Guided Reading Grade 5 Purpose The purpose of Guided Reading is to help each student, regardless of his or her entry reading level, develop reading strategies so that increasingly difficult texts can be read independently. Goal Our goal is accelerated progress for our lowest achieving readers, continuous progress for our average achieving readers, and challenge and extension for our highest achieving readers. Materials A range of books (four to six titles) representing four to six readability levels has been selected for each grade level reflecting a common theme. The number of themes varies from grade level to grade level. Students are assigned these or other supplementary books that they can read independently with 90-94% accuracy. Instructional Model Students are grouped according to instructional reading levels. Teachers meet with a small group of students for twenty minutes or more while the remainder of the class is working on independent activities. These independent activities include, but are not limited to, centers, independent projects across the curriculum, journal writing, Literature Circles, or reading/writing skills related to Guided or Shared Reading. The lowest achieving readers meet with the teacher every day. Average and higher achieving readers may meet every day or on another appropriate timeline. It is expected that teachers will meet with a minimum of two groups each day. Grade 5 Guided Reading 1 Bettendorf Community Schools 2001-2002 Grade 5 Guided Reading 2 Bettendorf Community Schools 2001-2002 Guided Reading The following themes are not listed in sequential order. You are encouraged to use the materials in any sequence that meets the interests of the students, the range of readability levels in your class, or in support of other curricular areas. For example, the set of books on “Decisions” might be used at the beginning of the year to foster discussion on decisions and consequences. There is a graphic organizer for Sharing the Theme at the beginning of each theme set. Each student or Guided Reading group should fill this out in preparation for a discussion of the theme’s Guiding Questions, which lead to the Generalizations or Essential Understandings for students. Materials from other grade levels should be chosen for those students who are unable to read the following Guided Reading books with 90-94% accuracy independently. Title Author Level Theme The Bears’ House Sachs 44 Decisions Thirteen Ways to Sink a Sub Gilson 44 Decisions Bullies Are a Pain in the Brain Romain 48 Decisions Moose Tracks Casanova 48 Decisions Wringer Spinelli 50 Decisions Among the Hidden Peterson 60 Decisions Hundred Dresses Estes 34 Realistic Fiction There’s a Boy in the Girl’s Bathroom Sachar 40 Realistic Fiction Trouble With Tuck, The Taylor 44 Realistic Fiction Gift of the Pirate Queen, The Giff 48 Realistic Fiction To be selected Realistic Fiction Where the Red Fern Grows Rawls 60 Realistic Fiction George Washington’s Socks Woodruff 48 Historical Fiction Number the Stars Lowry 50 Historical Fiction Charley Skedaddle Beatty 50 Historical Fiction Mr. Lincoln’s Drummer Wisler 58 Historical Fiction Out of the Dust Hesse 60 Historical Fiction Under the Blood Red Sun Salisbury 60 Historical Fiction Shape-Changer Brittain 44 Fantasy/Science Fiction Lion, the Witch and the Wardrobe, The Lewis 48 Fantasy/Science Fiction Ella Enchanted Levine 50 Fantasy/Science Fiction Orphan of Ellis Island, The Woodruff 54 Fantasy/Science Fiction The Dragonslayers Hesse 58 Fantasy/Science Fiction Into the Land of the Unicorns Coville 58 Fantasy/Science Fiction Devil’s Bridge DeFelice 44 Mystery From the Mixed Up Files of Mrs. Basil E. Frankweiler Konigsburg 46 Mystery To be selected 50 Mystery To be selected 58 Mystery Search for the Shadowman Nixon 58 Mystery Westing Game Raskin 60 Mystery Grade 5 Guided Reading 3 Bettendorf Community Schools 2001-2002 Skills and Graphic Organizers For Guided Reading Selections Title Level Skills Graphic Organizers The Bears’ House 44 Cause and Effect Story Map Thirteen Ways to Sink a Sub 44 Bullies Are a Pain in the Brain 48 Moose Tracks 48 Wringer 50 Among the Hidden 60 Hundred Dresses 34 There’s a Boy in the Girl’s Bathroom 40 Trouble With Tuck, The 44 Gift of the Pirate Queen, The 48 To be selected Where the Red Fern Grows 60 Shape-Changer 44 Lion, the Witch and the Wardrobe, The 48 Ella Enchanted 50 Orphan of Ellis Island, The 54 The Dragonslayers 58 Into the Land of the Unicorns 58 George Washington’s Socks 48 Number the Stars 50 Charley Skedaddle 50 Mr. Lincoln’s Drummer 58 Out of the Dust 60 Under the Blood Red Sun 60 Devil’s Bridge 44 From the Mixed Up Files of Mrs. Basil E. 46 Frankweiler To be selected 50 To be selected 58 Search for the Shadowman 58 Westing Game 60 Grade 5 Guided Reading 4 Bettendorf Community Schools 2001-2002 Guided Reading Overview Step 1 Gather data about the reading achievements of the students in your class. Achievement information includes reading assessment scores from the previous year, the beginning-of-the-year Basic Reading Inventory, portfolio information, leveling information from last year’s teacher, or information from the reading teacher. You may also want to listen to each of your students read aloud informally, or assess individuals (particularly new students or those students whose assessment information is conflicting) with a fluency check and retelling. Your reading teacher can show you how to do this kind of assessment. For students who are reading way below grade level, take a Running Record (See your reading teacher for information on how to administer this assessment or refer to chapter seven in Guided Reading by Irene C. Fountas and Gay Su Pinnell. Copies of this book are available in each building from the reading teacher.). Step 2 Assign the students in the class to small groups according to their instructional level. Instructional level is defined as that level at which the student can read 90-94% of the text independently. There is no optimum number of groups. However, there should be no more than 5-6 students in a group. It is likely that four groups may emerge: (1) a group of emergent literacy learners; (2) a group of early literacy learners; (3) a group of independent literacy learners (grade level); and (4) an advanced group of literacy learners. These groups are not meant to describe or define specific grade level or age level standards, but rather the range of expected achievement in any classroom, grades K-5. Exceptional education students must be assigned to an appropriate group unless they are self- contained special education students. Step 3 Assign the books for each group. Selecting materials is critical for the successful progress of each student and is the responsibility of the teacher. This is not self-selected reading. If you are using one of the class themes designated for your grade level, you will need to decide if the range of books in that Guided Reading set is appropriate for the groups in your class. If not, you will need to check with the curriculum library in your school, your media specialist, the public library, or the AEA to see if other titles with a better readability match to the students in your class are available. Additional titles that support the theme for students to read during independent work time as Self-selected Reading enrich the unit and add choice for student reading. If there is not a book at the group’s instructional level that supports the theme, choose the appropriate leveled book rather than have the students read at an inappropriate level. Some questions to consider suggested by Fountas and Pinnell (Guided Readers and Writers, 2001, page 224) include: · In what topics or content areas will students need more support in reading? · What topics or content areas especially interest the readers? · What is the quantity/quality of students’ reading vocabulary? · What kinds of words do students solve quickly, with understanding, while reading text? Cause difficulty in decoding or understanding? Grade 5 Guided Reading 5 Bettendorf Community Schools 2001-2002 · What kinds of language structures are easy for students to process and what kinds of structures are difficult? · What kinds of settings or plots will students find easy/hard to understand? · What kinds of texts do students find easy/difficult to interpret and extend? · What kinds of connections do they tend to make as they read texts— personal/emotional, literary? · Are other words accessible through students’ current abilities to use strategies such as word analysis and prediction from language structure or meaning? · Does the text offer a few opportunities to problem-solve, search, and check while reading for meaning? · Is the length of text appropriate for the experience and stamina of the group? Step 4 Plan instructional time. Read each group’s book. Plan the approximate length of time it will take each group to read their assigned book by predicting how many pages each group will be able to read comfortably in daily fifteen-minute segments. Suggested sections (chapters or pages) are included in the curriculum guide. It is likely that groups will not finish books at the same time, i.e., the lowest level will most likely be reading shorter books. The teacher must then decide whether it would be appropriate to have the students read the next book in the set or whether to have them read a different title, perhaps not relating to the theme, but instructionally appropriate. Step 5 Plan introductions carefully. Story introductions help the readers organize their prior knowledge so they are “ready” for the information presented in the text. According to Fountas and Pinnell (2001, pgs.