Teaching Guided Reading: Catch a Falling Reader 1 Teaching Guided Reading Catch a Falling Reader Edgewood Independent School District October 10, 2011

Teaching Guided Reading: Catch a Falling Reader

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Teaching Guided ReadingCatch a Falling Reader

Edgewood Independent School DistrictOctober 10, 2011


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Introduction

• Welcome from Phyllis Glassman and Michele Rodgers

• Our topic: Teaching Guided Reading


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Who’s here?

1. Cisneros2. Gardendale3. H.B. Gonzalez4. L.B. Johnson5. Las Palmas6. Loma Park7. A. Perales8. Roosevelt9. Stafford10.Winston


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Thank you• EISD Literacy Coaches• 1st and 2nd grade teachers• PrincipalsDistrict level ~• Dr. Jose Cervantes• Dr. Mary Miller• Sandra Lomas• Anna Nieto• Elizabeth Martinez• Erlinda Rodriguez


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Handouts

Please look at the handouts in your folder.

• Agenda• References• Note pages

• Resources


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Goals• Acknowledge your existing literacy

teaching and learning beliefs• Discuss teaching the essential

elements of reading instruction• Support your guided reading

instruction using the EISD Literacy Framework for grades 1 and 2

• Share strategies for teaching guided reading to striving readers


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Norms

• Start and end on time

• Cell phones on vibrate

• Respond to the quiet hand signal

• Other suggestions ~


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References• Current literacy

research by Gay Su Pinnell and Irene C. Fountas

• Edgewood ISD Literacy Framework

• Texas Journeys/Senderos

• Scholastic Guided Reading


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Additional References


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Sharing ExperiencesInside/Outside Circle -• Please form two circles, an inside

circle facing out and an outside circle facing in to talk to different partners.

• On the signal, tell each other your names and take turns answering the questions.

• Partners share with each other and recognize the quiet hand signal.


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Striving Readers

• Students not reading on grade level as identified by TPRI/TEJAS and other assessments

• Usually identified in K -3rd grade

• 8 million striving readers across 4th - 12th grade


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Catch a Falling Reader

• Please write the name of a striving reader on your star.

• Find someone to share information on that student.

• Reflect on strategies during the session.

• Write new strategies.


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What is Guided Reading?”Guided reading is a highly effective form of small

group instruction. Based on assessment, the teacher brings together a group of students who are similar enough in their reading development

that they can be taught together. They read independently at about the same level and can

take on a new text selected by the teacher that is just a little more challenging. The teacher supports the reading in a way that enables

students to read a more challenging text with effective processing, thus expanding

their reading powers.” ~ Irene Fountas and Gay Su Pinnell


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Guided Reading…• is a teacher-directed activity for small

groups of students with a similar need.

• uses texts at the student’s instructional level to provide the necessary support and challenges during the lesson.

• involves intensive teaching, with the teacher supporting students as they talk, read and think their way through a text.

• involves students practicing strategies that will enable them to read independently.


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Purpose of Guided Reading

• Teachers select books that students can read with 90-94% accuracy.

• Teachers use focus or teaching points.

• Students focus on comprehension, vocabulary and fluency.

• Students use problem-solving strategies.


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Matching Books to Readers

Teachers choose leveled books that…

• Match their knowledge base.• Help them take the next step in

learning to read.• Are interesting to them.• Offer enough challenge to support

problem solving while still supporting fluency and meaning.


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Dynamic Grouping• Allows children to support each other• Grouped by assessments for strengths • Grouped by appropriate level of text

difficulty• Promotes temporary & flexible groups• Uses a variety of leveled books• Provides for evaluation based on daily

observations


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Teaching Tips

• Please watch Modeling Guided Reading FAQ.

• Take notes on the tips that would enhance your teaching.


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Modeling Guided Reading FAQ


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Teaching Tips DVD

Table Discussion ~• Which teaching

tips were helpful?• How could you use

the suggestions to enhance your guided reading instruction for striving readers?


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Edgewood ISD Literacy Framework

• Purpose of Instructional Reading: To engage students in learning or acquiring reading proficiency at their instructional level.

• Definition of Instructional/Guided Reading: Using carefully selected materials based on students’ instructional reading levels, interests, and needs, teachers work with small groups of students on things such as specific comprehension skills,

reading strategies and fluency.


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Texas Journeys/Senderos

Leveled Readers: On, Above, Below and ELL

Purpose ~• Support for small group placement.• Use readers that provide leveled

Guided Reading instruction and practice comprehension skills, vocabulary and fluency.


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Scholastic Guided Reading Programs

• Support a comprehensive reading program by integrating guided instruction, assessment, and independent practice into your classroom.

• Utilize books leveled from A to Z according to the Fountas & Pinnell system.


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EISD Guided Reading Sequence

Lesson Plans ~• Monday- Vocabulary Readers• Tuesday- Leveled Readers: Build

Background Knowledge, Introduce the Text and the Read the Text

• Wednesday- Leveled Readers: Read the Text again, Respond to the Text, Phonemic Awareness or Word Work


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EISD Guided Reading Sequence

Lessons Plans ~• Thursday - Leveled Readers: Read

the Text again then Writing About the Text

• Friday - Running Record Form


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EISD Lesson PlansPlease highlight the Below Level Plans for

the informational texts.Grade 1–The Sun• Selection Summary• Characteristics of the Text

Grade 2 – Staying Healthy In Space • Selection Summary• Characteristics of the Text


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Tuesday

• Build the Background• Introduce the Text• Words to Know• Read the Text

What did you highlight?


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Wednesday• Reread the Text• Respond to the Text

– Personal Response– Ways of Thinking

• Choices for Support– Concepts of Print– Phonemic Awareness or Word Work



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Thursday

• Reread the Text• Writing About Reading

– Critical Thinking– Responding– Target Comprehension Skill– Practice the Skill– Writing Prompt



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Friday

Running Records• Weekly

assessment for vocabulary, comprehension, and decoding, weekly fluency plan


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Appropriate Levels for Grouping

Instructional Level • Levels A – Z

– 90% to 94% accuracy and Satisfactory Comprehension

Independent Level • Levels A – Z

– 95 % accuracy and Satisfactory Comprehension

~Fountas and Pinnell


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Anecdotal Records• Document an informal observation of

what students are learning.• Record observations as anecdotal

notes while the student reads the text during guided reading.

• Allow teachers to assess children's understanding of specific reading.

• Guide the teacher’s planning.


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Kidwatching• What strategies do they use?• What are their strengths and

weakness? • What do they do when they get

stuck? Do they give up easily?• Do they learn from the lessons?• Do they read with understanding?

~ Yetta Goodman, Kidwatching: Documenting Children’s Literacy Development


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New Teacher ScenarioThink, pair and share ~• Read the scenario on page

5.• Imagine that you are the

veteran teacher.• What are the positives and

challenges for each day?• What suggestions would

you give to Paul, the new teacher?


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Lesson Plans Discussion• What are the

positives of the EISD sequence?

• What are the challenges?

• What are your suggestions for the new teacher?


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Note to Self

• • What does this mean to you?

• How can you use the information to support your striving readers?


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Steps to Effective Guided Reading

• Keep groups interchangeable.• Select appropriate and purposeful text.• Engage in ongoing assessments.• Set only one or two teaching goals for

each lesson.• Engage children in talking, reading and

thinking.

Source: Min Hong, Teaching First Grade: A Practical Guide


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Scholastic Teaching CardsPlease highlight important points.Book Title –Chocolate Fever –Level O• Summary & Standard• Making Connections • Vocabulary• Genre• Supportive Book Features• Challenging Text Features• ELL Bridge


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Scholastic Teaching CardsPlease highlight important points.Teaching Options• Developing Comprehension• Identifying Problem/Solution• Developing Phonics and Word-Solving

Strategies• Developing Fluency• Oral Language/Conversation• Extending Meaning Through Writing• Other Books


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Comparisons• Grade 1- look at a Scholastic Guided Reading

Teaching Card for level B, D, E, or F.• Grade 2- look at level G, H, I, J, K, M or N.• Read the strategies for ELLs.• Scholastic- Look at the Implementation or

Teacher’s Guide for Prompts to Support Problem-Solving Strategies and the Running Records for the level.

• Make comparisons using a Texas Journeys/Senderos lesson plan for the same level.


Comparisons

• Chart the similarities and differences.

• Literacy Coaches - record and report out for 1st grade teachers.

• 2nd grade teachers - select a recorder and a reporter.

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Comparisons - Grade 11. Cisneros and Gardendale – Trip to the Rock

and Fishing - Level B2. H. B. Gonzalez and L.B. Johnson –Dogs and

Baby Animal Learn – Level B3. Las Palmas and Loma Park- Bear Swims and

A Bug, a Bear and a Boy – Levels E and F4. A. Perales and Roosevelt – In the Sea and

Little Turtle – Level D5. Stafford and Winston –A Chunk of Cheese

and A Bug, a Bear and a Boy – Level F


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Comparisons - Grade 21. Cisneros and Gardendale - Aldo and Abby and

Shoo, Fly Guy! – Level I2. H. B. Gonzalez and L.B. Johnson – Our Library

and Andy Shane and the Very Bossy Dolores Starbuckle – Levels I and K

3. Las Palmas and Loma Park – Coyote and Rabbit and Fables - Levels M and N

4. A. Perales and Roosevelt - A Snowy Day and What will the Weather Be Like – Levels G and H

5. Stafford and Winston – From Sheep to Sweater and All About Things People Do - Levels J and K


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Gallery Walk

• Post the Comparison Charts.

• Please notice the similarities and differences for the lesson plans and teaching cards.

• Reflect on how you can use the information.

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Comprehension Strategies in Texas Journeys and Scholastic

Systems of Strategic ActionsThinking Within the Text• Solving words • Monitoring/ Self-correcting• Gathering• Summarizing• Maintaining Fluency• Adjusting


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Comprehension Strategies in Texas Journeys and Scholastic

• Thinking Beyond the Text– Predicting– Connecting– Inferring – Synthesizing

• Thinking About the Text– Analyzing– Evaluating


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EISD Teacher BehaviorPlease refer to page 7.• Administer a diagnostic assessment.• Establish flexible reading groups.• Engage students in the reading process

(Predicting, clarifying, questioning, summarizing, and responding/reflecting).

~Edgewood ISD Literacy Framework Part 7. Component Descriptions- Grade Level: First and Second

Grade Section 2: Instructional/Guided Reading


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EISD Teacher Behavior• Provide explicit

instruction to teach reading skills.

• Record observations as anecdotal records during guided reading.

• Connect reading to writing, speaking and listening.


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Student Strategic Behavior

• Reading aloud/whisper reading • Solving the words • Self-monitoring their reading• Self-correcting when necessary• Answering questions• Remembering information• Sustaining fluent and phrased reading• Adjusting their reading


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Student Strategic Behavior• Asking relevant questions• Practicing the reading process (predicting,

clarifying, summarizing, responding, reflecting)

• Synthesizing new information• Making connections• Reading “between the lines”• Think analytically about a text• Think critically about a text


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EISD Intentional Strategy/Instruction

Please look at page 8 ~Intentional Strategy: what does it look like

in a reading lesson?• Name the strategy (Declarative Process)• When the strategy is used (Conditional

Process)• Why the strategy should be used

(Conditional Process)• How the strategy is used (Procedural)


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EISD FOCUS WALL• Provides a weekly classroom look at

the literature and skills that provide the focus for each week.

• Is a poster that has the vocabulary, strategy for the week, basically the focus or purpose of the week's lesson.

• Used as an instructional tool for intentional strategies.


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Reflection

Turn and Talk ~• How can you use the

information to teach your striving readers?

• What are your concerns?


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Viewing a Guided Reading Lesson

• Please use WOWS and WONDERS handout – Page 9 .

• Notice how Velma Bendele, a Loma Park Literacy Coach and her students are interacting around the meaning of the text.

• Think about your striving readers!


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Discussion of DVDThank you Velma Bendele from Loma Park!

• What were the WOWS?– What understanding did you gain?– What insights were gained?

• What were the WONDERS?– What pertinent questions does the

lesson bring up?– How does this influence your guided

reading teaching?


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Scholastic Guided Reading Lesson

Please use the handout – Pages 10-11. Notice how the teacher and students are interacting around the meaning of the text.

• Record new insights you have about the role of the teacher and the role of the students in making meaning together.

• Think about your striving readers!


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Discussing the Scholastic Lesson

Small Group Discussion~• What were the teaching points?• How did the teacher and students

interact around the meaning of the text?

• What strategies did the teacher use to support the striving readers?


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Teaching Striving Readers

• Analyze your guided reading teaching

• Analyze student assessments

• Ask a colleague to observe the student

• Develop an acceleration plan

~ Jan Richardson, The Next Step in Guided Reading


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Teaching Striving Readers

• Involve them in guided reading every day.

• Provide appropriate levels of text for them to read.

• Guide them to search for information.

• Emphasize fluency in reading.

~Fountas and Pinnell


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Teaching Striving Readers• Give them opportunities to discuss their

reading.• Have them write in connection with

reading.• Provide opportunities for silent reading.• Provide word work based on their

needs.• Be sure that they spend their time

reading text.


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So, what are the other students doing?

• The teacher needs to develop meaningful literacy tasks and activities for the rest of the class to participate in.

• Many teachers believe in sending students to "Centers."

• Centers are specially designed assignments that take place in certain parts of the classroom.

• Students can complete the tasks independently or with a partner.

Source: http://wik.ed.uiuc.edu/index.php/Guided_Reading


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Literacy Centers

• The challenge for the teacher is updating the content in the Centers and managing the classroom during this time while trying to teach a small group lesson.


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Center Activities

• 3 Flip Chart center activities for centers from the Texas Journeys/Senderos

• Are tri-level, meaning for the Below,-On-level, and Advanced Level students.


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Revisit Goals• Acknowledged your existing literacy

teaching and learning beliefs• Discussed teaching the essential

elements of reading instruction• Supported your guided reading

instruction using the EISD Literacy Framework for grades 1 and 2

• Shared strategies for teaching guided reading to striving readers


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Catch a Falling Reader

• Please write one new strategy that you will use to teach your striving reader on your star.

• Find your first partner.• Share your strategy for teaching

your falling star during guided reading.


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Teaching Guided Reading: Catch a Falling Reader 1 Teaching Guided Reading Catch a Falling Reader Edgewood Independent School District October 10, 2011