Guided Reading

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Guided Reading

• Keys to Effective
• Independent work
• and
• Small Group Instruction

Mary Lillestol lillestol_at_gmail.com
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Agenda

• Balanced literacy (k-3 and 4-6)
• Independent work
• Small group instruction
• Personal Goal Setting

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What does research tell us?

• NRP report
• Dimensions of Effective Instruction
• Purpose
• Higher Level Questions
• Comprehension Strategy Instruction
• Student Support vs. Teacher Directed
• Active Engagement

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Gradual Release in Balanced Literacy

• Read aloud
• Shared
• Guided
• Independent

Pearson and Gallagher, 1983
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Schedule for Balanced Literacy (K-3)

• 30 minutes whole group read aloud and shared
  reading
• 60 minutes guided reading group rotations of 15
  or 20 min.
• Independent reading

Mon Tues Wed Thurs Fri
15 min 1 1 1 1 1
15 min 2 2 2 2 2
15 min 3 3 3 4 3
15 min 4 5 4 5
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Schedule for Balanced Literacy(4-6)

• 30 minutes whole group
• 60 minutes small group rotations of 15 or 20 min.

Mon Tues Wed Thurs Fri
20 min 1 1 1 1 1
20 min 2 3 2 2 4
20 min 3 4 5 3 5
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Schedule for Balanced Literacy(4-6)
Mini lesson
Independent Reading Reading Conferring 35 50
minutes
Guided Reading 1st lesson 15 20 min. 2nd
lesson 15 20 min.
Literature Circles Book Club 20 30 min. Book
Club 20 30 min.
Group Share/Evaluation
http//www.learner.org/vod/vod_window.html?pid220
0
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Independent Work

• Turn to a partner
• What has been successful ?
• Why is it successful?
• What are the continued challenges

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Independent Workers Purpose Choice
Motivation

• Setting the purpose for our instruction
• Giving purpose for independent activity
• Empowering kids to be purposeful
• Incorporating purposeful content

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The Choices

• Read to self
• Read to partner
• Listen to reading
• Word work
• Writing in response to text

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Responsive Classroom to establish routines for
independence

• Choosing books
• Signals
• Checking in
• Modeling

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Name _________________________ Date
_____________________
Recording Sheet
L Listen to story
RS Read to Self
RP Read to Partner
1
2
3
4
WW Word Work
ESL ESL Teacher
Porter and Lillestol, 2007
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Debrief

• Take two minutes to debrief with someone next to
  you.
• What she said about independent work made me
  think _______________

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Preparing for Small Group Instruction

• Assess and group
• Select a focus
• Select a text

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Materials for Guided Reading

• Leveled books
• Assessment kit
• 6 sets of lower case letters (K 2)
• Dry erase boards and markers
• Copies of lesson plans
• High frequency word charts (K 2)

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Materials for Guided Reading

• Sound box templates in plastic sleeves
• Response journals
• Pictures for sound sorts
• Post it notes/flags
• Comprehension cards
• Timer a must!

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What are the different stages

• Pre-emergent
• Emergent
• Early
• Transitional
• Fluent

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Lesson format

• Before reading (3 - 5 minutes)
• During reading (10 - 12 minutes)
• After reading (3 5 minutes)

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What do we know about the Pre-Emergent Reader?

• Knows fewer than 40 upper- and lower case letters
• May not know left to right tracking
• Confusions between letter and word

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Pre - Emergent (pre A)

• Letter work
• Sound work
• Working with books
• Interactive writing

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What do we know about the Emergent Reader?

• Identifies 40 letters
• Identifies some letter sounds
• Demonstrates basic concepts of print
• Begins demonstrating one to one tracking
• Recognizes some sight words

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Emergent (1 4 or A C)

• 2 day rotation
• BeforeBook introduction
• DuringStudents read independently several times
  while teacher coaches
• AfterDay 1 Teach a sight word/Word studyDay 2
  Review sight word/Dictated sentence

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What do we know about the Early Reader(5 16 or
D I)

• Able to read and write about 20-30 sight words
• Problem solve new words using a variety of
  strategies
• Remember and retell what theyve read
• Apply phonetic principles in reading and writing

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Early (5 16 or D I)

• 2 day rotation
• Beforebook intro
• DuringCoaching, modeling, giving feedback
• AfterTeaching point based on student needWord
  Study on day 1/Writing on day 2

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Transitional (17 22 or J M)

• Have a large bank of sight words
• Still learning to decode big words
• Continued work on fluency
• Developing vocabulary and comprehension

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Transitional (17 22 or J M)

• Multiple day rotation
• Day 1 Brief book intro, vocabulary, begin
  reading
• Day 2 Continue reading, discussion, (fluency
  and discussion)
• Day 3 Reread, guided writing

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The Fluent Reader (N )

• Have few decoding problems
• Reading is smooth and full of expression
• Continue to work on comprehension with
  challenging text

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Fluent (30 50 or N S)

• Multiple day rotation
• Before text introduction, intro new vocab.
• During introduce focus strategy, read
  (silently) and respond
• After - writing

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Setting personal goals

• Assessment and grouping
• Independent work
• Small group instruction
• Deepening comprehension
• Literature circles

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Exit Slip

• Something that squared with my thinking
• 3 points to remember
• Something still circling around that I
  have
• a question about

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References

• Richardson, Jan. The New Guided Reading
  Handbook. Arlington VA Self Publish, 2006.
• Bear, Donald. Words Their Way Word Study for
  Phonics, Vocabulary, and Spelling Instruction.
  Columbus, Ohio Merrill Prentice Hall. 2004
• Boushey, Gail Moser, Joan. The Daily 5
  Fostering Literacy Independence in the Elementary
  Grades. Portland, Maine Stenhouse Publishers,
  2006.