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Refining Your Reading Workshop Session 5 Small Group InstructionGuided Reading purposePreparing for the small groupBook OrientationsReading and conferencingBook discussion and teaching pointCreating a planAgendaDifferentiated Tier 1 Instructionp. 36Discuss comparison with Daily 5. 3Purpose of guided ReadingGuided 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. 373The 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 PinnellWhy Guided Reading?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.

7Principles of Guided ReadingStudents 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 behaviorsBRIEF conference.Making notes of strengths and areas for improvement8Using assessment data for your small group instructionData from running records, conferencing, and Fountas and PinnellIndependent levels

Instructional levels

Strategic actions MSV

Fluency

Comprehension

Informing your small groupsDecisions about grouping

Selecting texts for group lessons

Preparing book orientationTeaching points for lesson

Matching teaching points in guided readingSelecting ways to reread the text

Book orientationDiscussion questions for deeper meaningTeaching points for the guided readingExtending the meaning through writing.p. 849Preparing for guided reading lessonsWhat 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.)11What 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.12How 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!

13INDEPENDENT LEVEL: (A-K) 95-100% (L-Z) 98 100%High success readingBook boxes

INSTRUCTIONAL LEVEL: (A-K) 90-94% (L-Z) 95 97%Guided Small Group InstructionIntervention groups

FRUSTRATION LEVEL: (A-K) less than 90% (L-Z) less than 95%To be avoided for independent and small group instructionRead Aloud or Shared Reading Experience

Selecting TextHandout - Gradient of TextSelecting the TextSet strategy focus Select TextIntroduce TextRead TextDiscuss and Revisit TextRespond to TextEssential Elements of Guided ReadingMajor Differences in guided reading from primary to intermediateLength of the text: Reading material at intermediate grades is often longer and can not be completed in one guided reading lesson.Lesson focus: Lessons at the intermediate grades focus on comprehension of text instead of decoding skills.Method of reading: Students read material SILENTLY at the intermediate grades.Book orientations 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

19The goal is to prepare students to read the textby creating a supportive context for buildingmeaning and applying processingstrategies.

Orientation to the Book

Debugging the bookWhat is going to get in the way?Might look different for different groups of kids.Scaffolding of book orientations - handoutBook OrientationsDo book orientation activity. 21The teacher provides an overview of the text and teacher and students co-construct meaning by discussing the pictures. The teacher also sets apurpose for reading the text.

During the discussion, the teacher:Uses specific language structures Discusses relevant or new vocabularyGuides the children to locate known and/or unknown wordsPoints out important features within textOrientation to the BookWhat 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.Reading the text and conferencingGroup A Why Move Away From Round Robin Reading? (Rasinski)

Group B Reading the Text (Fountas and Pinnell)Article Jigsaw25What 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 textPlanning a focusWhat does teacher do during reading?Observes students fluency and reading strategies used during readingTeaching points to emphasizeListens for strong points to praiseListens and coaches students to use reading strategies, prompting for strategic behaviors27Retelling (if a longer book is being used)Listen to oral readingDiscussing what was read.Probing for strategic behaviorsNoting strengthsSetting goals.

Reading ConferencesStudents 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 Look at notes page in fountas and pinnell articleBook discussion and teaching pointThe 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 PointThink critically about the text whats 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 bookWrite a CR question for your books.

Whats your focus?

What questions could you generate to relate to the focus of the lesson?Writing your own.School Tube segmenthttp://www.schooltube.com/video/c73b68cace3e477b8108/Primary-Guided-Reading

Seed Folk- Teaching for Comprehending and Fluency

Video Guided Reading

ScenariosNumber off #2 7

Read your scenario and share with group.

What are the variations of guided reading?Jigsaw scenariosCreating and planningLook through the sample plannersWhat would you want included in your own template?Guided Reading Templates