1. Guided Reading Staff Development for Rockdale County

2. What? Trainer of Trainers in the area of Guided Reading and Reading Comprehension Goal? All teachers in grades 3-5 will be consistent in understanding, assessing and teaching reading in guided reading groups. When? Four half day sessions (8:00 -!2:00) in July, October, January, March

3. For whom? Third – Fifth grade EIP teachers Program? –Session 1 - Overview of Guided reading, Management, and Demonstration Lesson –Session 2 – Assessment, Grouping, Running Records, Materials –Session 3 – Comprehension Strategies for Upper Elementary –Session 4 – Strategies for going beyond Guided Reading Groups

4. YOUR JOB? After each session the EIP teachers will redeliver the workshop to the teachers in their schools using the materials provided.

5. GUIDED READING MIMI HOLLAND

6. A Balanced Literacy Program Read Aloud Shared Reading Word Study Guided Reading Independent Reading Writing

7. What do fluent readers look like? They---- use meaning to decode anticipate predict guess(educated) combine meaning with visual cues combine meaning with phonic cues use efficient directional movement use innate rules of language self-correct

8. WORD RECOGNITION SKILLS 4. Phonics initial consonants short vowels final consonants long vowels & combinations consonant combinations r-controlled vowels syllabication auditory blending 1. Meaning Clues. expectancy clues. picture clues. context clues 2. Visual Analysis. configuration. striking characteristics 3. Structural Analysis. variants. compounds. derivatives

9. Semantics knowledge & experience Key Question: Does this make sense? Graphophonics visual & auditory Key Question: Does it look right? Syntactic language structure Key Question: Does it sound right? MEANING THREE TYPES OF CUES READERS USE

10. Reading is easy for fluent readers. The fluent reader uses many strategies. The fluent reader is willing to take risks when reading. BUT:

11. Poor readers--- have few strategies do not attend to the visual details do not use meaning rely on what can be invented from memory guess(uneducated) do not self-correct

12. Reading is hard work for poor readers. If the poor reader is allowed to practice these ineffective strategies, they become a habit. Once these ineffective strategies become a habit the student is a “disabled reader”.

13. What are some effective practices for at-risk readers? Give many opportunities for phonemic awareness. Give many opportunities to read easy material. Practice reading using real books. Never waste time on unnecessary activities. Practice skills used by fluent readers. Tell them everything they need to know. Respect individual differences. Teach on instructional level in guided reading group.

14. DEFINITION FOR GUIDED READING Guided reading is a procedure used with small groups or individual children who are grouped and taught according to their instructional level. They are taught and continuously monitored for progress and further needs.

15. Components Unique to a Guided Reading Lesson There is continuous assessment of readers to keep them on their instructional edge with increasingly difficult texts. There are small groups (6 or less) on similar reading level and taught at a table within touching distance. Each student has a real book on his level. Each student reads entire text silently. Guided Reading is (must be) done DAILY!

16. Struggles that most teachers have include:  dividing students in their instructional levels  deciding on the appropriate materials  reading with all groups  knowing when to move children in and out of groups  managing the students not in the small group

17. LIKE A PHYSICAN WE MUST DIAGNOSE AND THEN PRESCRIBE!

18. Methods of Assessment and Monitoring Basic Literacy Test (BLT) S.T.A.R. test State and county mandated tests Generated Word List Dictated Sentences Running Records/Miscue Analysis

19. Five components of a Balanced reading lesson

20. Number One: Teacher maintains appropriate over-all classroom environment. Students are trained to work independently without interrupting the teacher (broken pencil points, restroom breaks, equipment failure, fast finishers, etc.). Students are given meaningful work and clear directions. Students are already assigned to small GR groups. Books and materials are ready and handy.

22. Number Two: Teacher activates prior knowledge. Teacher connects new learning with prior knowledge by a picture walk; a vocabulary walk; questioning to relate to personal experiences, other subject areas, feelings; a discussion related to the topic.

24. Number three: Teacher introduces the text to support student problem solving during student reading. The teacher supports students by setting the purpose for reading; teaching specific vocabulary and concepts necessary to comprehend the material; reminding students of particular strategies or skills that may be needed.

26. Number Four: Teacher observes, coaches, and supports students as they read the selection silently at their own pace. The teacher observes students as they read entire selection silently. has each child read a passage individually aloud; offers hints as needed (COACH); takes individual running records; takes notes on reading behaviors; has students search for answers to questions.

28. Number Five: Teacher engages students in meaningful conversation after the reading to support a teaching point and develop comprehension. The teacher and the students check comprehension through questioning, retelling or summarizing; check predictions through questioning; discuss strategies used (tell them); revisit interesting or troublesome passages; reread to locate answers, important concepts or vocabulary; write a short response to the text as needed.

30. 1. INSPIRE 2. ASSESS 3. COACH

31. WHY IS GUIDED READING MORE EFFECTIVE THAN OLD READING GROUPS?

32. OKAY, BUT WHAT ABOUT THOSE OTHER DARLINGS RUNNING AROUND THE ROOM?

33. LET’S GET REAL!!!!!!! HOW DO I GET ALL OF THIS IN DURING MY LANGUAGE ARTS TIME?

34. LET’S REVIEW Boggle Look over notes and think. Write down everything you can remember in 2 minutes. Share with a partner for 2 minutes. Share with another group for 2 minutes. Share with the entire group in circle.

35. 1. INSPIRE 2. ASSESS 3. COACH