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Guided Reading

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  1. Guided Reading “Extensive reading, even in connection with individual reading conferences will not necessarily produce systematic, and continuous reading progress” Fontas and Pinell

  2. Where does Guided Reading fit into the Reading Workshop? Reading Workshop 1. Mini-lesson (10-15 mins.) (focus gathered from individual conferences, DRA, GR groups) 2. Guided Reading Groups (40 mins.) (focus gathered from individual conferences, DRA, GR groups) • Sharing (5-10 mins) (process focused sharing…how the skill/ strategy unlock comprehension)

  3. Guided Reading Structures • Small group (20 mins) • Readers who are alike “enough” • Students read the same text • Text is instructional • Goal: to help each reader develop an effective processing system to understand the text better

  4. Steps to Guided Reading • Introducing the text (3-5 mins) • Concise • Links • Genre/features • Purpose • Reading the text (10-15 mins.) • Observation / anecdotal notes • Portion text if necessary • Discussing the text (5 mins.) • Guiding sophisticated thinking • Connect students to the meaning • Cooking your notes

  5. Tips for Guided Reading • Establish the routine of coming to the group with a text and begin by reading silently (this gives you a minute to cook your notes and look over your introduction) • Introduce the book • Guided practice time (all students read…time for observation and individual conference) • Wrap up the skill or strategy that will unlock the meaning of the text • Establish the routine for departure and new group arrival

  6. Why not “Round Robin” reading • Silent reading enables • Inaccurate view of reading • Faulty reading habits • Inattentive behaviors • Work against developing strategies • Consumes TIME • Source of anxiety and embarrassment • Hampers listening comprehension

  7. Guided Reading Rotations M T W TH F IR GR WS GR GR IR IR WS IR GR IR GR LB GR LB IR IR GR WS WS IR GR IR IR LB GR

  8. Book Introductions Factors to think about when selecting a text • Print layout • Familiarity of content • Known words • Supporting illustrations • Length • Familiarity of syntax • New vocabulary • Organization • Text features

  9. Scaffold to enable readers to access the full meaning • Call attention to a few difficult words • Explain new concepts • Foreshadow a problem • Build interest in the text • Get students wondering about something in the text • Point out something unusual in the layout • Point out unusual language structures • Point out text features • Demonstrate or teach in an explicit way (show HOW to problem solve the text.

  10. What do you want your students to be able to do as readers of fiction? WITHIN THE TEXT • Follow the events of the plot • Gather important information about the characters • Get to know characters by what they do, say, think. • Notice how characters change over time • Identify the conflict or problem • Solve words

  11. What do you want your students to be able to do as readers of fiction? BEYOND THE TEXT • Infer characters motivations and feelings • Infer causes for character change over time • Connect text to other texts, background knowledge and personal experiences • Make predictions as a resolution to the problem • Understand the prominent theme or author’s message • Relate theme, plot, or characters to self • Make inferences to the significance of events

  12. What do you want your students to be able to do as readers of fiction? ABOUT THE TEXT • Evaluate the importance of the setting to the plot • Notice how the author has made characters seem real • Notice the plot structure • Notice aspects of the writer’s craft • Critique the quality of the text

  13. Introductions for fiction • Realistic fiction • Could this have happened? • Insight into my own life? • Historical fiction • Readers must understand the story or problem in light of historical events • Must understand story in light of circumstances • Fantasy • Setting is quite important • Often depicts a conflict between good and evil

  14. Introductions for nonfiction • Memoir • Seeks to evoke emotions or insights based on an intense memory suspended in time • Biography • Understand the setting …the place and times and life circumstances • Reasons for selecting the subject • Often chosen for inspiration or caution • Informational • Vocabulary or concepts • Build knowledge of the world • Gather and remember important information • Specific underlying structures (sequence, cause/effect, comparison /contrast)

  15. Extending the Meaning of texts • Discuss the book in pairs or threesome • Diagram the internal organizational structures in texts Compare/contrast, cause/ effect, sequence, question answer, story map • Prepare graphic organizers (character web or timeline) to reveal author’s craft • Comment on the text in interactive or shared writing • Describe characters, summarize sections, or make lists of key ideas in interactive or shared writing

  16. Extending the meaning of texts • Respond with “quick-writes” that can be shared later • Respond with “quick-sketches” that support thinking that can be used as a basis for more talk or writing • Present reader’s theater using portions of the text • Write a poem about the text • Collect favorite quotes from the text and tell why