Jennifer Berne & Sophie Degener With support from International Reading Association Gertrude...

Jennifer Berne & Sophie DegenerWith support from International Reading Association Gertrude Whipple

grant

National-Louis University

Responsive Guided Reading

Where Does Guided Reading Fit into the Balanced Literacy Program?Shared readingGuided readingIndependent readingRead aloudWord workWriting

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Shared ReadingWhole class instructionTime for introducing or reinforcing skills or

strategiesVocabulary strategiesComprehension strategiesDecoding skills

Teacher does the reading; canuse challenging texts

Teacher explains and modelsStudents observe and interact

with teacher support3

Guided ReadingSmall group instruction in homogeneous groupsTime for students to practice, with support,

what they have learned during shared readingStudent reads instructional

level texts and teacher provides support as needed

Rest of the class is workingindependently

4

Independent ReadingStudents read independent level texts on

their own, though teacher may conference with students during this time

Time for students to practice skillsand strategies learned during shared reading and reinforcedduring guided reading

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Read AloudTeacher reads while students listen.Goal is to encourage enjoyment of

literatureLearning occurs through exposure to

vocabulary, talk about book, introduction to new structures,but enjoyment/engagement is the emphasis

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Word WorkVocabulary, spelling, decoding multisyllabic

words, prefixes, suffixes, etc.Can be learned in large group, small group,

or in centers

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WritingProcess writing and other kinds of writingCan also be whole group (mini-lessons),

small group, and independent work.

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Different Guided Reading Models

Texts Membership Emphasis

Traditional reading groups

Instructional Static Skills

Guided reading groups

Instructional Dynamic Strategies

Responsive reading groups

“High” instructional

Dynamic Individual take-away

Characteristics of RGRGsA predictable, transparent structure

Students understand how RGRG’s operate, and they operate in the same specific ways every time.

Characteristics of RGRGsThe teacher waits for students to

miscue before determining the cue or instruction

There is minimal planning associated with these groups. Children get customized instruction that, for the most part, cannot be anticipated.

Characteristics of RGRGsThe books selected for RGRGs are

selected for level, not high interest or theme

The content of the book is subordinated, in this teaching context, to the form.

Characteristics of RGRGsHigh instructional level is key in efficient use of texts in responsive

guided reading groups.

If the child doesn’t miscue or have a comprehension breakdown rather quickly,

then instruction is limited.

Characteristics of RGRG’sResponsive guided reading groups

should be brief--20 minutes maximum

Longer groups tax the ability of the rest of the class and puts the consistency of the groups at risk.

Characteristics of RGRGsResponsive Guided Reading groups are

most beneficial as sites for practicing that which has been previously introduced, not for introducing new strategies

Instruction that can be done whole group should continue to be done whole group.

Structure of RGRGsGuided reading done everyday (often 2

groups per day)Groups of 4-6 studentsGroup meet 1-3 times per weekGroup duration should be less than 20

minutesOther children engaged in independent

work: centers or independent literacy activities

What mattersHearing each child readUsing correct level textHaving them leave with something “In

their pocket”Engaging the rest of the class in

independent literacy activitiesDoing it the same way every timeHearing children make errorsTeaching reading, not teaching a

particular text

What doesn’t matterFinishing the textHigh interest in the textThematic links to anythingLong introductions to the book

Responsive Guided Reading Groups for beginning and fluent readers

Beginning Readers Fluent Readers

Word recognition Decoding

Strategies

Comprehension strategies

Vocabulary strategies

Beginning readers: Most common cues

*Try again, this time take a running start . . .*Do you see a little word inside that big word that you might know?*Does this start/end like a word you do know?*What happens if I cover up this part, what do you see then?*Look at the picture, then the first sound, and see if you can guess.*What word that fits there might make sense?*Does that look like a word on your word wall?

Fluent readers: What to listen forPace (slow or fast)Monotone dictionReading through punctuationMispronunciation without self-correction

Teacher “cheat sheet” for fluent readersPace of reading

Too fastToo slow

ExpressionPresentAbsent

PausingStops at

punctuationDoesn’t stop at

punctuation

Self monitorsStops to correctDoesn’t stop to

correctBody language

ComfortableNot comfortable

How to tell if meaning has broken down

Fiction Informational

What just happened?What do you predict will

happen and on what basis are you making that prediction?

What other stories are like this and in what ways?

Can you retell the passage?

What information is being discussed?

What did you just learn about (frogs, Helen Keller, the American West)?

What do you think the next section will cover?

Can you summarize the most important information?

Cues for fluent readers

Attending cues Meaning cues

Go back and reread

Write or take notesConnect or ask

questionsImage

Read in smaller chunks

Vocabulary strategy

Connect to other knowledge

Do further researchUse text structure

Parts and timing Brief intro (less than 30 seconds). Teacher reads (30 seconds). Children chorally read with teacher (30 seconds). Children are directed to continue to read silently or to

whisper read (30 seconds). Teacher circulates to each child listening to them read

(2 minutes per child/ 5 children = 10 minutes). Teacher asks children to stop reading (30 seconds). Teacher summarizes the strategy she worked on with

each child and asks them to say it back (5 minutes). Teacher calls the next group and repeats 1-7.

Brief Introduction (30 seconds)

Beginning Readers Fluent Readers

I found this book and I think we will have lots of opportunities to practice figuring out words we don’t know.

This will have lots of sections. Remember to use the section headings to help you along.

Teacher reads (30 seconds)

Students read chorally (30 seconds)

Teacher reminds students what to do while they wait. (30 seconds)

Beginning readers Fluent ReadersWhile you wait for me, take

a look at the text and see if you can figure out the words based on the pictures and/or the sounds. If you cannot figure out all the words, see which you can. Remember I picked this because it was hard, so don’t feel badly about the words you don’t know.

While you wait for me or after I have read with you, make a list of all the words you have trouble understanding. Remember I picked this text because it is hard, so don’t be too worried by all those big words.

Teacher circulates (2 mins./student)

Beginning Reader Fluent Reader

I know that is a hard word. Why don’t you see if you can figure out the beginning sound, then look at the picture to see if you know a word that might fit that begins with that sound.

I heard you reading and I see that you could say all those words but your tone made me think you were a little confused, can you tell me what you think just happened?

Teacher asks students to stop reading (30 seconds)

Teacher puts something in students’ pockets (5 minutes)

Beginning reader Fluent reader

You told me to try to find a little word in a big word

You told me to look at the picture for a clue

Now for the rest of the week I want you to try to do that every time you see an unknown word.

We used the bold words to try to figure out the main points

We took extra pauses at the punctuation.

Now for the rest of the week I want you to try to do that every time you have trouble understanding what you read.

A new group is called(one way to think about this)

25 students: 5 groups of 5Monday: Groups 1 and 2Tuesday: Groups 3 and 4Wednesday: Groups 5 and 1Thursday: Groups 2 and 3Friday: Groups 4 or 5 and 1

What is greatMinimal planningHearing each child each weekAd hoc teaching

What is a challengeFighting the urge to change the practiceOccupying the other studentsText selection

Modeling:Note these partsBrief introTeacher readingGroup readingIndividual readingWrap upTake away