emergent Reader? Identifies 40+ letters Identifies some letter sounds Demonstrates basic concepts of print Begins demonstrating one to one tracking Recognizes some sight words
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Emergent (1 – 4 or A – C) 2 day rotation Before Book introduction During Students read independently several times while teacher coaches After Day 1 – Teach a sight word/Word study Day 2 – Review sight word/Dictated sentence
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What do we know about the Early Reader(5 – 16 or D – I) Able to read and write about 20-30 sight words Problem solve new words using a variety of strategies Remember and retell what they’ve read Apply phonetic principles in reading and writing
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Early (5 – 16 or D – I) 2 day rotation Before book intro During Coaching, modeling, giving feedback After Teaching point based on student need Word Study on day 1/Writing on day 2
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Transitional (17 – 22 or J – M) Have a large bank of sight words Still learning to decode big words Continued work on fluency Developing vocabulary and comprehension
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Transitional (17 – 22 or J – M) Multiple day rotation Day 1 – Brief book intro, vocabulary, begin reading Day 2 – Continue reading, discussion, (fluency and discussion) Day 3 – Reread, guided writing
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The Fluent Reader (N +) Have few decoding problems Reading is smooth and full of expression Continue to work on comprehension with challenging text
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Fluent (30 – 50 or N – S) Multiple day rotation Before – text introduction, intro new vocab. During – introduce focus strategy, read (silently) and respond After - writing
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Setting personal goals Assessment and grouping Independent work Small group instruction Deepening comprehension Literature circles
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Exit Slip Something that squared with my thinking 3 points to remember Something still circling around that I have a question about
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References Richardson, Jan. The New Guided Reading Handbook. Arlington VA: Self Publish, 2006. Bear, Donald. Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Columbus, Ohio: Merrill Prentice Hall. 2004 Boushey, Gail & Moser, Joan. The Daily 5: Fostering Literacy Independence in the Elementary Grades. Portland, Maine: Stenhouse Publishers, 2006.
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