logging in or signing up Guided Reading missareading Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 2505 Category: Education License: All Rights Reserved Like it (2) Dislike it (0) Added: September 24, 2009 This Presentation is Public Favorites: 3 Presentation Description A presentation on the initial implementation and basic procedures of a Guided Reading program. Comments Posting comment... By: missareading (9 month(s) ago) Cgwatkin- feel free to use my presentation! Saving..... Post Reply Close Saving..... Edit Comment Close By: cgwatkin (9 month(s) ago) Can I use this presentation? I am working with my teachers in a detetnion education program. I am having a difficult time getting this over. I just happened across this today. Saving..... Post Reply Close Saving..... Edit Comment Close By: missareading (16 month(s) ago) Thank you for the nice comments! I want everyone to know that they can also access this presentation at my blog: http://missareadingresources.blogspot.com/ I hope this helps!!!! Saving..... Post Reply Close Saving..... Edit Comment Close By: sid.samay (16 month(s) ago) ITS GOOD Saving..... Post Reply Close Saving..... Edit Comment Close By: jamaicangirl07 (16 month(s) ago) Hi...wonderful presentation. Can I possibly get a copy? Saving..... Post Reply Close By: missareading (16 month(s) ago) I posted the link to my blog, feel free to use it! Saving..... Edit Comment Close loading.... See all Premium member Presentation Transcript Guided Reading : Guided Reading By Katie Alexander Summer 2009 What is Guided Reading? : What is Guided Reading? A reading strategy that helps students become strong independent readers Requires small group instruction Students learn to use various reading strategies with teacher support Can be adapted for upper grades Why Guided Reading? : Why Guided Reading? Students have a high accuracy rate in reading when the proper text is selected for them. Students are provided with the necessary strategies to overcome “reading road blocks.” The focus of reading shifts to meaning rather than decoding; the construction of meaning is imperative. Independent reading and the application of independent reading strategies is the goal of Guided Reading. Slide 4: Children have an early foundation for reading text. Marie Clay explains these three sources of information: meaning, structure, and visual information. How Do I Start ?: The Initial Framework for Every Classroom : How Do I Start ?: The Initial Framework for Every Classroom Students are divided into small groups (ideally, 4-6 students per group) Lessons will run 15-20 minutes Determine appropriate level of groups Provide a text for each child What Does Small Group Instruction Look Like ? : What Does Small Group Instruction Look Like ? The teacher introduces the text to the small group As the text is read aloud or silently, the teacher briefly works with students; each child reads the whole text. The teacher may select one or two teaching points to address after reading The students resume reading and apply the teaching points presented by the teacher Pre-Reading Activities: The TeacherFrom Fountas and Pinnell : Pre-Reading Activities: The TeacherFrom Fountas and Pinnell Selects an appropriate text, one that will be supportive but with a few problems to solve Prepares an introduction to the story Briefly introduces the story, keeping in mind the meaning, language, and visual information in the text, and the knowledge, experience, and skills of the reader Leaves some questions to be answered through reading During Reading Activities: The TeacherFrom Fountas and Pinnell : During Reading Activities: The TeacherFrom Fountas and Pinnell “Listens In” Observes the reader’s behaviors for evidence of strategy use Confirms children’s problem-solving attempts and successes Interacts with individuals to assist with problem-solving at difficulty (when appropriate) Makes notes about the strategy use of individual readers Post Reading Activities: The TeacherFrom Fountas and Pinnell : Post Reading Activities: The TeacherFrom Fountas and Pinnell Talks about the story with the children Invites personal response Returns to the text for one or two teaching opportunities such as finding evidence or discussing problem-solving Assesses children’s understanding of what they read Sometimes engages the children in extending the story through such activities as drama, writing, art, or more reading Sometimes engages the children for a minute or two of word work Pre-Reading Activities: The StudentFrom Fountas and Pinnell : Pre-Reading Activities: The StudentFrom Fountas and Pinnell Engage in a conversation about the story Raise questions Build expectations Notice information in the text During Reading Activities: The StudentFrom Fountas and Pinnell : During Reading Activities: The StudentFrom Fountas and Pinnell Read the whole text or a unified part to themselves (softly or silently) Request help in problem-solving when needed Post Reading Activities: The StudentFrom Fountas and Pinnell : Post Reading Activities: The StudentFrom Fountas and Pinnell Talks about the whole story Check predictions and react personally to the story or information Revisit the text at points of problem-solving as guided by the teacher May reread the story to a partner or independently Sometimes engage in activities that involve extending and responding to the text (such as drama or journal writing) Sometimes engage in a minute or two of word work How Do I Create Groups ? : How Do I Create Groups ? Groups should be based on assessment results and, therefore, based on reading ability. The assessment of students should continue on a regular basis to support the re-grouping of students based on needs. Groups can be altered and based on interest and social interaction. The teachers should group students who use similar reading processes and are able to read similar level text Forming and Reforming Groups for Guided Reading : Forming and Reforming Groups for Guided Reading This is a continual and repeated process. Assessment : Assessment Ongoing observations will probably be the most beneficial for tracking students. A notebook with Post-It notes can serve as your documentation. Running records provide a quick assessment of fluency. Slide 16: These are “in-the-head” strategies that good readers use. The use of these strategies may be an unconscious process. What Are the Others Doing? : What Are the Others Doing? Establishing routines and procedures within your class is imperative. Take the time at the beginning of the year to do this. In the end, it will prove to be extremely beneficial! Utilize any aide or parent volunteer in an instructional manner. They should always reinforce previously taught material and should NEVER introduce new topics. Suggestions for Establishing Procedures : Suggestions for Establishing Procedures Require students to complete the more academic centers at the beginning of center time. This will encourage them to complete their tasks and move on to the fun centers. Keep some basic centers that are always required, but allow for some variety of changing centers on a weekly basis. Keep a chart or schedule where students can easily identify their progress and position during center time. Clearly explain directions for new centers. It is a great idea to model expectations. Any time spent on implementing procedures and routines is time well spent! Students should be aware that they must follow the assigned schedule. They cannot skip centers. Slide 19: Center Ideas for the Classroom: Remember centers will not change everyday! Center Ideas : Center Ideas Visit http://www.readinglady.com for great ideas! http://www.hubbardscupboard.org http://www.msrossbec.com/literacy_index.html Please Visit My Site! : Please Visit My Site! The web address is case sensitive. MISS A’S READING RESOURCES http://web.me.com/katiealexander515/Site/Welcome.html Resources : Resources Fountas, I.C. & Pinnell, G.S. (1996). Guided Reading. Heinemann: Portsmouth, NH. http://olc.spsd.sk.ca/DE/PD/instr/strats/guided/guided.html You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
Guided Reading missareading Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 2505 Category: Education License: All Rights Reserved Like it (2) Dislike it (0) Added: September 24, 2009 This Presentation is Public Favorites: 3 Presentation Description A presentation on the initial implementation and basic procedures of a Guided Reading program. Comments Posting comment... By: missareading (9 month(s) ago) Cgwatkin- feel free to use my presentation! Saving..... Post Reply Close Saving..... Edit Comment Close By: cgwatkin (9 month(s) ago) Can I use this presentation? I am working with my teachers in a detetnion education program. I am having a difficult time getting this over. I just happened across this today. Saving..... Post Reply Close Saving..... Edit Comment Close By: missareading (16 month(s) ago) Thank you for the nice comments! I want everyone to know that they can also access this presentation at my blog: http://missareadingresources.blogspot.com/ I hope this helps!!!! Saving..... Post Reply Close Saving..... Edit Comment Close By: sid.samay (16 month(s) ago) ITS GOOD Saving..... Post Reply Close Saving..... Edit Comment Close By: jamaicangirl07 (16 month(s) ago) Hi...wonderful presentation. Can I possibly get a copy? Saving..... Post Reply Close By: missareading (16 month(s) ago) I posted the link to my blog, feel free to use it! Saving..... Edit Comment Close loading.... See all Premium member Presentation Transcript Guided Reading : Guided Reading By Katie Alexander Summer 2009 What is Guided Reading? : What is Guided Reading? A reading strategy that helps students become strong independent readers Requires small group instruction Students learn to use various reading strategies with teacher support Can be adapted for upper grades Why Guided Reading? : Why Guided Reading? Students have a high accuracy rate in reading when the proper text is selected for them. Students are provided with the necessary strategies to overcome “reading road blocks.” The focus of reading shifts to meaning rather than decoding; the construction of meaning is imperative. Independent reading and the application of independent reading strategies is the goal of Guided Reading. Slide 4: Children have an early foundation for reading text. Marie Clay explains these three sources of information: meaning, structure, and visual information. How Do I Start ?: The Initial Framework for Every Classroom : How Do I Start ?: The Initial Framework for Every Classroom Students are divided into small groups (ideally, 4-6 students per group) Lessons will run 15-20 minutes Determine appropriate level of groups Provide a text for each child What Does Small Group Instruction Look Like ? : What Does Small Group Instruction Look Like ? The teacher introduces the text to the small group As the text is read aloud or silently, the teacher briefly works with students; each child reads the whole text. The teacher may select one or two teaching points to address after reading The students resume reading and apply the teaching points presented by the teacher Pre-Reading Activities: The TeacherFrom Fountas and Pinnell : Pre-Reading Activities: The TeacherFrom Fountas and Pinnell Selects an appropriate text, one that will be supportive but with a few problems to solve Prepares an introduction to the story Briefly introduces the story, keeping in mind the meaning, language, and visual information in the text, and the knowledge, experience, and skills of the reader Leaves some questions to be answered through reading During Reading Activities: The TeacherFrom Fountas and Pinnell : During Reading Activities: The TeacherFrom Fountas and Pinnell “Listens In” Observes the reader’s behaviors for evidence of strategy use Confirms children’s problem-solving attempts and successes Interacts with individuals to assist with problem-solving at difficulty (when appropriate) Makes notes about the strategy use of individual readers Post Reading Activities: The TeacherFrom Fountas and Pinnell : Post Reading Activities: The TeacherFrom Fountas and Pinnell Talks about the story with the children Invites personal response Returns to the text for one or two teaching opportunities such as finding evidence or discussing problem-solving Assesses children’s understanding of what they read Sometimes engages the children in extending the story through such activities as drama, writing, art, or more reading Sometimes engages the children for a minute or two of word work Pre-Reading Activities: The StudentFrom Fountas and Pinnell : Pre-Reading Activities: The StudentFrom Fountas and Pinnell Engage in a conversation about the story Raise questions Build expectations Notice information in the text During Reading Activities: The StudentFrom Fountas and Pinnell : During Reading Activities: The StudentFrom Fountas and Pinnell Read the whole text or a unified part to themselves (softly or silently) Request help in problem-solving when needed Post Reading Activities: The StudentFrom Fountas and Pinnell : Post Reading Activities: The StudentFrom Fountas and Pinnell Talks about the whole story Check predictions and react personally to the story or information Revisit the text at points of problem-solving as guided by the teacher May reread the story to a partner or independently Sometimes engage in activities that involve extending and responding to the text (such as drama or journal writing) Sometimes engage in a minute or two of word work How Do I Create Groups ? : How Do I Create Groups ? Groups should be based on assessment results and, therefore, based on reading ability. The assessment of students should continue on a regular basis to support the re-grouping of students based on needs. Groups can be altered and based on interest and social interaction. The teachers should group students who use similar reading processes and are able to read similar level text Forming and Reforming Groups for Guided Reading : Forming and Reforming Groups for Guided Reading This is a continual and repeated process. Assessment : Assessment Ongoing observations will probably be the most beneficial for tracking students. A notebook with Post-It notes can serve as your documentation. Running records provide a quick assessment of fluency. Slide 16: These are “in-the-head” strategies that good readers use. The use of these strategies may be an unconscious process. What Are the Others Doing? : What Are the Others Doing? Establishing routines and procedures within your class is imperative. Take the time at the beginning of the year to do this. In the end, it will prove to be extremely beneficial! Utilize any aide or parent volunteer in an instructional manner. They should always reinforce previously taught material and should NEVER introduce new topics. Suggestions for Establishing Procedures : Suggestions for Establishing Procedures Require students to complete the more academic centers at the beginning of center time. This will encourage them to complete their tasks and move on to the fun centers. Keep some basic centers that are always required, but allow for some variety of changing centers on a weekly basis. Keep a chart or schedule where students can easily identify their progress and position during center time. Clearly explain directions for new centers. It is a great idea to model expectations. Any time spent on implementing procedures and routines is time well spent! Students should be aware that they must follow the assigned schedule. They cannot skip centers. Slide 19: Center Ideas for the Classroom: Remember centers will not change everyday! Center Ideas : Center Ideas Visit http://www.readinglady.com for great ideas! http://www.hubbardscupboard.org http://www.msrossbec.com/literacy_index.html Please Visit My Site! : Please Visit My Site! The web address is case sensitive. MISS A’S READING RESOURCES http://web.me.com/katiealexander515/Site/Welcome.html Resources : Resources Fountas, I.C. & Pinnell, G.S. (1996). Guided Reading. Heinemann: Portsmouth, NH. http://olc.spsd.sk.ca/DE/PD/instr/strats/guided/guided.html