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Essentials of Guided Reading Classroom Culture/Literacy Environment

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Essentials of Guided Reading Classroom Culture/Literacy Environment Essentials of Guided Reading Classroom Culture/Literacy Environment WHY: When students feel safe and supported and are aware of their expectations and responsibilities, instructional time is maximized and students are more likely to give their best effort. When teachers have the materials they need on hand, they can be prepared to utilize resources as they are needed, therefore maximizing instructional time and meeting students’ needs “on the fly.” HOW: Teach procedural lessons about how to be responsible in a small group and manage independent work Create an organized space for guided reading with anchor charts to support learning, assessment materials you need at your fingertips and resources for students to use to enhance the small group lesson (strategy sheets, materials for optional word work like dry erase boards, magnet letters, etc.) Create a climate that is risk free, promotes reflection, and focuses on learning to read as a process Copyright © 2015 Children’s Literacy Initiative 2314 Market St. T: 215-561-4676 [email protected] Philadelphia, PA 19103 F: 215-561-4677 www.cli.org Essentials of Guided Reading PLANNING FOR GUIDED READING Create groups that are flexible and shift as a result of assessment data WHY: When students are grouped based on multiple sources of the data (the priority being their instructional reading level) they are ensured access to instruction that meets their needs in the most efficient and effective ways. Group discussion and collaboration will be effective when that instruction occurs in the company of peers who share strengths and needs. Re‐ grouping often ensures that students are continually matched with the right peers, objectives, and texts. HOW: Analyze assessment data (e.g. DRAs, running records, anecdotal notes, etc.) to determine grouping Re‐assess and re‐group as necessary Copyright © 2015 Children’s Literacy Initiative 2314 Market St. T: 215-561-4676 [email protected] Philadelphia, PA 19103 F: 215-561-4677 www.cli.org Essentials of Guided Reading Select an appropriate objective for the lesson and a text that supports it WHY: Determining an appropriate objective based on assessment data/groups needs ensures the best use of instructional time. Small group instruction gives readers the chance to be guided in their reading in context. Therefore, the time the teacher takes to ensure the objective matches a group need will be worthwhile. Additionally, the choice of text can make or break the lesson. If the text supports the strategy taught, at the students’ instructional level, and of interest to the students it ensures the lesson will be engaging and effective. HOW: Pre‐plan an objective (reading skill, strategy or behavior) based on previous observations, assessments, and scope and sequences. Choose a text at the group’s instructional level that supports the objective to be taught. Take the groups’ interests into account. Copyright © 2015 Children’s Literacy Initiative 2314 Market St. T: 215-561-4676 [email protected] Philadelphia, PA 19103 F: 215-561-4677 www.cli.org Essentials of Guided Reading GUIDED READING INSTRUCTION: BEFORE READING: WHY: Students benefit from knowing what it is they’re learning and why it’s important. Teachers scaffold learning by varying the amount and type of support they give before reading. They need to provide the right amount of support so students can successfully tackle the text, while allowing students room to problem solve as well. HOW: 1) Set the purpose: explain precisely what the group will be learning. The group is explicitly told: what the objective is why it was chosen how it will help them as readers 2) Introduce the text. The introduction is dependent on the reading stage of the group: Emergent Readers ‐ A thorough introduction is recommended, including a book walk using explicit language readers will find in the text Early Readers ‐ A detailed introduction, but not a complete walk through, is necessary. The group can look over a few pages but discussion will not include a preview of what the actual text says Transitional Readers ‐ Offer a brief introduction. This can include looking at text features (back cover, table of contents, title, etc.) for clues as to what the book will be about, making connections to books by the same author or in the same genre, and/or making personal connections. Fluent Readers ‐ Only a minimal introduction is necessary to refine and internalize students’ reading strategies. 3) Explain the pre‐planned teaching point in detail and demonstrate it. Students are explicitly told to try the strategy/skill out while they are reading. Copyright © 2015 Children’s Literacy Initiative 2314 Market St. T: 215-561-4676 [email protected] Philadelphia, PA 19103 F: 215-561-4677 www.cli.org Essentials of Guided Reading DURING READING: WHY: Giving readers the chance to read the text on their own gives them the opportunity to use the tools and skills they have been taught. Conferring with students while they are reading, allows for precise, “on the fly”, responsive teaching that meets readers where they are. This kind of brief conference provides the perfect opportunity to take notes to inform future planning. HOW: Direct students to read the guided reading book independently Briefly confer with students. Notice and support reading behaviors that match the expectations for the students’ level. Teachers can: encourage students to use the demonstrated strategy when needed, encourage the strategic use of reading strategies in general guide students’ decoding through prompting guide comprehension and/or fluency check for understanding Take notes on what they observed and discussed. Copyright © 2015 Children’s Literacy Initiative 2314 Market St. T: 215-561-4676 [email protected] Philadelphia, PA 19103 F: 215-561-4677 www.cli.org Essentials of Guided Reading AFTER READING: WHY: Taking time to discuss the text after the lesson brings closure to the lesson by ensuring that students’ comprehension is on point. Reiterating the strategy taught in the lesson increases the likelihood that the strategy will transfer to their independent reading in the future. The teacher can choose whether additional extensions to the lesson, including word work, would be valuable for the group. Engaging in word work in the context of real reading increases student understanding of the way words work in context. Additional extensions that allow for further work on the strategy learned can ensure deeper comprehension and transfer of the strategy learned. HOW: Discusses the text and the students’ response to it. Review the strategy, skill, or behavior that was taught. Share and show an example of a child’s successful use of the strategy Remind students that the strategy can and should be used during independent reading time. Additional teaching options can include: (Can) Discuss other observations from the conferences that would benefit the whole group (Can) Provide explicit teaching to help students become flexible and efficient word solvers (Can) extend the teaching of the strategy through the use of graphic organizers, independent reading, etc. Copyright © 2015 Children’s Literacy Initiative 2314 Market St. T: 215-561-4676 [email protected] Philadelphia, PA 19103 F: 215-561-4677 www.cli.org .
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