Comparing Guided Reading and Leveled Literacy Intervention: Di erent Instructional Contexts for Di erent Purposes
GUIDED READING LEVELED LITERACY INTERVENTION
Guided reading is one component of a General Context Leveled Literacy Intervention is comprehensive language and literacy a systematically designed, framework for instruction. Across Instruction with emphasis sequenced, short, supplementary many contexts, students receive on language learning lesson that builds on high-quality instruction in reading comprehension, classroom instruction. It includes phonics/word study, and writing. reading, phonics, and writing Guided reading speci cally helps about reading. LLI o ers intensive students develop pro cient systems instruction to help struggling readers for strategic actions for reading. develop pro cient systems of strategic actions for reading.
Di erentiated classroom instruction Purpose Supplementary literacy intervention
All students Serves Readers who are having di culty and are reading below grade level
Small group instruction– Grouping Small group instruction– usually 4 to 8 3 (moving to a maximum of 4 for upper grades) Students placed in groups because they have similar instructional levels Students placed in groups because they have similar instructional levels
Ongoing across elementary Duration Temporary, short-term intervention school years (10 to 20 weeks, with possibility of more if needed)
Leveled books selected by the teacher Materials Leveled books that are for the group designed for LLI and placed in a preplanned sequence
Benchmark assessment to determine Assessment Benchmark assessment to determine instructional level for each student instructional level for each student
Beginning of year, interval, and Entry, interval assessments, end-of-year data recorded and exit data recorded.
Interval assessment varies Interval assessment data collected every other day (1 reading record every 6 days for each student)
15 to 20 minutes varying from 3 to 5 Time 30 minutes daily (stretching to 45 times a week (more for students who minutes for upper elementary grades) are having di culty) 1 Comparing Guided Reading and Leveled Literacy Intervention: Di erent Instructional Contexts for Di erent Purposes
GUIDED READING LEVELED LITERACY INTERVENTION
Guided Reading Lessons *OTUSVDUJPOBM Even-Numbered Lessons 'SBNFXPSL t 5FYU 4FMFDUJPO Preparation (Text Analysis; Goals) t 5FYU *OUSPEVDUJPO Rereading and Assessment t 3FBEJOH XJUI 5FBDIFS 4VQQPSU Phonics / Word Work and Interaction Writing About Reading t %JTDVTTJPO PG UIF .FBOJOH (instructional text from yesterday) t 5FBDIJOH 1PJOU Reading a New Text (independent level) t 8PSE 8PSL 0QUJPOBM Classroom and Home Connection t &YUFOEJOH UIF .FBOJOH 0QUJPOBM Odd-Numbered Lessons Preparation (Text Analysis; Goals) Rereading Text Phonics / Word Work Reading a New Text (instructional level Introduction, Reading, Discussion, Teaching Point) Word Work Classroom and Home Connection
t #PPLT NBUDIFE UP SFBEFST to support *OTUSVDUJPOBM t #PPLT NBUDIFE UP SFBEFST and e cient processing and Elements carefully sequenced to support e cient good comprehension processing and good comprehension t $PNQSFIFOTJPO supported t $PNQSFIFOTJPO supported by introduction, discussion, and by introduction, discussion, speci c teaching and speci c teaching t 'MVFODZ explicitly taught and prompted t 'MVFODZ explicitly taught and prompted; rereading assists uency; used as an t 8SJUJOH BCPVU SFBEJOH reading a new book at independent option to extend comprehending level also supports uency demonstrated, t 1IPOJDTXPSE TUVEZ about reading used every other taught, and reinforced during reading and t 8SJUJOH day to extend comprehending taught in speci c teaching points after reading—word work at the end t 1IPOJDTXPSE TUVEZ is preplanned, of the lesson is an option. sequenced, and explicitly taught twice in every 30 minute lesson t 7PDBCVMBSZ built through encountering new words in texts t 7PDBCVMBSZ built through encountering new words in texts t .PUJWBUJPO fostered by selecting engaging texts and matching books t .PUJWBUJPO fostered by selecting to students’ current reading levels engaging texts and matching books to students’ current reading levels; series books ( ction and non ction) build engagement; books not in classroom use.
2 Comparing Guided Reading and Leveled Literacy Intervention: Di erent Instructional Contexts for Di erent Purposes
GUIDED READING LEVELED LITERACY INTERVENTION
Professional books (see Fountas and 5FBDIFS .BUFSJBMT When Readers Struggle Pinnell at Heinemann.com) Fountas & Pinnell Prompting Guide 1 Fountas & Pinnell Prompting Guide 1 Lesson Guides
Professional books Professional Development Speci c 6-day training (at OSU and Lesley University) Professional development sessions Built-in professional development Literacy coaching in classrooms in lessons and guides where available DVDs demonstrating lessons and routines
Tutorial on reading records
Classroom teacher 5FBDIFS Intervention or classroom teacher
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