1. The Secrets of Guided Reading (In Lower Elementary) Miss Allison Dalton 1 st Grade Teacher Discovery Elementary School

3. BALANCED LITERACY INSTRUCTION

4. BALANCED LITERACY INSTRUCTION READ ALOUD INDE- PENDENT READING SHARED READING

5. GUIDED READING READ ALOUD BALANCED LITERACY INSTRUCTION INDE- PENDENT READING SHARED READING

6. Leveled Text The child can manage decoding comprehension fluency Just right… Not too easy & not too hard

8. If your child reads with……the text is at……& should be used for… 96-100% accuracy & thorough comprehension Independent LOTS of reading practice Leveled Text

9. Independent: Out of 100 words they only have 0-4 errors.

10. “The highest achieving students receive a steady diet of ‘easy texts’-texts they can read accurately, fluently and with strong comprehension.” ~ Dr. Richard Allington ~ (International Reading Association President) Leveled Text

11. If your child reads with……the text is at……& should be used for… 96-100% accuracy & thorough comprehension Independent Lots of reading practice 90-95% accuracy & general comprehension Instructional Teaching purposes Leveled Text

12. Instructional: 5-9 errors

13. If your child reads with……the text is at……& should be used for… 96-100% accuracy & thorough comprehension Independent Lots of reading practice 90-95% accuracy & general comprehension InstructionalTeaching purposes Below 90% accuracy &/or inadequate comprehension Frustration Read-alouds or shared reading Leveled Text

14. If your child reads with……the text is at……& should be used for… 96-100% accuracy & thorough comprehension Independent Lots of reading practice 90-95% accuracy & general comprehension Instructional Teaching purposes Below 90% accuracy &/or inadequate comprehension Frustration Read-alouds or shared reading Leveled Text

15. Emergent Early Transitional Fluent

16. Emergent (Levels A-C) The overall focus is on concept of print, letter sounds, and beginning to read and write sight words. Texts- strong picture support, familiar concepts and some repetitive phrases

17. Early (Levels D-I) The overall focus is on teaching students how to self-monitor, use decoding strategies, read fluently and comprehend what they’ve read. Texts- Stories that make sense, pictures and illustrations provide support for unfamiliar concepts, opportunities to problem solve unknown words, supports strategies the students need guidance with.

18. Transitional (Levels J-P) The overall focus is on teaching students how to decode multisyllabic words, increase their fluency, expand their vocabulary, improve their comprehension, and learn how to analyze and discuss text. Texts- Stories that will allow you to target the certain strategies listed above.

19. Fluent (Levels N and above)

20. BEFORE DURING AFTER Reading

21. WHAT YOU’LL SEE: PURPOSE: Introduce book Set a purpose for reading Activate prior knowledge Sight word review Book Introduction: Access background knowledge Quick gist of the book Picture walk (into new vocab, new concepts, make predictions) Notice text features Review strategies Before Reading – “The Set Up”

22. PURPOSE: WHAT YOU’LL SEE: Children decode & make meaning of text: - Decoding strategies - Background knowledge - Wondering questions Teacher observe use of: - Reading Strategies - Monitoring for MSV - Fluency - Comprehension (higher level thinking) Whispering individual reading of whole text Teacher “listening in” Teacher assisting when needed or asked (prompts, questions, encourages) Students using previously learned strategies During Reading – “The Spying”

23. PURPOSE: WHAT YOU’LL SEE: Make meaning of text Assess understanding Synthesize material Teaching of a new sight word Working with words activity or guided writing Guided Discussion Teaching Point by Teacher- based off of what the teacher saw while listening to reading Praise for something that the students in the group did good at. After Reading - “Debriefing” Reflect on success

24. Independent Reading = Practice Children need time to practice the skills that they’ve been working on during guided reading. They’re trying them out, on their own, without support. Goal- Transfer of skills *This can be hard and may take time- be patient

25. Independent Reading = Practice It’s like riding a bike