the secrets of guided reading (in lower elementary) miss allison dalton 1 st grade teacher discovery...
TRANSCRIPT
The Secretsof
Guided Reading
(In Lower Elementary)
Miss Allison Dalton1st Grade Teacher
Discovery Elementary School
BALANCED
LITERACY
INSTRUCTION
BALANCEDLITERACY
INSTRUCTION
READALOUD
INDE-PENDEN
TREADIN
G
SHAREDREADIN
G
GUIDED
READING
READ
ALOUD
BALANCED
LITERACY
INSTRUCTION
INDE-PENDEN
T
READING
SHARED
READING
Leveled Text
The child can manage
decoding comprehension fluency
Just right…Not too easy & not too hard
If your child reads with… …the text is at… …& should be used for…
96-100% accuracy & thorough comprehension
Independent LOTS of reading practice
Leveled Text
Independent: Out of 100
words they only have 0-4 errors.
“The highest achieving students receive a steady diet of ‘easy texts’-texts
they can read accurately, fluently and with strong
comprehension.”~ Dr. Richard Allington ~
(International Reading Association President)
Leveled Text
If your child reads with… …the text is at… …& should be used for…
96-100% accuracy & thorough comprehension Independent Lots of reading
practice
90-95% accuracy& general comprehension
Instructional Teaching purposes
Leveled Text
Instructional:5-9 errors
If your child reads with… …the text is at… …& should be used for…
96-100% accuracy & thorough comprehension Independent Lots of reading
practice
90-95% accuracy& general comprehension
Instructional Teaching purposes
Below 90% accuracy &/or inadequate comprehension
Frustration Read-alouds or shared reading
Leveled Text
If your child reads with… …the text is at… …& should be used for…
96-100% accuracy & thorough comprehension Independent Lots of reading
practice
90-95% accuracy& general comprehension
Instructional Teaching purposes
Below 90% accuracy &/or inadequate comprehension
Frustration Read-alouds or shared reading
Leveled Text
Emergent
Early
Transitional
Fluent
Emergent (Levels A-C)
• The overall focus is on concept of print, letter sounds, and beginning to read and write sight words.
• Texts- strong picture support, familiar concepts and some repetitive phrases
Early (Levels D-I)• The overall focus is on teaching students how to self-monitor, use decoding strategies, read fluently and comprehend what they’ve read.
• Texts- Stories that make sense, pictures and illustrations provide support for unfamiliar concepts, opportunities to problem solve unknown words, supports strategies the students need guidance with.
Transitional (Levels J-P)• The overall focus is on teaching students how to decode multisyllabic words, increase their fluency, expand their vocabulary, improve their comprehension, and learn how to analyze and discuss text.
• Texts- Stories that will allow you to target the certain strategies listed above.
Fluent (Levels N and above)
BEFORE DURING AFTER
Reading
WHAT YOU’LL SEE:PURPOSE:• Introduce book
• Set a purpose for reading
• Activate prior knowledge
Sight word review
Book Introduction:
• Access background knowledge
• Quick gist of the book • Picture walk (into new vocab, new concepts, make
predictions)• Notice text features
• Review strategies
Before Reading – “The Set Up”
PURPOSE: WHAT YOU’LL SEE:
• Children decode & make meaning of text:
- Decoding strategies - Background knowledge - Wondering questions
• Teacher observe use of: - Reading Strategies - Monitoring for MSV - Fluency - Comprehension (higher level thinking)
• Whispering individual reading of whole text
• Teacher “listening in”
• Teacher assisting when needed or asked (prompts, questions, encourages)
• Students using previously learned strategies
During Reading – “The Spying”
PURPOSE: WHAT YOU’LL SEE:
• Make meaning of text
• Assess understanding
• Synthesize material
• Teaching of a new sight word
• Working with words activity or guided writing
• Guided Discussion
• Teaching Point by Teacher- based off of what the teacher saw while listening to reading
• Praise for something that the students in the group did good at.
After Reading - “Debriefing”
• Reflect on success
Independent Reading = PracticeChildren need time to practice the skills that
they’ve been working on during guided reading.
They’re trying them out, on their own, without support.
Goal- Transfer of skills*This can be hard and may take time- be patient
Independent Reading = Practice
It’s like riding a bike