guided reading keys to effective independent work and small group instruction mary lillestol...
TRANSCRIPT
Guided Reading
Keys to Effective
Independent work
and
Small Group Instruction
Mary Lillestol
Agenda
Balanced literacy (k-3 and 4-6) Independent work Small group instruction
Personal Goal Setting
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
Gradual Release in Balanced Literacy
Read aloud Shared Guided Independent
Pearson and Gallagher, 1983
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
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
Schedule for Balanced Literacy(4-6)
Mini lesson
Literature Circles
Book Club20 – 30 min.
Book Club
20 – 30 min.
Independent Reading
Reading
Conferring
35 – 50 minutes
Guided Reading
1st lesson15 – 20 min.
2nd lesson 15 – 20 min.
Group Share/Evaluation
http://www.learner.org/vod/vod_window.html?pid=2200
Independent Work
Turn to a partner– What has been successful ?– Why is it successful?
– What are the continued challenges
Independent Workers Purpose + Choice = Motivation
Setting the purpose for our instruction
Giving purpose for independent activity
Empowering kids to be purposeful
Incorporating purposeful content
The Choices
Read to self
Read to partner
Listen to reading
Word work
Writing in response to text
Responsive Classroom to establish routines for independence
Choosing books
Signals
Checking in
Modeling
Recording Sheet
Name _________________________ Date _____________________
1 2 3 4
RS
Read to Self
L
Listen to story
WW
Word WorkPorter and Lillestol, 2007
RP
Read to Partner
T
Meet with Teacher
ESL
ESL Teacher
Debrief
Take two minutes to debrief with someone next to you.
What she said about independent work made me think _______________
Preparing for Small Group Instruction
Assess and group
Select a focus
Select a text
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)
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!
What are the different stages
Pre-emergent Emergent Early Transitional Fluent
Lesson format
Before reading (3 - 5 minutes)
During reading (10 - 12 minutes)
After reading (3 – 5 minutes)
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
Pre - Emergent (pre A)
Letter work
Sound work
Working with books
Interactive writing
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
Emergent (1 – 4 or A – C)
2 day rotation Before
Book introduction During
Students read independently several times while teacher coaches
AfterDay 1 – Teach a sight word/Word studyDay 2 – Review sight word/Dictated sentence
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 they’ve read Apply phonetic principles in reading and
writing
Early (5 – 16 or D – I)
2 day rotation Before
book intro
DuringCoaching, modeling, giving feedback
AfterTeaching point based on student needWord Study on day 1/Writing on day 2
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
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
The Fluent Reader (N +)
Have few decoding problems Reading is smooth and full of expression Continue to work on comprehension with
challenging text
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
Setting personal goals
Assessment and grouping Independent work Small group instruction Deepening comprehension Literature circles
Exit Slip
Something that squared with my thinking
3 points to remember
Something still circling around that I have
a question about
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.