Taking the First or Next Step in Guided Reading: Teaching Text Structure

1. Taking the First or Next Stepin Guided Reading:Teaching Text Structure Dr. Karen Blake Ruffner School and District Improvement Coach 815-978-1855 karenblakeruffner@gmail.com

2. Theory of Guided Reading • Guided reading uses the child’s language and background for learning to read. • Guided reading fosters independence by teaching children how to problem solve on text by crossing meaning, structure and visual cues. • Books are leveled in very small gradients of difficulty so that the text supports the child except for a few new things.

3. Theory of Guided Reading • Teachers should be keen observers of children so that they know the child’s strengths and build on those to develop the child’s reading. • Teachers should be very familiar with the guided reading books so that they become adept at matching books to readers. • Guided reading involves the teacher and children in a conversation about the book before and after reading. • Guided reading is the key that a child needs to unlock what’s behind the cover of a book.

4. Common Core Anchor Standards for Reading • Key Ideas and Details • 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. • 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. • 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. • Craft and Structure • 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. • 5. Analyze the structure of texts,including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. • 6. Assess how point of view or purpose shapes the content and style of a text.

5. Common Core Anchor Standards for Reading • Integration of Knowledge and Ideas • 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* • 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. • 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. • Range of Reading and Level of Text Complexity • 10. Read and comprehend complex literary and informational texts independently and proficiently. (running records)

6. What do you want every student to get out of a reading lesson with you?

7. MEANING and MOTIVATION

8. Guided Reading Demonstration • Stone Soup – Level J (beginning 2nd grade) • Animal Pals – Level C (end of kindergarten) • Isadore Blows Ashore – Level R (middle 4th) • Where Water Comes From – Level O (middle 3rd)

9. Beginning Reading Strategies • Look at the picture. Reread. • Get it started and guess. Reread. • Look for chunks. Reread. • Get it started. Skip the word and read on. Reread. • Crash through the word. Reread. • After you guess, check to see if the word • Looks right? Sounds right? Makes sense?

10. Comprehension Strategies • Comparing and contrasting supported by evidence from the text • Summarizing supported by evidence from the text • Clarifying • Questioning • Visualizing supported by evidence from the text • Predicting supported by evidence from the text • Inferencing supported by evidence from text • Using text structure to analyze the text

11. Text Structures • There is 1 basic text structure for fiction. • Story Map that includes: • Characters • Setting • Problem • Events • Solution • There are 5 basic text structures for non-fiction. 1. 2. 3.

12. Description/Definition

13. Process/Chronological Order

14. Compare and Contrast

15. Cause and Effect Cause Cause Cause Incident/Event Effect Effect Effect

16. Problem and Solution Problem Solution

17. Why is Text Structure important? • Research shows that the “Knowledge about the ways different types of texts are structured and the ways these structures reveal the organization and interweaving of the author’s ideas have been shown to influencecomprehension, memory and writing/compositionskills.” • Karen Hess, National Center for the Improvement of Educational Assessment, 2008.

18. Evidence of Learning • A Running Record

19. Evidence of Learning • Anecdotal Notes

20. Evidence of Learning • Completed Graphic Organizer showing Text Structure

21. What will you see in a GR lesson? • Small groups of students (no more than 6)working with a teacher • 6-packs of books at the students’ instructional reading level • Each student whisper-reading or silently reading the whole book/article simultaneously • Teacher prompting students for strategy use • Teacher using running records to document student reading behaviors • Conversation about the book before and after reading (like an adult book club) citing text to analyze and prove a point.

22. What does a teacher need to teach guided reading? • Multiple 6-packs of books that are leveled (at least 50/50 fiction and informational titles) • Visual aid of reading strategies (optional) • Magnetic letters (optional) • Small magnetic white board or magnadoodle (optional)

23. What can the school or district do to provide supports for effective guided reading ? • Create a leveled bookroom so that all teachers have access to a wide variety of titles at all levels. 50/50 fiction and non-fiction • Make sure all guided reading books are labeled with the appropriate level. • Make it a priority to meet with guided reading groupsevery day so that all students have a book to read at their instructional level. • Set up a system so that guided reading books can go home and parents are aware of the importance of nightly practice reading. • Guided reading groups should be flexible based on the child’s mastery of reading strategies. • Assessment should be ongoing and used as a tool to focus instruction. • Professional books such as Guided Reading: Good First Teaching and • Guiding Readers and Writers by Fountas and Pinnell should be available • Having a literacy coach and/or teachers supporting each other through the learning process is very powerful and ensures success.

24. Amount of Reading • K-2nd students should read 100-125 books per year. • 3-5th students should read 50-75 books per year. SOURCE:Matching Books to Readers by Fountas and Pinnell

25. 3 Areas in a Classroom Library • Books to expand literary experiences: • Read alouds • Author series • Illustrator series • Magazines • Different genres • Realistic fiction • Historical fiction • Folklore • Fantasy • Science fiction • Informational texts • Biography • Mystery 2. Books to supportresearch/inquiry

26. Classroom Libraries (cont’d)SOURCE: Matching Books to Readers by Fountas and Pinnell 3. Books that are leveled

27. Any Reading Strategy or Word Workcan and should be taught across the entire Balanced Literacy framework. • Read Aloud • Shared Reading • Guided Reading or Reciprocal Teaching • Reading Workshop - Literature Circles/Inquiry Circles • Independent Reading • Modeled Writing • Shared or Interactive Writing • Guided Writing • Writing Workshop • Independent Writing

28. ISAT % Meets or Exceeds in Reading and Math in RPS 205Information from Interactive Illinois Report Card Websitehttp://iirc.niu.edu

29. Motivation and Meaning • Moti-motivation and meaning (REPEAT) • Guided reading is the key • To get kids reading books • If you use it everyday, • They will soon be hooked! • Moti-motivation and meaning (REPEAT) • Creating independence • Is what it’s all about • Kids will want to read more • Of this there is no doubt! • Moti-motivation and meaning (REPEAT) • Decision-making teachers • Will give kids what they need • Wanting more and more • Creating kids who like to READ!!!!

30. Taking the First or Next Step in Guided Reading: Teaching Text Structure Dr. Karen Blake Ruffner School and District Improvement Coach 815-978-1855 karenblakeruffner@gmail.com