bookroom buddy
TRANSCRIPT
Bookroom Buddy
Pair/ Share:Share ways you are currently using gradual release
GRL=Guided Reading Level Perfection Learning titles have been leveled according to the guidelines recommended by Fountas & Pinnell. ©Fountas, Irene C. & Pinnell, Gay Su and Heinemann, Portsmouth, NH, 2012.
EIL=Early Intervention Level
DRA=Developmental Reading Assessment Level Developmental Reading Assessment Resource Guide, Joetta Beaver ©1997, Celebration Press
EDL=Evaluación del Desarrollo de la Lectura The Spanish version of the Developmental Reading Assessment Levels.
“Lexile” and “The Lexile Framework” are trademarks of Metametrics, Inc.
Let’s Take a Look at Your Bookroom Organization!
• Know the students• Know the reading process • Know the texts
PLANNING FOR GUIDED READING
Know the students
PLANNING FOR GUIDED READING
• Assessment• Form Groups – and “Reform Groups”
Assessment will help in deciding the strategy-focus for groups
• Determine strategy focus
Know the students
PLANNING FOR GUIDED READING
Discussing Your Current Data
Know the students
PLANNING FOR GUIDED READING
When matching text to readers – Here are some questions to use to guide your text selection: • What is the instructional level of the lowest student in the group?• What are the supports and challenges?• How does that compare to the strengths and needs of the group?• Will students have sufficient background knowledge?• Are the learning opportunities present to address my purpose?
Know the Reading Process
PLANNING FOR GUIDED READING
In order for students to move from simply decoding words to reading with automaticity takes practice. Once the reader has moved to reading with fluency and automaticity, then they can focus their attention on the true importance of reading which is comprehension.
Know the Reading Process
PLANNING FOR GUIDED READING
CUES• Meaning• Structure• Decoding MSV (Meaning/ Structure/ Visual) cues
Know the Reading Process
PLANNING FOR GUIDED READING
Let the meaning and structure lead our reading rather than the visual process.
The idea is that they can “get the word” without trying to solve it phonetically, 40% of our language is phonetically irregular. We don’t lift meaning from text, we assign meaning to it. We need to let the meaning and structure lead our reading rather than the visual process.
Know the Reading Process
PLANNING FOR GUIDED READING
• Re-read to confirm meaning • Behaviors (anecdotal records)
Examples of behaviors:• Unknown word and stops, but looks at picture-> using visual aids in
text• Read right through but can’t answer any ?s-> not getting meaning• Chunking-> looking for the little word• Skills (ex: punctuation, phonics…) important, but need to be shown how to utilize in the writing and reading process.
Know the Reading Process
PLANNING FOR GUIDED READING
Comprehension• Making Connections (Using Prior Knowledge
and Experiences) • Visualizing (Using Sensory Images)• Ask questions• Predicting
Know the Reading Process
PLANNING FOR GUIDED READING
Comprehension• Inferring (Draw inferences)• Determine importance (Determining What is
Important in Text)• Summarizing and Synthesizing• Monitoring Comprehension (Using fix – up
Strategies)
• Check the picture• Get your mouth ready• Look for chunks• Does it look like a word
you know?• Try Again
Does it make sense?
Does it sound right?
Does it look right?
Lovetoteach.org
PLANNING FOR GUIDED READING
Know the Texts
PLANNING FOR GUIDED READING
• Theme• Subject Area• Readability Level• Interest Level• Standards (GSE/ Oconee Co.)
Know the Texts
PLANNING FOR GUIDED READING
Know the Texts
PLANNING FOR GUIDED READING
