Lead Literacy Teacher Professional Development Guided Reading Making Connections

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Lead Literacy TeacherProfessional
DevelopmentGuided Reading Making Connections
Office of Literacy, Grades K-3 Oreitha P.
Benion Coordinator
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Session Purpose

• To deepen the knowledge of Lead Literacy
  Teachers in the instructional areas of guided
  reading and making connections.

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Guided Reading

• The overall purpose of guided reading
• is to enable children to read for
• meaning at all times .

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KWL

• What do you already know about teaching a guided
  reading lesson?
• What do you want to know about teaching a guided
  reading lesson?
• Please take a few minutes to fill in the first
  two columns on the KWL Chart.

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Guided Reading

• The student and teacher roles are specifically
  outlined in the Classroom Observation Guide.
• What are the teaching and learning behaviors of
  guided reading?
• (Silent reading of the guided reading
  section of the observation guide)

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Consider the Observation Guide as you view the
video clip of a guided reading lesson.
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Independently complete the KWL. Then, discuss
what has been learned in groups about guided
reading.
KWL
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Making Connections
Making connections to the text enhances student
comprehension.
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Making Connections Before Reading

• Complete anticipation guide for
• Making Connections Who is in
• the drivers seat?

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Making Connections

• Students should make
• Text to self connections
• Connections that readers make between the text
  and their past experiences or background
  knowledge
• Text to text connections
• Connections that readers make between the text
  they are reading and another text, including
  books, poems, scripts, songs, or anything that is
  written
• Text to world connections
• Connections that readers make between the text
  and the bigger issues, events, or concerns of
  society and the world at large
• Harvey, S., Goudvis, A. (2000). Strategies
  that work Teaching comprehension to enhance
  understanding. Portland, ME Stenhouse.

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During Reading

• Using Post-it Notes, find two examples in the
  article you read where you made connections.
• Explain the connection and how it made a
  difference to you as a reader.

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Making Connections Who is in the drivers seat?

• (Small group activity)
• Everyone reads the first two paragraphs.
• Each table of participants will form a group and
  be given an assigned portion of the text to read.
• After reading, the group will make connections
  (to self, to the world, and to other text) to key
  ideas in the portion of the text assigned to
  them.
• A member from each group will share ideas with
  the whole group.

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Accommodations for Struggling Readers

• Direct word knowledge instruction.
• Shorten the lesson.
• Provide visual support.
• Model specific strategies.
• Read parts of text together.
• Revisit the text to build fluency
• and increase comprehension.

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In Summary

• Guided reading is an effective approach within
  a balanced literacy program. It provides students
  with opportunities to develop and practice
  reading strategies necessary to become
  independent readers.

Thompson, L., Griffiths, R., Biddulph, J.,
Roberts, C., Stevenson, B. (2000). Steps to
guided reading. Wellington, New Zealand Learning
Media Limited.
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Resources

• Fountas, I., Pinnell, G. (1996). Guided
  reading Good first teaching for all
• children. Portsmouth, NH Heinemann.
• Harvey, S., Goudvis, A. (2000). Strategies that
  work Teaching comprehension to enhance
  understanding. Portland, ME Stenhouse.
• Johns, J., Berglund, R. (2002). Fluency
  Questions, answers,
• evidence-based strategies. Dubuque, IA Kendall
  Hunt.
• Thompson, L., Griffiths, R., Biddulph, J.,
  Roberts, C., Stevenson, B. (2000). Steps to
  guided reading. Wellington, New Zealand Learning
  Media Limited.
• Villaume, S., Brabham, E. (2001). Guided
  reading Who is in
• the drivers seat? The Reading Teacher, 55, 260.