Help! They are all on Different Levels: Using Guided Reading to Meet the needs of all students

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Using Small Group Guided Reading to Differentiate Instruction

Help! They are all on different levels

Road Map for the Day

Preparing for DI in Guided Reading

Assessments and grouping for Guided Reading

Strategic Teaching in Groups

Traditional Reading Groups

versus

Guided Reading Groups

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Characteristics

• Each group is differentiated based on students current need.

• Each learner is engaged with the whole text.

• Books are selected based on student needs.

• Teachers focus on strategic actions of readers.

• Focus is critical thinking, comprehension and is grounded in the text

• Writing or discussing text

• Explicit instruction in vocabulary, phonics or word work. (Reading Foundational Skills Standards)

Characteristics

Road Map for the Day

Preparing for DI in Guided Reading

Change Over TimeEmergent and Early Transitional and Fluent

What can we differentiate?

Curriculum

•Content

• Process

• Product

Student Characteristics

• Readiness

• Learning Profile

• Interest

Guide

d Rea

ding

Moving students forwardWith their processing strategies on text

Road Map for the Day

Preparing for DI in Guided Reading

Assessments and grouping for Guided Reading

Research EvidenceStudents with reading difficulties who are taught in small groups learn _______than students who are instructed as a whole class. (National Reading Panel, 2000)

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a.Moreb.The samec.Less

“ The Learning Zone”

What they can do independently

With support of an expert

Learning Zone

Acceleration

• How should I group students?

• What text should I use with each group?

• What strategy should I teach next?

Jan Richardson “The Next Step in GR”

Begin with Assessment

Emergent and Early ReadersPrimary Assessments

Information Provided

Letter ID Known letters and visual discrimination

Sight Word List Known words and visual memory

Dictation Sentence Sound letter knowledge/ PA and letter formation

Writing Sample Visual memory, PA, vocabulary, CAP

Running Record and Retell Reading Level and Strategies, Comprehension

Transitional and Fluent Readers (level I and up)

Assessment Information Provided

Running Record Reading Level, reading strategies

Comprehension Questions Comprehension Abilities

Word Study Inventory Phonics skills

Form Differentiated Groups Based on Assessment• Keep group size small (5-8 students)

• Base small groups on instructional need with specific instructional strategies in mind

• Be Flexible!

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Grouping Students

Managing Groups

Road Map for the Day

Preparing for DI in Guided Reading

Assessments and grouping for Guided Reading

Strategic Teaching in Groups

Comparing Traditional and Differentiated Classrooms

• Instructional format

• Assignment options

• Factors guiding instruction

Review or Practice

Text Reading

Strategic Teaching Points

Word StudyVocabulary

Guided Reading

Common Core• Comprehension• Foundational Skills• Vocabulary

Planning a lesson• Know the reading level of the group

• Choose your focus based on data

• Pick a book that matches reading level and will build on processing strengths

• Read through the lens of your students

• Plan intro, word work and teaching points

• Reflect: What did the students learn to do today that they couldn’t do yesterday?

Strategies for Sustaining ReadingReading Foundational Skills

• Emergent behaviors under control– 1 to 1, Directionality, Concepts about Print, Letter Knowledge, Word

Knowledge

• Detecting and Correcting Error (monitoring)

• Searching for and Using Information

• Problem Solving New Words

• Adjusting to different types of text

• Maintaining Fluency

As children work through text they develop a network of strategies for attending to different sources of information.

Structural cues

Visual cues

MeaningCues

Strategies for Expanding Meaning• Predicting

• Making Connections

• Inferring

• Synthesizing

• Analyzing

• Critiquing

Using Assessment to Set a Focus for your Groups

Knowing how text change and support your focus

Text Selection

Focus: Emergent A-C• Concepts About Print

• Phonemic Awareness

• Building letter and sound knowledge

• Building Sight word knowledge

• Repetitive Patterns

• Strong picture support

• Sight words and letters

• Familiar concepts

Text Level A

Text Level C

Focus: Early D-I• Monitoring and Decoding

• Searching for Information

• Fluency

• Retelling/Comprehension

• Language is familiar

• More text per page

• Dialogue

• Opportunities for word analysis and decoding

• Some new vocabulary

• Story structure advance in complexity

Transitional Readers• Cognitive actions essentially the same while processing print

but readers are applying them to more complex text.– Require more background knowledge

– More variety of genre

– More mature ideas and themes, perspectives

– Sustain Comprehension

– Higher level decoding and fluency

Focus: Transitional: Above Level I (k-1), J-M (2nd), J-P (3rd)• Decoding

• Fluency

• Many multisyllabic and unknown words

• Words should be in their listening vocabulary

• Prefixes, Suffixes

• Few decoding challenges

• Interesting dialogue/fiction

Focus: Transitional: Above I• Vocabulary

• Comprehension

• New concepts

• Fiction

• Few new or unfamiliar concepts, ideas

• Comprehension Strategies

Focus: Fluent ( above Level N)• Comprehension Strategies

for complex text• Predicting

• Visualizing

• Questioning

• Connecting

• Determining Importance

• Summarizing

• Inferring

Transitional and Fluent Text

Select a Text for your Groups

Reading LevelsIndependen

t Level Text

Instructional Level Text

Frustration Level Text

Relatively easy text, with no more than approximately one error in twenty words, good comprehension. (95% success)

Challenging but manageable text, with no more than approximately one error in ten words good comprehension. (90% success)

Problematic text, with more than one in ten words difficult for the reader (less than 90% success)

• Readers present strategies

• Readers interest and background

• The text complexity in relation to the current skills

• The text language and content in relation to background knowledge

• Learning opportunities and instructional goals

Consider the Following When Selecting Text

Select a Text for your Groups

Why did you choose this text?

“As a child approaches new text he is entitled to an introduction s that when he reads, the gist of the whole or partly revealed story can provide some guide for fluent reading.”

Marie Clay

Let’s Look at Some Story Orientations

Orientation to Story

Your book introduction is the KEY to the child accessing the book

Teaching and Prompting for Strategic Action

Strategies are

• Unobservable

• In the head processes

• A complex “network”

• They allow the learner to use, transform, relate, interpret and reproduce information for communication

Increase processing power across increasingly complex text

Think about your moves before, during and after the reading

Teaching Before the Reading

Teaching During the Reading

Teaching After the Reading

Teacher Prompts are a Call to Action

Sight Word Review and Working with Words

Teach students to work independently

Ideas for organizing for Guided Reading

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