Welcome to Principles of Guided Reading!. As you take your seat, please take a few moments to think about the following questions: What is your experience in teaching reading? (what does classroom instruction look like?) What do you hope to gain from this workshop?.
As you take your seat, please take a few moments to think about the following questions:
(what does classroom instruction look like?)
Developed by D. Godsen DePalma
Based on the work of Irene Fountas, Gay Su Pinnell, Anita Archer,
Michel McKenna, Marie Clay, Joetta Beaver and the Bureau of Education and Research
Think about your grade level. What problem solving strategies do you teach? (Decoding, structural, conceptual) What strategies are students at your grade level expected to know?
Eager for reading and writing time
Needs only occasional teacher redirection to stay on task
Enjoys read-alouds and reacts to the book (nonverbally or verbally)
Recognizes meaning-changing errors and tries to self-correct during oral reading
Rereads own writing and can identify parts that may confuse another reader
Uses class resources (e.g., dictionary, Internet) for help
Asks other students or adults for clarification when confused
Fluency is the focus
only for grade 1 and above only if decoding skills are strong.
In differentiated instruction,
the teacher isolates reading components to address
Fluency is always the primary focus.
In guided reading, the teacher coordinates reading components (comprehension, word recognition, fluency).
refer to handout
Planning Pages (on moodle)
THE GOAL OF ANY READING PROGRAM SHOULD BE TO HELP STUDENTS BECOME PROFICIENT, ENTHUSIASTIC READERS WHO ENJOY READING FOR A VARIETY
- Joetta Beaver
Scoring and other Considerations
Running records provide an assessment of text reading.
They are designed to be taken as a child reads orally from a text.
The teacher graphically records in a shorthand method everything the child when reading a passage or a book, to gain insight on strategies the student uses effectively and those with which the student needs help.
Marie Clay (2002) An Observation Survey
Marie Clay, pg. 50 - 51
You will now have the opportunity to practice recording for each type of error.
Refer to handout for coding system.
The Giving Tree
Angelina and Alice - Katharine Holabird
Teacher Resource Guide
Words read – miscues
100 – 10
100 = 90 %
** You will assess comprehension in other ways in addition to the record.
**You will assess fluency in other ways in addition to the record.
- J. Torgesen
(see handout with leveled text info for correlation chart)