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The Next Steps in Guided Reading Part 2

Presentation by: Hollie Fumero


To gain knowledge of different types of readers and explore ways to help each reader.
To create lessons based on Early Readers/Transitional Readers.


Recap 1-3
Discussion 1-3

Chapter 4 Early Readers

Chapter 5 Transitional Readers Chapter 6 Fluent Readers (follow up) Chapter 7 Helping Struggling Readers Create lessons Wrap up through ongoing emails

Recap 1-3

Chapter 1 discussed all the different ways to prepare for guided reading, in order for your classroom to run smoothly while teaching small reading groups. Chapter 2 discussed the importance of assessing our students in order to group them appropriately. Chapter 3 discussed Pre-A readers and Emergent readers (levels A-C). Lets have a brief popcorn out of what we tried/learned with trying to implement some of the newly found information.

Chapter 4 Early Guided Reading Levels D-I

Early readers know the letters and sounds but may still be learning how to apply these skills to attack challenges in texts. They should be able to read and write about 20-30 sight words other than that they will struggle with fluency.

Chapter 4 cont...

When assessing these studenst we need to do a running record and also a retell or a few comprehension questions to determine your teaching points. Books used for two days

When grouping these students they should be no more than 1 letter a part (d-e together but not d-f) You will be able to meet all student needs through appropriate prompting. (140)
Reevaluate once a month Expect groups to change throughout the year.

Chapter 4 cont...

Pg 115 discusses interesting ways of teaching different strategies. Usually in Kindergarten we do not get too many of these students. Pg 116-133 are the lesson plan formats and it explains the different parts of the lesson at the various levels. There is also a lesson plan format for the indivdual who doesn't fit into a group At the very end it has the questions and answers.

Chapter 5 Transitional Guided Reading Levels I-P

Traditional readers are albe to read text about level I. They have a large bank of sight words, but they still are learning to decode big words, increase fluency, expand vocabulary and improve comprehension. Traditional readers can be found in any grade. (pg 45) discusses instructional needs based on grade levels. There are five areas for transitional guided reading lessons: self monitoring, decoding, fluency, vocabulary, or retell. (handout)

Chapter 5 cont...

Two types of assessments for transitional readers. (running record with comprehension questions, and a word study inventory to assess phonics skills)
Pg 147 to record data in order to group students based on needs. 148- 149 discusses how to use the coding appropriately on the summary chart. Lessons go for three days. Day 1 unfamiliar text based on assessments, day 2 same text reread or begin reading where they left off, and day 3 is all about guided writing.

Chapter 5 cont...

The lesson format for days 1 and 2 have 4 prompting strategies to use with transitional readers.
Not all transitional readers will need word study so group accordingly.


Chapter 6 Fluency in GuidedReading

1st off this chapter was about 75 pages long and in the time constraints we have today I knew I wouldn't be able to put it on.
Plus fluency is an important piece to reading once you get past level P so I thought that we could read it all together and have a little online discussion about if we wanted too, kind of like a book study. I will start it and then people can comment on it and/or add what they found to be helpful.

Chapter 7 Helping Struggling Readers

Because many issues affect learning, students will progress at different raes. Some factors, such as attendance, illness, family crises, and so forth are outside of our control. We nee to focus on the behaviors, strategies, and skills that can impede the students progress. Steps to take in general: analyze your teaching, student assessments, ask a colleague

to be an observer (guided reading and independent reading)

Chapter 7 cont..

Steps to take with Emergent readers.

Oral Language assessment

Decide the risk or independence of the student

Decide which skills he/she possesses Which strategies do they use?

Chapter 7 cont...

Steps to take with Early Readers

Risk and independence

Decoding strategies/phonemic awareness/vocabulary/fluency and retell

Steps to take with Transitional Readers Increase reading volume Neurological Impress (21 days)

Running records to find out which strategies they use.

Additional Resources/

Jan Richardson The Next Step in Guided Reading

Pgs 271-298 resources If time is left look at the problem solving sheets and think of one student determine which kind of reader he/she is and then find out which solution might be best to help that student.