Using Small Group Guided Reading and Complex Text in a Balanced Literacy Framework

Building Reading Stamina and Reading Strength

Road Map for the Morning

Preparing for DI in Guided Reading

Assessments and groupingforGuided Reading

Strategic Teaching in Groups

Balanced Literacy Components

Complex Text

Two types of Reading Activities

Stamina: Less Complex TextStrength: More Complex

Small Group Reading /Work Stations

Shared or Independent

Reading

Read aloud

Balanced Literacy

Characteristics

• Each group is differentiated based on students current need and reading level.

• Each learner is engaged with the whole text.

• Books are selected based on student needs and level.

• Teachers focus on strategic actions of readers.

• Writing or discussing text

• Explicit instruction in vocabulary, phonics or word work. (Reading Foundational Skills Standards)

Characteristics

Moving students forwardWith their processing strategieson text

Road Map for the Morning

Preparing for DI in Guided Reading

Assessments and groupingforGuided Reading

Balanced Literacy Components

Research EvidenceStudents with reading difficulties who are taught in small groups learn _______than students who are instructed as a whole class. (National Reading Panel, 2000)

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a.Moreb.The samec.Less

“ The Learning Zone”

What they can

do independently

With support of an

expert

Learning Zone

Acceleration

Reading Levels

Independent Level

Text

Instructional Level

Text

Frustration Level

Text

Relatively easy text, with no more than approximately one error in twenty words, good comprehension.

(95% success)

Challenging but manageable text, with no more than approximately one error in ten words good comprehension. (90% success)

Problematic text, with more than one in ten words difficult for the reader (less than 90% success)

• How should I group students?

• What text should I use with each group?

• What strategy should I teach next?

Jan Richardson “The Next Step in GR”

Begin with Assessment

Universal Screener and a Diagnostic Assessment

Emergent and Early Readers

Primary Assessments Information Provided

Letter ID (K-1) Known letters and visual discrimination

Sight Word List Known words and visual memory

Dictation Sentence Sound letter knowledge/ PA and letter

formation

Writing Sample Visual memory, PA, vocabulary, CAP

Running Record and Retell Reading Level and Strategies,

Comprehension

Transitional and Fluent Readers (level I and up)

Assessment Information Provided

Running Record Reading Level, reading

strategies

Comprehension Questions Comprehension Abilities

Word Study Inventory Phonics skills

Form Differentiated Groups Based on Assessment

• Keep group size small (5-8 students)

• Base small groups on instructional need with specific instructional strategies in mind

• Be Flexible!

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Managing Groups

Road Map for the Day

Preparing for DI in Guided Reading

Assessments and groupingforGuided Reading

Strategic Teaching in Groups

Why is knowledge of “Change Over Time” important?

Making Connections,

Review or PracticeText Reading

Strategic Teaching Points/ Revisiting

Text

Word Study

Vocabulary

Guided Reading

Common Core• Comprehension• Foundational Skills• Vocabulary

Emergent Readers Level A-C

Strategies for Sustaining ReadingReading Foundational Skills

• Emergent behaviors under control

– 1 to 1, Directionality, Concepts about Print, Letter Knowledge, Word Knowledge

• Detecting and Correcting Error (monitoring)

• Searching for and Using Information

• Problem Solving New Words

• Adjusting to different types of text

• Maintaining Fluency

As children work through text they develop a network of strategies for attending to different sources of information.

Structural cues

Visual cues

Meaning

Cues

• Billy saw the rooster on the bank by the river.

chicken water

stops curb

Student is using Meaning and Structure but neglecting Visual

It is getting ready to rain very soon.

going ---- S-o-n

She likes to run.

looks

Using visual and structure, neglecting Meaning

Strategies for Expanding Meaning

• Predicting

• Making Connections

• Inferring

• Synthesizing

• Analyzing

• Critiquing

95% Comprehension on a text they read with 90%+ accuracy

Transitional Reader J- M or P

Planning a lesson• Know the reading level of the group

• Choose your focus based on data

• Pick a book that matches reading level and will build on processing strengths ( may be shared for Pre A)

• Read through the lens of your students

• Plan intro, word work or phonemic awareness and teaching points

• Reflect: What did the students learn to do today that they couldn’t do yesterday?

Process for selecting a focus based on RR

Guided Reading Look Fors

Knowing how text change and support your focus

Text Selection

• Readers present strategies

• Readers interest and background

• The text complexity in relation to the current skills

• The text language and content in relation to background knowledge

• Learning opportunities and instructional goals

Consider the Following When Selecting Text

Teaching and Prompting for Strategic Action

Increase processing power across increasingly complex text

Think about your moves before, during and after the reading

Teacher Prompts are a Call to Action

Read like a Detective

Small Group Reading /Work Stations

Shared or Independent

Reading

Read aloud

Balanced Literacy

Which Standards Require Close Reading?

• Grade Level or above text

• Worthy of extended time

• Short and include a wide genre of text

• K-2 Shared experience, Teacher reading to students, may reread a section to answer a questions

• 3-5 Independent first read, Shared experience

• Text dependent questions

Close Reading

Teaching Annotation at Different Levels

We have arrived!

Establish Rituals and Routines

Ideas for organizing for Guided Reading and Independent Worktime

Implement Behavior Management System

Students need to know how to problem solve what to do when:

– something doesn’t work

– they don’t understand an activity

– they complete an activity

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Students need to know:

– who to go to for help

– how to clean up

– how to decide who goes first when working with a partner

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