Guided Reading

Jan Richardson was the opening speaker at the conference and has a great website of guided reading resources.  Email me if you have questions or would like more information

www.janrichardsonguidedreading.com

There is a resource page on this website with reading, writing, beginning reading strategies, lesson plans and more.  Very informational and very applicable to what we are doing with guided reading in our district.

We need to work with students in the classroom on reading, writing, and phonics together every day.  

We need leadership that will support teachers with guided reading.  They need to be active in talking to teachers and providing the necessary resources to teachers.

We need coaches to work with teachers to model strategies.  We need colleagues getting together to share best practices and looking at data to improve instruction for students.

1/3 of students entering K will now know their letters.  1/3 of 4th grade students will be below grade level readers.  WHERE TO START?  Print out an alphabet book with the letter and a picture.  (There is one on the website resources).  The students need to spend time every day tracing the letters and saying the letter (not the sound yet).  They need to work on this every day.

The assessments like Mondo assessment allow us to listen to the students are really hear what the issues are.  It is not about knowing each students issues with reading.

Pinpoint your Focus - Where is the student having problems?

Monitor

Decode

Fluency

Skills

Retell

Deeper Comprehension

Teacher Capacity is important because we need to train teachers:

What is the reading process? How to use a running record?

Select appropriate texts?

Spending 50% of their time with eyes on text.

Know how to prompt for strategies and being able to pick out next steps.

Guided ReadingLesson 

Before (3 min) with a quick preview and vocabulary

During (12 min) student read and write and teacher prompts

After ( 5 minutes) Conversation, word study and guided reading

What is scaffolding?

A scaffod is a "temporary framework for construction in Progress" Cazden (1983)

Specific scaffolding strategies are most useful when tailored to individual student needs.

General Probes for Guided Reading  (I will also email you this document.)

Prompts for Monitoring

* Wait until the end of the sentence

* Are you right?  Does that make sense?

* Thing about the story.

* Reread what would make sense?

Tip:  Ignore errors that make sense.

It is not about fixing one mistake.  It is about looking for patterns.

When you are doing running records look for monitoring then decoding.

If you have a student not looking at the middle of the word, you have them cover up the ending of large words so they focus on the middle.

Steps to Deeper Comprehension

Monitor, retell

Determining Importance (3rd and 4th)

VIP (Very Important Part)

1. Flag the important action or feeling

2.  Why is it important?

(Use titles & illustrations)

Why kids struggle with Main idea//Key details?

Text is too hard.

They can't retell.

They miss the inportant information.

They don't relate the key details to the main idea.

Key details

1.  Turn heading into a question.

2.  List the key words.

3.  Why are they important?

4.  Summarize using key words.

Making Inferences 

Good books:  Henry's Freedom Box, Thank you Ma'am, and Fables

Scaffods for Fiction

*Insert a sticky note on 3-4 pages.

*Provide vocabulary for character's feelings.

*Students write a feeling (or trait). Write it on the sticky

After every Guided Reading Lesson, ask yourself . . . 

*  Did I pinpoint the right focus?

*  Did I select the right text?

*  Did I provide the right amount of scaffolding?

*  What is my next step?