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Saskatchewan Reads for Middle Years

Saskatchewan Reads for Middle Years. Scaffolded / Guided Reading Module utilizes “ Regina Public Schools Reads for Middle Years: Big Ideas of Reading” document. Saskatchewan Reads Background.

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Saskatchewan Reads for Middle Years

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  1. Saskatchewan Reads for Middle Years Scaffolded/ Guided Reading Moduleutilizes “Regina Public Schools Reads for Middle Years: Big Ideas of Reading” document

  2. Saskatchewan Reads Background • A support for teachers in meeting the provincial outcome “80% of students will be reading at grade level by 2020.” • The work of the Provincial Learning Team • teachers, administrators, directors and First Nations authorities • A research-based companion document to the ELA curriculum

  3. Big Ideas of Reading What are your beliefs about learning to read and teaching reading? • Turn and talk • Share out

  4. Big Ideas of Reading • Skim the section “Overarching Principles” from Saskatchewan Reads (p. 2-3) • Check the bullets that concur with your beliefs about learning to read and teaching reading • Which statements were new? • Share out

  5. Goals of Proficient Reading • Read page 4 • Proficient readers incorporate all three goals when reading • Engaged readers • Comprehension • Fluency

  6. Gradual Release of Responsibility Pg. 6

  7. Gradual Release of Responsibility Teacher models making connections to whole class Teacher and students practice making connections together Teacher works with students who require support for making connections Students practice makingconnections with independent reading selections

  8. Scaffolded/Guided Reading TASK: Thumbs up if you agree with the following statements: Guided reading is…. • Teaching the text • One student reading at a time while other students follow along (round-robin reading) • Students practicing reading for the majority of the time • Each student receiving the same amount of instruction

  9. Scaffolded/Guided Reading • TABLE TASK: • Review the table on pg. 13 • Discuss ‘KNEW’ (what you already knew) • Discuss ‘NEW’ (what you learned)

  10. Scaffolded/Guided Reading • Choosing Texts • Inclusive and culturally responsive • Multiple genres • Aligns with students’ individual needs based on formative assessment • Purpose • Reinforcement and practice with teacher support • The bridge to independent reading Pg. 12

  11. A Sample Guided Reading Lesson

  12. The Guided Reading Lesson • Instruction can go over multiple days Day 1: Text may used to listen for students’ accuracy and basic retell Day 2: Text is continued or reread with a focus on fluency and deeper comprehension Day 3: Text is used a spring board for writing • When ready, students practice focus strategy using independent texts

  13. Video Samples Within the research there are variations of the structure of scaffolded / guided reading. These variations include time, formation of groups and selection of texts. (SaskReads) The following videos demonstrate different structures / groupings for scaffolded instruction: • Guided Reading (level) • Strategy Groupings (strategy)

  14. Videos: Guided Reading Lesson These videos show the teacher working in a small guided reading group, focusing on one comprehension strategy: • 8th Grade Literacy: Small Group Guided Reading - Identifying the main idea of the text • 7th Grade Guided Reading - Asking Questions (Jan Richardson – start at 17:40)

  15. Video: Strategy Grouping Lesson • This video shows students practicing the same strategy but using self-selected independent texts. Grade 4-6: Serravallo Text features with non-fiction

  16. Management and Assessment • Sample Rotation Schedule • Groupings • Record keeping • Diagnostic data

  17. Sample Rotation Model Language Arts minutes per week: Grades 1-5: 560 minutes Grade 6: 510 minutes Grades 7-8: 300 minutes

  18. Sample Rotation Model Language Arts minutes per week: Grades 1-5: 560 minutes Grade 6: 510 minutes Grades 7-8: 300 minutes

  19. Groupings TASK: Sort the following Grade 4/5 students into five guided reading groups.

  20. Groupings

  21. Groupings

  22. Possible Groupings • Goal is to work with • red and yellow groups every day • green and blue groups as often as possible

  23. Sample Record Keeping

  24. Diagnostic Data • Use running records to determine areas of strength and areas of need: • Accuracy • Fluency • Comprehension • Identify specific student goals and target during guided reading lessons

  25. Sample Resources Nelson Literacy Next Step Forward in GuidedGuided Reading Box Reading – Jan Richardson

  26. Reflection Questions • How do I extend my students’ reading abilities to move them toward independent reading? • How do I know the scaffolded/guided reading has been successful? Pg. 14

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