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Activating Strategic Action in Guided Reading

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Activating Strategic Action in Guided Reading 1/24/2014 Leslie McBane 2014 Investigate text demands from earliest learning (K) to early second grade . What should I be teaching when? Why? Identify signs of processing problems at different points in time. What warning signs should I be alert to? Intervene to prevent processing problems . How do I intervene so that children will be strategic? Empower children to be problem solvers . How can I get kids to take action instead of waiting for me to tell them what to do? 1 1/24/2014 What should I teach when? Why? What are the expectations? (behaviors to notice and support/demands of the text) How is the child meeting the expectations? What is the child doing that is useful? What warning signs should I be alert to? 2 1/24/2014 One to one matching Maintaining a pattern Controlling directional movement Perhaps noticing a known word in text How to teach… provide a clear demonstration of the pattern! . Read to . Read with . Read alone • Locating and noticing known words; self- correcting • Locating and noticing unknown words (length, first letter), making decisions • Developing strategies for visually attending to words as a way of remembering/recalling words • Learning to attend visually to print (left to right visual scan in words; 1st letter; inflected endings Habituate early behaviors . Directionality . One to one matching . Locating known words . Locating unknown words . Prompt to ways to remember words 3 1/24/2014 Calling the child to take action at difficulty in reading and writing, both by demonstrating a variety of flexible approaches to problem solving and prompting for the same. Continuing to expand the child’s reading and writing vocabulary with an emphasis on hf words that increase in complexity Addressing confusions with hf words Focusing on taking words apart while reading for meaning Increasing complexity of written messages. Demonstrate the desired action-several times, if necessary Call for the demonstrated action close to the demonstration Volume of reading increases outside the guided reading lesson Reading and writing vocabularies continue to expand with more complex and irregular words Problem solving becomes rapid, flexible and integrated Word work occurs in isolation and embedded Monitoring of integrated errors and multiple attempts and self corrections 4 1/24/2014 How do I intervene so that children will be strategic? √ √ √ Look at James. √ √ riding √ √ √ James is up on a pig. Same error throughout the text. Establish monitoring with known and unknown words Work on hf words embedded in text Always link meaning with other information sources to encourage integration Anticipate and prevent unhelpful behaviors Teach on correct responding. Don’t let the reading get slow and word by word. Practice phrased reading on familiar material. 5 1/24/2014 Value monitoring-even if it’s just stopping. Prompts should make children think of a word. Demonstrate! Do not confirm attempts but insist that the child confirm or reject attempts. Break a pattern of passivity. Value reciprocity of reading and writing. 6 1/24/2014 Address passivity Use what is known to discover something new. Do you know a word like that? . Do you know a word that starts with those letters? . What do you know that might help? . Look carefully and think of what you know that may help. Be stingy with “tolds” during the first reading!!!! Expect children to look carefully the first time and monitor for them if they do not! (tell/told; when/then; said/says; everyone/everybody) Keep attending to higher level hf words. Force them to detect theirs and others’ miscues-be vigilant! Keep the solving flexible. Make sure your prompts are flexible as well! Attend to meaning always! 7 1/24/2014 How can I get kids to take action instead of waiting for me to tell them what to do? Permission to work at the problem Encouragement to discover something for himself Providing support to aid self-correction-using language he can use himself Accepting the partially correct Revisiting the familiar Remaining tentative 8 1/24/2014 Feed Forward Feed Back/Praise Self-Evaluation Dogged Teaching It’s messy but even in a small group, children are individual learners!! 9.
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