Teaching Guided Reading
Catch a Falling Reader
Edgewood Independent School District
October 10, 2011
Teaching Guided Reading: Catch a Falling Reader
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Introduction
• Welcome from
Phyllis Glassman
and Michele
Rodgers
• Our topic:
Teaching Guided
Reading
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Who’s here?
1. Cisneros
2. Gardendale
3. H.B. Gonzalez
4. L.B. Johnson
5. Las Palmas
6. Loma Park
7. A. Perales
8. Roosevelt
9. Stafford
10.Winston
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Thank you
• EISD Literacy Coaches
• 1st and 2nd grade teachers
• Principals
District level ~
• Dr. Jose Cervantes
• Dr. Mary Miller
• Sandra Lomas
• Anna Nieto
• Elizabeth Martinez
• Erlinda Rodriguez
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Handouts
Please look at the
handouts in your
folder.
• Agenda
• References
• Note pages
• Resources
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Goals
• Acknowledge your existing literacy
teaching and learning beliefs
• Discuss teaching the essential
elements of reading instruction
• Support your guided reading
instruction using the EISD Literacy
Framework for grades 1 and 2
• Share strategies for teaching guided
reading to striving readers
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Norms
• Start and end on
time
• Cell phones on
vibrate
• Respond to the quiet
hand signal
• Other suggestions ~
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References
• Current literacy
research by Gay Su
Pinnell and Irene C.
Fountas
• Edgewood ISD
Literacy Framework
• Texas
Journeys/Senderos
• Scholastic Guided
Reading
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Additional References
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Sharing Experiences
Inside/Outside Circle • Please form two circles, an inside
circle facing out and an outside circle
facing in to talk to different partners.
• On the signal, tell each other your
names and take turns answering the
questions.
• Partners share with each other and
recognize the quiet hand signal.
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Striving Readers
• Students not reading
on grade level as
identified by
TPRI/TEJAS and other
assessments
• Usually identified in K
-3rd grade
• 8 million striving
readers across 4th 12th grade
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Catch a Falling Reader
• Please write the name of
a striving reader on your
star.
• Find someone to share
information on that
student.
• Reflect on strategies
during the session.
• Write new strategies.
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What is Guided Reading?
”Guided reading is a highly effective form of small
group instruction. Based on assessment, the
teacher brings together a group of students who
are similar enough in their reading development
that they can be taught together. They read
independently at about the same level and can
take on a new text selected by the teacher that is
just a little more challenging. The teacher
supports the reading in a way that enables
students to read a more challenging text with
effective processing, thus expanding
their reading powers.”
~ Irene Fountas and Gay Su Pinnell
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Guided Reading…
• is a teacher-directed activity for small
groups of students with a similar need.
• uses texts at the student’s instructional
level to provide the necessary support and
challenges during the lesson.
• involves intensive teaching, with the
teacher supporting students as they talk,
read and think their way through a text.
• involves students practicing strategies
that will enable them to read
independently.
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Purpose of Guided Reading
• Teachers select books that students
can read with 90-94% accuracy.
• Teachers use focus or teaching
points.
• Students focus on comprehension,
vocabulary and fluency.
• Students use problem-solving
strategies.
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Matching Books to Readers
Teachers choose leveled books
that…
• Match their knowledge base.
• Help them take the next step in
learning to read.
• Are interesting to them.
• Offer enough challenge to support
problem solving while still supporting
fluency and meaning.
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Dynamic Grouping
• Allows children to support each other
• Grouped by assessments for strengths
• Grouped by appropriate level of text
difficulty
• Promotes temporary & flexible groups
• Uses a variety of leveled books
• Provides for evaluation based on daily
observations
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Teaching Tips
• Please watch
Modeling Guided
Reading FAQ.
• Take notes on the
tips that would
enhance your
teaching.
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Modeling Guided Reading FAQ
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Teaching Tips DVD
Table Discussion ~
• Which teaching
tips were helpful?
• How could you use
the suggestions to
enhance your
guided reading
instruction for
striving readers?
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Edgewood ISD Literacy
Framework
• Purpose of Instructional Reading: To engage
students in learning or acquiring reading
proficiency at their instructional level.
• Definition of Instructional/Guided Reading:
Using carefully selected materials based on
students’ instructional reading levels, interests,
and needs, teachers work with small groups of
students on things such as specific
comprehension skills, reading strategies and
fluency.
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Texas Journeys/Senderos
Leveled Readers: On, Above,
Below and ELL
Purpose ~
• Support for small group placement.
• Use readers that provide leveled
Guided Reading instruction and
practice comprehension skills,
vocabulary and fluency.
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Scholastic Guided Reading
Programs
• Support a comprehensive reading
program by integrating guided
instruction, assessment, and
independent practice into your
classroom.
• Utilize books leveled from A to Z
according to the Fountas & Pinnell
system.
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EISD Guided Reading
Sequence
Lesson Plans ~
• Monday- Vocabulary Readers
• Tuesday- Leveled Readers: Build
Background Knowledge, Introduce
the Text and the Read the Text
• Wednesday- Leveled Readers: Read
the Text again, Respond to the Text,
Phonemic Awareness or Word Work
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EISD Guided Reading
Sequence
Lessons Plans ~
• Thursday - Leveled Readers: Read
the Text again then Writing About
the Text
• Friday - Running Record Form
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EISD Lesson Plans
Please highlight the Below Level Plans for
the informational texts.
Grade 1–The Sun
• Selection Summary
• Characteristics of the Text
Grade 2 – Staying Healthy In Space
• Selection Summary
• Characteristics of the Text
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Tuesday
• Build the Background
• Introduce the Text
• Words to Know
• Read the Text
What did you highlight?
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Wednesday
• Reread the Text
• Respond to the Text
– Personal Response
– Ways of Thinking
• Choices for Support
– Concepts of Print
– Phonemic Awareness or Word Work
What did you highlight?
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Thursday
• Reread the Text
• Writing About Reading
– Critical Thinking
– Responding
– Target Comprehension Skill
– Practice the Skill
– Writing Prompt
What did you highlight?
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Friday
Running Records
• Weekly
assessment for
vocabulary,
comprehension,
and decoding,
weekly fluency
plan
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Appropriate Levels for
Grouping
Instructional Level
• Levels A – Z
–90% to 94% accuracy and
Satisfactory Comprehension
Independent Level
• Levels A – Z
–95 % accuracy and Satisfactory
Comprehension
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Anecdotal Records
• Document an informal observation of
what students are learning.
• Record observations as anecdotal
notes while the student reads the
text during guided reading.
• Allow teachers to assess children's
understanding of specific reading.
• Guide the teacher’s planning.
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Kidwatching
• What strategies do they use?
• What are their strengths and
weakness?
• What do they do when they get
stuck? Do they give up easily?
• Do they learn from the lessons?
• Do they read with understanding?
~ Yetta Goodman, Kidwatching: Documenting Children’s Literacy
Development
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New Teacher Scenario
Think, pair and share ~
• Read the scenario on page
5.
• Imagine that you are the
veteran teacher.
• What are the positives and
challenges for each day?
• What suggestions would
you give to Paul, the new
teacher?
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Lesson Plans Discussion
• What are the
positives of the
EISD sequence?
• What are the
challenges?
• What are your
suggestions for the
new teacher?
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Note to Self
•
• What does this
mean to you?
• How can you use
the information to
support your
striving readers?
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Steps to Effective Guided Reading
•
•
•
•
Keep groups interchangeable.
Select appropriate and purposeful text.
Engage in ongoing assessments.
Set only one or two teaching goals for
each lesson.
• Engage children in talking, reading and
thinking.
Source: Min Hong, Teaching First Grade: A Practical Guide
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Scholastic Teaching Cards
Please highlight important points.
Book Title –Chocolate Fever –Level O
• Summary & Standard
• Making Connections
• Vocabulary
• Genre
• Supportive Book Features
• Challenging Text Features
• ELL Bridge
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Scholastic Teaching Cards
Please highlight important points.
Teaching Options
• Developing Comprehension
• Identifying Problem/Solution
• Developing Phonics and Word-Solving
Strategies
• Developing Fluency
• Oral Language/Conversation
• Extending Meaning Through Writing
• Other Books
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Comparisons
• Grade 1- look at a Scholastic Guided Reading
Teaching Card for level B, D, E, or F.
• Grade 2- look at level G, H, I, J, K, M or N.
• Read the strategies for ELLs.
• Scholastic- Look at the Implementation or
Teacher’s Guide for Prompts to Support
Problem-Solving Strategies and the Running
Records for the level.
• Make comparisons using a Texas
Journeys/Senderos lesson plan for the same
level.
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Comparisons
• Chart the similarities
and differences.
• Literacy Coaches record and report out
for 1st grade teachers.
• 2nd grade teachers select a recorder and
a reporter.
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Comparisons - Grade 1
1. Cisneros and Gardendale – Trip to the Rock
and Fishing - Level B
2. H. B. Gonzalez and L.B. Johnson –Dogs and
Baby Animal Learn – Level B
3. Las Palmas and Loma Park- Bear Swims and
A Bug, a Bear and a Boy – Levels E and F
4. A. Perales and Roosevelt – In the Sea and
Little Turtle – Level D
5. Stafford and Winston –A Chunk of Cheese
and A Bug, a Bear and a Boy – Level F
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Comparisons - Grade 2
1. Cisneros and Gardendale - Aldo and Abby and
Shoo, Fly Guy! – Level I
2. H. B. Gonzalez and L.B. Johnson – Our Library
and Andy Shane and the Very Bossy Dolores
Starbuckle – Levels I and K
3. Las Palmas and Loma Park – Coyote and Rabbit
and Fables - Levels M and N
4. A. Perales and Roosevelt - A Snowy Day and
What will the Weather Be Like – Levels G and H
5. Stafford and Winston – From Sheep to Sweater
and All About Things People Do - Levels J and K
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Gallery Walk
• Post the Comparison
Charts.
• Please notice the
similarities and
differences for the
lesson plans and
teaching cards.
• Reflect on how you
can use the
information.
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Comprehension Strategies in
Texas Journeys and Scholastic
Systems of Strategic Actions
Thinking Within the Text
• Solving words
• Monitoring/ Self-correcting
• Gathering
• Summarizing
• Maintaining Fluency
• Adjusting
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Comprehension Strategies in
Texas Journeys and Scholastic
• Thinking Beyond the Text
– Predicting
– Connecting
– Inferring
– Synthesizing
• Thinking About the Text
– Analyzing
– Evaluating
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EISD Teacher Behavior
Please refer to page 7.
• Administer a diagnostic assessment.
• Establish flexible reading groups.
• Engage students in the reading process
(Predicting, clarifying, questioning,
summarizing, and responding/reflecting).
~Edgewood ISD Literacy Framework
Part 7. Component Descriptions- Grade Level: First and Second
Grade
Section 2: Instructional/Guided Reading
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EISD Teacher Behavior
• Provide explicit
instruction to teach
reading skills.
• Record observations
as anecdotal records
during guided reading.
• Connect reading to
writing, speaking and
listening.
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Student Strategic Behavior
• Reading aloud/whisper reading
•
•
•
•
•
•
•
Solving the words
Self-monitoring their reading
Self-correcting when necessary
Answering questions
Remembering information
Sustaining fluent and phrased reading
Adjusting their reading
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Student Strategic Behavior
• Asking relevant questions
• Practicing the reading process
(predicting, clarifying, summarizing,
responding, reflecting)
• Synthesizing new information
• Making connections
• Reading “between the lines”
• Think analytically about a text
• Think critically about a text
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EISD Intentional
Strategy/Instruction
Please look at page 8 ~
Intentional Strategy: what does it look like
in a reading lesson?
• Name the strategy (Declarative Process)
• When the strategy is used (Conditional
Process)
• Why the strategy should be used
(Conditional Process)
• How the strategy is used (Procedural)
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EISD FOCUS WALL
• Provides a weekly classroom look at
the literature and skills that provide
the focus for each week.
• Is a poster that has the vocabulary,
strategy for the week, basically the
focus or purpose of the week's
lesson.
• Used as an instructional tool for
intentional strategies.
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Reflection
Turn and Talk ~
• How can you use the
information to teach
your striving
readers?
• What are your
concerns?
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Viewing a Guided Reading
Lesson
• Please use WOWS and WONDERS handout
– Page 9 .
• Notice how Velma Bendele, a Loma Park
Literacy Coach and her students are
interacting around the meaning of the
text.
• Think about your striving readers!
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Discussion of DVD
Thank you Velma Bendele from Loma Park!
• What were the WOWS?
– What understanding did you gain?
– What insights were gained?
• What were the WONDERS?
– What pertinent questions does the
lesson bring up?
– How does this influence your guided
reading teaching?
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Scholastic Guided Reading Lesson
Please use the handout – Pages 10-11.
Notice how the teacher and students
are interacting around the meaning of
the text.
• Record new insights you have about
the role of the teacher and the role of
the students in making meaning
together.
• Think about your striving readers!
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Discussing the Scholastic
Lesson
Small Group Discussion~
• What were the teaching points?
• How did the teacher and students
interact around the meaning of the
text?
• What strategies did the teacher use to
support the striving readers?
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Teaching Striving Readers
• Analyze your guided
reading teaching
• Analyze student
assessments
• Ask a colleague to
observe the student
• Develop an
acceleration plan
~ Jan Richardson, The Next Step in
Guided Reading
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Teaching Striving Readers
• Involve them in guided
reading every day.
• Provide appropriate
levels of text for them
to read.
• Guide them to search
for information.
• Emphasize fluency in
reading.
~Fountas and Pinnell
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Teaching Striving Readers
• Give them opportunities to discuss their
reading.
• Have them write in connection with
reading.
• Provide opportunities for silent reading.
• Provide word work based on their
needs.
• Be sure that they spend their time
reading text.
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So, what are the other
students doing?
• The teacher needs to develop meaningful
literacy tasks and activities for the rest of the
class to participate in.
• Many teachers believe in sending students to
"Centers."
• Centers are specially designed assignments
that take place in certain parts of the
classroom.
• Students can complete the tasks
independently or with a partner.
Source: http://wik.ed.uiuc.edu/index.php/Guided_Reading
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Literacy Centers
• The challenge for
the teacher is
updating the
content in the
Centers and
managing the
classroom during
this time while
trying to teach a
small group
lesson.
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Center Activities
• 3 Flip Chart center
activities for centers
from the Texas
Journeys/Senderos
• Are tri-level, meaning
for the Below,-Onlevel, and Advanced
Level students.
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Revisit Goals
• Acknowledged your existing literacy
teaching and learning beliefs
• Discussed teaching the essential
elements of reading instruction
• Supported your guided reading
instruction using the EISD Literacy
Framework for grades 1 and 2
• Shared strategies for teaching
guided reading to striving readers
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Catch a Falling Reader
• Please write one new strategy that
you will use to teach your striving
reader on your star.
• Find your first partner.
• Share your strategy for teaching
your falling star during guided
reading.
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