I too attended the Guided Reading K-1 that Marissa attended. Since she was so thorough in her post(Thanks Marissa) I will just post the highlights that I found most interesting. Of course all this was new to me since I haven't taught reading in about 7 years.
Mrs. Clark said "Guided reading should be long stretches of accurate reading."
Introducing the text: She gave the example of how often do we ever pick up a book without knowing anything about it. Whether it is a friend telling us about it, reading the cover, or reading a review we almost always have an idea about what we are getting ready to read. The same should be true for children. They need to be introduced to a book before being asked to read it.
During book introduction if your students won't stay with you or are are reading the words during your picture walk then you don't have to give them their own books or as one teacher suggested you could use a card to cover the words as you go through the book. You also don't have to go through each and every page only those with challenges.
Mrs. Clark also told she liked to use the term "book walk" instead of "picture walk".
Each child in your guided reading group does not have to read to you every day.
Teaching decisions K-1 specific (sorry 2-5)
If you are writing for the purpose of reading you must write exactly what they say even if it is not correct. This I found especially helpful since with the older kids changing a word of two doesn't have the same effect.
There was so much information presented and I found it extremely helpful. If anyone wants more information please feel free to come see me.
Monday, August 2, 2010
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Guided Reading Day 1
A frame work for guided reading lessons
· Select the text prior to the lesson
· Intro the text
· Reading the text
· Teaching for processing strategies
· Discussing and revisiting the text
· Extending the meaning of the text optional
· Word work optional 1-2 minutes if you go over that you turn your guided reading into a word work group.
Contrasting Guided reading terminology
Guided reading lesson
Guided reading sessions
The teacher directs the work
The teacher facilitates the work and engages students in assuming reasonability
The preplanned instruction is delivered regardless of the student need or inquiry relative to the reading of the text
The teacher is responsive to the needs of the students within a particular session
Level A – The birthday cake
level a books were made to establish a pattern and repetitive text, one to one match using pictures. Not to have students sound out the words so if they say chocolate instead of brown you don’t correct them.
Gradient of teacher involvement
Marie M Clay
Reading to the children
Shorter, more focused introduction
A few moves to increase accessibility of a new text
Making the task an unseen unshared unhelped activity
Day 2 Guided Reading
· We looked at guided reading books and completed a guided reading plan.
Your guided reading will only be as good as the text you use.
Supports and challengers of texts
Questions for a teacher
Video on first grade classroom managment
Three things that are promising and three might dos
1. K- centers exploring tasks
2. Map of the classroom
Group meeting in the center of the room
Work board as a tool to organize their work time
3. Interactive writing using writing strips
4. Word wall up high so all can see and they can use it.
5. Writing center – changes every week, write a letter, about a science experiment, response to a book we read during the week.
6. All materials they can use for writing are available independently.
7. No commercially made stuff all things printed they made as a class together.
8. Word study center
9. Reading around the room – make pointers out of dow rods
Guided reading video
10. Home base table – crate a pocket for each childs folder
ORGANIZE YOUR ROOM FOR THE CHILDREN!!!
11. Art / poetry center – label box and shelves so they know where to put the boxes as they remove them and return them
Glue poem and illustrate and read to a buddy. Start with one poem at a time and work to 2 then 3 by the end of the year.
12. Poem – read the poem mix the sentence strips and re place them correctly in the pocket chart and re read the poem.
13. Interactive writing connections to math science and social studies ( during shared writing )
14. During the center time she conducts guided reading groups.
15. Cart for guided reading, magnadoodle, abc magnets dry erase all the books for the week, clip board for lesson plans and note book of history – 3 groups a day
16. Link letters, letter tiles, magnet letters, and letter stamps any type they will need to explore for word work. Alphabet chart, word chart.
17. Listening centers – mark the volume on the player and they cannot make it louder if you do not use head phones. – rewrite their ending to a book such as the 3 little pigs
18. Each guided reading group has a browsing box and they are color codes the books change as they read plus the groups are changing so you can change it as the level of reading changes. ( with our reading series you can do on level, below, and above boxes or use the level they are on for example g books can be up and down one from that level.)
19. Plans themes – for each month
Guided reading video
· Guided reading begins where the readers are – similar strengths and needs
· First intro the text and point out things as you look at the pictures and then have them find the word in the text that matches what they see in the picture
Students in K/1 may not know where you want them to look you need to point at things so they can determine where you are guiding them or what you are talking about.
Does every child have a rung on the ladder in which to step?
Visual attention to print
You have to know that students need to start and build on
Print contains message
Left page before right page
On to one match – tracking they need to know how to point to the words before they can sound or blend the word. (Test this ask the student you point as I read the book.)
Example of teaching one to one match – have objects for students to visualize, we have a duck, apple, cup, robot. Spread them out and I want you to point and name these items. I will name them first and they need to name them. If I put cup, duck, robot, and apple they may not hold their finger still for the whole word. Words with more than one syllable may trip them up and they want to move their finger as they say each syllable.
Semi concrete task color dots on a sentence strip and they have to say the colors. Then go back to book where they were having trouble and repeat until they get the one to one match understanding.
Locate known words – find the word, frame the word, locate the word etc. (islands of certainty, familiar words)
Locate unknown words – do you know which words you don’t know.
Once you know where the unknown word is you can then go to the next step.
When they miss a word go down this list cause they may say a word that does not start with the correct sound/ letter follow this continuum to make them successful readers.
Chunks – word families,
Breaking words into parts
Scanning multiple syllable words left to right
Affixes and root words
Running records and DRA 2 discussion.