AUGUST INSTITUTE K-5
AUGUST 13, 2018
Agenda
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Superintendent's Vision – District Focus
Guided Reading
Zaner-Bloser
Dreambox
DISTRICT FOCUS
ONE TEAM ~ ONE PLAN
District Focus Standards and Math Practice
MY SCHOOL EXPERIENCE: BRIAN REGAN
GUIDED READING
GUIDED READING RATIONALE
 Guided reading is one of the strongest levers in
supporting successful independent reading.
 Successful reading is a ticket to EVERYWHERE.
Quick Quiz
Your job as a guided reading teacher is to observe, listen, question, prompt, and coach?

True
Teachers match students with challenging books that are at their independent reading level and support their
next reading goal.

False- Instructional
Students become better readers by reading, self-monitoring, and problem solving their way through text,
rereading as needed to check understanding.

True
Some assessment goals include, knowing each student’s reading habits and preferences, pinpointing each child’s
developmental word knowledge, and understand a learner’s ability to comprehend in various reading situations.

True
Guided reading is balanced literacy.

False
Book previewing is not an integral part of the guided reading lesson.

False
DETERMINING GROUPS
JAN RICHARDSON - NEXT STEPS TO GUIDED READING
•The Pre-A Reader (pg. 26)
•The Emergent Reader: Levels A-C (pg. 53)
•The Early Reader: Levels D-I (pg. 106)
•The Transitional Reader: Levels J-P (pg. 159)
•The Fluent Reader: Levels N and Higher (pg. 219)
GUIDED READING:
The First SEVEN weeks – Teaching routines and procedures
Week One:
Introduction of Guided Reading: Discuss activities/rotations, expectations, materials,
transitions, how to work in small groups, group behaviors, in addition to the
behaviors for independent reading, partner reading, reader response, etc.(10
minutes daily for week 1). Provide frequent checks for understanding and guided
practice.
Week Two:
Introduce one literacy rotation center (Independent Reading): to one guided reading group daily
while the others students work independently on other rotations or activities based on their
learnings from week one. Discuss how to self-select books, set a purpose for reading, voice
level, stamina, behavior expectations, etc. (10-15 minutes daily for week two)
Week Three:
Introduce a second literacy rotation center (Partner Reading): Discuss your system for selecting
books for partners, create pairs based on reading levels, discuss the role of each partner during
reading, discuss systems and expectations for taking turns, voice level, stamina, and behavior
expectations (10-15 minutes daily for week three). The other students should practice
previously taught rotation to build independence.
Week Four:
Introduce a third literacy rotation center (Reader Response): Discuss how books will be selected,
where students will go to receive their reading response prompt, the expectations around
constructing a response, the amount of time to spending reading and responding to the prompt,
behavior expectations, etc. (20 minutes daily for week four). The other students should practice
previously taught rotation to build independence.
Week Five:
Introduce a fourth literacy rotation center (Online Reading): Discuss how to select online
books (Pearson Realize, Reading A-Z, NewsELA, etc.), how to login, voice level, stamina,
behavior expectations, how to handle and protect devices, etc. (20 minutes daily for week five).
The other students should practice previously taught rotation to build independence.
Week Six:
All Guided Reading Groups should practice working independently on one of the rotation
centers to assess guided reading readiness (20 minutes daily for week 6). The teacher should
circulate, give feedback, monitor the transitions, redirect, make adjustments, correct, praise and
more.
Week Seven:
Teacher will begin pulling two Teacher-Led groups while the students facilitate the other
rotations independent of the teacher (See Minutes Guide for total minutes by grade level).
GREAT JOB!
THE NEXT STEP FORWARD
Important pages to note:
 List of Videos, pages 4-5
 Reading Stages, page 11
 The First Six Weeks, page 17
 Understand the Purpose and Procedures, page 67 (Emergent)
 Suggestions for Intervention, pages 99-101 (Emergent)
 Adaptions, page 102 (Emergent)
 Moving to the Next Plan, page 103 (Emergent)
 Top 12 Comprehension Strategies, page 256
 Comprehension Modules, pages 258-286
 Strategies and Skills, pages 291-299
LESSON PLANNING USING JAN RICHARDSON
http://www.scholastic.com/NSFresources/
Password: results
THINK-PAIR-SHARE
It will be essential that routines and procedures are reviewed and established
to ensure successful implementation.
How will you ensure that students are becoming independent
through the establishment of routines?
What steps will you take?
LITERACY
ROTATIONS
 From the Guided
Reading folder on
SharePoint, click
on the document
Literacy
Rotations
GUIDELINES
Requirements:
 EA Daily Three (3)
 Teacher-led Group
(2 groups a day)
 Independent Reading
 Reading Response
 Literacy Rotation Options
 Word Work
 Reader’s Theater
 Writing
 Partner
 Online
INSTRUCTIONAL
MINUTES &
LANGUAGE OF
INSTRUCTION
Three Areas of Focus
Overall Instructional Minutes by grade level
 SharePoint – Language Arts
link
 From the Guided Reading
June 6th folder on
SharePoint, click on the
link Minutes Guides
 Click on District 131
Minutes of Instruction
Classroom Language of Instruction
Language of Instruction for Bilingual
Classrooms
LANGUAGE ARTS
BLOCK MINUTE
ALLOCATION
 From the Minutes
Guides folder on
SharePoint, click on
the document LA
Block Minute
Allocation Guide
ZANER-BLOSER INTRODUCTION
Zaner-Bloser Cursive Writing Webinar Link
https://hfoc.sharepoint.com/:v:/t/zbfieldresources/ProfessionalDevelopment/EYyPWlkvs65Dgjsab6lYFlEBKL
tQl96KggnKJLTWnBIa8A?e=HIFlWO
https://my.zaner-bloser.com/
DREAMBOX INTRODUCTION
Join Zoom Meeting
Phone one-tap:
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Meeting URL:
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T&L CONTACTS
Assistant Superintendent of Teaching and Learning:
Heather Kincaid – hkincaid@d131.org
Director of Curriculum:
Lori Campbell – lcampbell@d131.org
Assistant Director of Curriculum
Dr. Carla Johnson – cjohnson@d131.org
STEM Coordinator:
Mr. Chris Heath – cheath@d131.org
ENCORE Coordinator:
Ms. Christina Kale – ckale@d131.org
Director of Bilingual
Dr. Rita Guzman – rguzman@d131.org
Assistant Director of Bilingual
Renee Sartore– rsartore@d131.org