1. Guided Reading: Readers, Texts and Teaching January 17, 2014 Kerry Crosby, Consultant kerrylcrosby@gmail.com

2. Goals for Training and Overview of TCF Readers Observing and analyzing reading behaviors. Texts Understand nonfiction texts and what they demand of our readers. Teaching How to use our language to teach for, prompt for and reinforce strategic reading behaviors How to observe and record reading behaviors to inform instruction Share best practices for guided reading logistics: record-keeping, staying organized, scheduling /meeting groups, keeping groups dynamic, etc.

3. “The precise observation of reading behaviors is at the heart of effective teaching...Our goals as teachers is to observe what readers can do, can almost do, and can not yet do so that we can help them build systems that resemble the systems of effective, flexible proficient readers.” --Fountas and Pinnell, p. 60 When Readers Struggle

4. Thinking within, beyond and about text

5. Sources for Daily, On-going Assessment Oral Reading (Running Record) Talk about Texts Writing about Reading

6. Turn to page 27 and read through the analysis of Henry’s Running Record on Peaches the Pig. Talk with a partner about the information you gain from a running record. When and how might it be helpful for your teaching? Share how you manage doing running records on a regular basis. Conferring: Using Prompting Guide II as a tool. Systematic Assessment: The Running Record and Conferring

7. Turn to page 45 in Teaching for Comprehending and Fluency “A written text prompts several kinds of thinking. In fact, systems of strategic actions are being used and expanded through the very act of thinking while reading. We want to support processing while at the same time realizing that heavy-handed teaching can actually interfere with text processing. Our goal as teachers is enable readers to assimilate, apply and coordinate systems of strategic actions without being fully aware that they are doing so. Readers’ attention must be on the meaning of the text rather than on how to make their brains perform a particular operation.” --page 45 Teaching for Comprehending and Fluency, Fountas and Pinnell Supporting Processing

8. Understanding and Analyzing Nonfiction Texts Read the General Demands of All Nonfiction Texts –page 173 Specific Demands of Factual (Informational) Texts—page 183 –Is there a Big Idea/theme? –Text Structure—p. 186 –Design Features—p. 184 Turn to page 430-431 in TCF.

9. Structure of Guided Reading ◦ Introducing the text ◦ Reading the text ◦ Discussing and Revisit the text ◦ Teaching for processing strategies ◦ Working with words ◦ Extending the meaning of the text ◦ Analyzing the Guided Reading Lesson  See Figure 24-1, pages 375-379 The guided reading lesson has several elements designed to support and teach readers as they process the text.

10. Taking Anecdotal Notes What behaviors did your reader demonstrate? (Strengths) What did your reader learn to bring to future reading experiences? (Teaching points) What would be the next steps for this reader?

11. Write two new understandings or insights you have from this morning work that will impact your teaching. Write one or two questions you are thinking about from this morning’s work. Reflection

12. Understanding the Demands of Biography Turn to page 178 and read the Specific Demands of Biographical Texts and the section under Biographies. Skim the bullets on page 180.

13. Plan a Guided Reading Lesson Read and analyze your nonfiction text. Look over what you wrote about your students and think about how you will need to support them. Use pages 430-432 and pages 419-420 to help you think about your language. Using the Continuum and planning sheet, plan an introduction to your text.

14. “ In this informational age, the importance of being able to read and write informational texts critically and well cannot be overstated. Informational literacy is central to success, and even survival, in schooling, the workplace and the community.” --Nell Duke