2. Session 5 – Small Group Instruction

3.   Guided Reading – purpose  Preparing for the small group  Book Orientations  Reading and conferencing  Book discussion and teaching point  Creating a plan Agenda

4.  Whole Group Differentiation Whole Group Interactive Read Aloud Mini-Lesson Guided Reading Independent Reading and Journals Sharing Conferencing Literacy Stations or Tasks Book Clubs Grade 2 + Differentiated Tier 1 Instruction

5.  Purpose of guided Reading

6. Guided Reading “Guided reading plays a particular and very important role in reading workshop. Extensive reading, even in connection with individual conferences, will not produce continuous reading progress. Most students require small-group reading instruction.” -Fountas & Pinnell Teaching for Comprehending and Fluency p. 373

7.   “The purpose of guided reading is to meet the varying instructional needs of ALL the students in your class, enabling them to greatly expand their reading powers. Explicit instruction is essential and will make reading more powerful for all students.”  Fountas and Pinnell Why Guided Reading?

8.  Why Do We Use Guided Reading? To improve fluency. To make instruction more personalized. Guided reading enables children to develop and use strategies of an independent reader. It allows children to gain confidence in their ability to read on their own. It allows for close observation of each student while reading.

9.  Principles of Guided Reading Students are:  Reading individually and silently (or in whispers)  Using sticky notes to mark their thinking or strategy use. “Clock reading mileage” Teacher is:  Sampling their oral reading by listening in.  Reinforce strategic behaviors.  Shift from unproductive behaviors  BRIEF conference.  Making notes of strengths and areas for improvement

10.  Using assessment data for your small group instruction Data from running records, conferencing, and Fountas and Pinnell  Independent levels  Instructional levels  Strategic actions – MSV  Fluency  Comprehension Informing your small groups  Decisions about grouping  Selecting texts for group lessons  Preparing book orientation  Teaching points for lesson  Matching teaching points in guided reading  Selecting ways to reread the text  Book orientation  Discussion questions for deeper meaning  Teaching points for the guided reading  Extending the meaning through writing.

11.  Preparing for guided reading lessons

12.  What instructional resources do you need? A designated place where the teacher can monitor the group. Multiple copies of the book. A clipboard or notepad to record observations. Various teaching tools (sentence strips, white boards, paper, etc.)

13.  What should students know before beginning guided reading? Some early reading behaviors such as; directionality, sound- symbol relationships and some high frequency words. Demonstrate appropriate book handling abilities. These can be taught and practiced during shared reading.

14.  How do you organize your students for a guided reading lesson? Students and teacher are seated at table together so teachers can easily hear all students read. Establish groups of 4-6 students who are reading at similar levels. Adjust groups OFTEN !

15.   INDEPENDENT LEVEL: (A-K) 95-100% (L-Z) 98 – 100%  “High success reading”  Book boxes  INSTRUCTIONAL LEVEL: (A-K) 90-94% (L-Z) 95 – 97%  Guided Small Group Instruction  Intervention groups  FRUSTRATION LEVEL: (A-K) less than 90% (L-Z) less than 95%  To be avoided for independent and small group instruction  Read Aloud or Shared Reading Experience Selecting Text

16.   Handout - Gradient of Text Selecting the Text

17.   Set strategy focus  Select Text  Introduce Text  Read Text  Discuss and Revisit Text  Respond to Text Essential Elements of Guided Reading

18.  Major Differences in guided reading from primary to intermediate 1. Length of the text : Reading material at intermediate grades is often longer and can not be completed in one guided reading lesson. 2. Lesson focus : Lessons at the intermediate grades focus on comprehension of text instead of decoding skills. 3. Method of reading : Students read material SILENTLY at the intermediate grades.

19.  Book orientations

20.   Students should get warmed up to read …. Reread familiar text – builds fluency  Teacher takes a running record on one student daily and gives strategy instruction “ on-the-spot ” (teaching point). Guided Reading Structure

21.  The goal is to prepare students to read the text by creating a supportive context for building meaning and applying processing strategies. Orientation to the Book

22.   “Debugging the book”  What is going to get in the way?  Might look different for different groups of kids.  Scaffolding of book orientations - handout Book Orientations

23.  The teacher provides an overview of the text and teacher and students co-construct meaning by discussing the pictures. The teacher also sets a purpose for reading the text. During the discussion, the teacher: Uses specific language structures Discusses relevant or new vocabulary Guides the children to locate known and/or unknown words Points out important features within text Orientation to the Book

24.   What new or relevant vocabulary will the students need to know?  What text features or structures of language will be difficult?  Set the purpose for reading and comprehension. Practice writing your own….

25.  Reading the text and conferencing

26.   Group A – Why Move Away From Round Robin Reading? (Rasinski)  Group B – Reading the Text (Fountas and Pinnell) Article Jigsaw

27.   What do the students in this particular group need extra time, support, or practice with?  What are students in this group ready for?  Focus: within the text  Focus: beyond the text Planning a focus…

28.  What does teacher do during reading? ☺Observes students’ fluency and reading strategies used during reading ☺Teaching points to emphasize ☺Listens for strong points to praise ☺Listens and coaches students to use reading strategies, prompting for strategic behaviors

29.   Retelling (if a longer book is being used)  Listen to oral reading  Discussing what was read.  Probing for strategic behaviors  Noting strengths  Setting goals. Reading Conferences

30.   Students read the entire text and practice problem-solving strategies while focusing on meaning.  Teacher conducts a reading conference with each student and provides tailored support to meet individual needs. Reading Conferences

31.  Book discussion and teaching point

32.  The goal is to enhance students’ comprehension through thoughtful discussions and to lift strategy usage through explicit teaching.  Teacher and students discuss the book at the meaning level.  Teacher validates processing strategies used during reading.  Teacher explicitly teaches for strategy development if processing strategies were neglected. Book Discussion and Teaching Point

33.   Think critically about the text – what’s the BIG QUESTION?  Search for evidence to support their opinions or disprove their thinking.  Evaluate character development.  Compare (or contrast) the text to texts they have read. Discussion of the book

34.   Write a CR question for your books.  What’s your focus?  What questions could you generate to relate to the focus of the lesson? Writing your own….

35.  School Tube segment http://www.schooltube.com/video/c73b68cace3e477b 8108/Primary-Guided-Reading Seed Folk - Teaching for Comprehending and Fluency Video – Guided Reading

36.  Scenarios

37.   Number off #2 – 7  Read your scenario and share with group.  What are the variations of guided reading? Jigsaw scenarios

38.  Creating and planning

39.   Look through the sample planners  What would you want included in your own template? Guided Reading Templates