Literacy Vision Statement

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Literacy Vision Statement

• Aiken County Public Schools demonstrates an
  unwavering commitment of the educational
  community to embrace their responsibility for
  ensuring that each student at any level becomes a
  successful reader and writer.

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Guided Reading(Small Group Instruction)

• ACPS Division
• of
• Instruction and Accountability

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Aiken Resources
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Outcomes

• Recognize the need for strong classroom
  management and set-up to facilitate Guided
  Reading
• Understand the structure of an effective small
  group lesson

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Overview of Guided Reading (Small Group
Instruction)

• -Teacher utilizes data and assessments (MAP,
  running records,Dominie, etc.) to group students
  and to guide instruction.
• -Teacher pre-selects a book that is appropriate
  for the purpose of the guided reading and
  instructional level of the students.
• -Teacher sets focus/purpose for the guided
  reading group.
• -Teacher previews the text with the student
  through picture walk,discussion, etc.
• -Teacher may include word work in the lesson
  during the reading of text.
• -Teacher allows students to make predictions
  about the text.

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Overview of Guided Reading (Small Group
Instruction)

• -Teacher reads aloud the first few pages of the
  text to or with the
• students.
• -Teacher allows students to read the text quietly
  to themselves or
• with a partner for a purpose.
• -Teacher monitors, documents, and provides
  feedback to students as they read aloud quietly
  to him/her.
• -Teacher talks about the text with the students
  after they read.
• -Teacher utilizes questioning techniques to
  monitor students
• comprehension.
• -Teacher utilizes strategies to enhance the
  mastery of standards.

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A Thought

• How I set up my classroom, the way I organize my
  day, and the materials I provide can either make
  or break my efforts to work effectively with
  children. I take to heart Don Holdaways advice
  in Independence in Reading
• Much of our teaching energy is
  spent on compensating for an unfavorable
  environment. It would be far more sensible to
  use our energies first on the environment
  itself.
• Sharon Taberski On Solid Ground

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Classroom Set-up

• Purposeful location of centers/stations
• Accessible materials
• Classroom library organized and leveled
• Desks arranged for collaboration
• Organized area to lead a small group

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What are my other students doing while Im
leading a small group?

• Independently reading
• Literacy centers/stations
• http//fcrr.org/
• The Daily FiveRead to Self, Read to Someone,
• Work on
  Writing
• Debbie Diller books
• Making The Most of Small Groups
• Literacy Work Stations
• Practice with Purpose

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Signals

• To minimize interruptions
• For movement/rotation
• Managing noise level
• Getting students attention

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Ideas from Aiken County Public School Teachers

• stop sign
• ask three before me
• cups
• hat
• lights
• music

• songs and chants
• wind chime
• rain stick
• train whistle
• clapping
• Smartboard timer

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The Structure of a Guided Reading Lesson

• Refer to the ACPS Literacy Model
• Dynamic, flexible grouping
• Selecting the Text
• Before Reading
• During Reading
• After Reading

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Before Reading

• Previews the text
• Activates prior knowledge
• Sets a purpose for reading
• Makes predictions

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During Reading

• Teacher reads, and then listens to individual
  students read.
• Monitor comprehension
• asking questions
• rereading
• Interacting with the text (note-taking, post-it
  notes. response journals)
• Make personal connections
• Create pictures (visualizing)
• Check previous predictions, make new predictions

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After Reading

• Reflect on what was read
• Summarize the major ideas
• Interpret and evaluate the ideas in the text
• Synthesize information from a variety of texts to
  produce opinions
• Praise point
• Teaching point

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3-2-1- Action

• Video
• - Reading with a Small Group,
• Scott Foresman

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Reflection Questions

• Are my students able to move responsibly during
  transitions and work independently?
• Can the student, after your small group
  instruction, read independently with fluency and
  be able to understand it?
• Can the student apply what is taught to any text?

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Resources

• http//www.fcrr.org/
• Boushey, G. Moser, J., (2006). The daily five
  Fostering literacy independence in the elementary
  grades. Portland, ME Stenhouse.
• Diller, D., (2003). Literacy work stations
  Making centers work. Portland, ME Stenhouse.
• Diller, D., (2005). Practice with purpose
  Literacy work stations for grades 3-6. Portland,
  ME Stenhouse.
• Diller, D., (2007). Making the most of small
  groups Differentiation for all. Portland, ME
  Stenhouse.
• Harvey, S. Goudvis, A.., (2000). Strategies
  that work. Portland, ME Stenhouse.