Transcript 1.What is the major focus of Guided Reading?

South Harrison
Community School
Corporation
“Four Blocks” For
Grades 1-3
Guided Reading Block
Writing Block
Self-Selected Block
Working with Words Block
Resources
1.What is the major focus of
Guided Reading?
The major focus of Guided Reading is to
build comprehension and fluency with
reading and to expose students to a
wide range of literature
2. What are the 3 segments for
Guided Reading?
•
Before Reading
– Teacher builds prior knowledge to connect students to
text prior to reading,
– Teacher presents a brief mini-lesson on a
comprehension skill or strategy,
– Teaching presents or reviews key vocabulary,
– Teacher offers support with text prior to independent
reading either by modeling the reading for the
students while they track text, or leading a shared or
choral reading of the text, if needed,
– Teacher states purpose for reading assignment.
Guided Reading
• During Reading
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Teacher has students grouped in flexible groups, using
leveled text,
Teacher is active during this independent reading time
by monitoring targeted students and making
anecdotal records, while working with students,
Teacher ensures that all students are engaged in
reading,
Teacher ensures that round-robin reading does not
occur,
Conferences
–
Fluency, application of strategies, book chat.
Guided Reading
• After Reading
– Teacher brings students back for closure activity,
– Teacher promotes higher order thinking by posing
questions beyond recall,
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Discussion of text/literature,
Acting out the story,
Writing in response to reading,
Discussion of application, discovery, and transfer of skill
or strategy introduced in segment one mini-lesson.
3.What is the major focus of SelfSelected Reading?
The major focus of Self-Selected Reading is
to build fluency in reading; allowing
students to work with text most appropriate
to their own independent reading level and
to build confidence in students as Readers.
4. What are the 3 segments for
Self-Selected Reading?
• Read Alouds
– Teacher reads aloud to all students, including a
variety of fiction and non-fiction, topics, and
authors.
Self-Selected Reading
•
Students Read
– Independent reading materials are easily accessible to all
students,
– Books include a variety of genre, topics, and reading levels,
– All students are engaged in reading,
– Early emergent readers have learned to “read” pictures with
confidence,
• Students read the words (real reading),
• Students read the pictures in a picture walk through the book,
• Students retell familiar stories to themselves,
– Teacher has individual, brief, (approx. 3 min.) conferences
with several students,
– Teacher uses a form to record conference information.
Self-Selected Reading
• Sharing
– Brief sharing time brings closure to the block,
– One or two student share, (approximately 2 minutes),
what they have read with other students,
– The reader answers several questions from classmates
about the story if time allows. Teachers model the types
of thoughtful questions they want students to ask of each
other.
5.What is the major focus of
Writing Block?
The major focus of Writing Block is to build
fluency in writing; employing the writing
process; refining and applying knowledge of
phonics and building confidence as a writer.
6. What are the 3 segments for the
Writing Block?
• Segment One
– Teacher composes/writes in front of children,
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Models the use of class resources (Word Wall,
charts, etc.)
Emphasizes a writing skill or strategy during a
mini-lesson and focus on writing a piece, adding
on to a piece, or editing a piece,
Uses the class editor’s checklist at completion
for brief editing.
Writing Block
•
Segment Two
–
Students Write
•
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Teacher allows students to make choices about independent writing
topics,
Students write on self-generated topics, individually paced at various
stages of the writing process, perhaps working for multiple days on
one piece,
Students are in various stages of the writing process during
independent time,
Teacher conferences with students to discuss a piece of their writing.
In conferences, teacher and student pick one piece among 3-4 pieces
of writing to edit for publication.
The teacher may present an option of several choices for students
during the last 5 minutes of this segment:
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Continue to write.
Share what has been written with a peer.
Illustrate what has been written.
Writing Block
• Segment Three
– Closure
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Time is provided for some students to share their
writing aloud(approximately 2 minutes).
Teacher encourages higher level, thoughtful
questions about composition. The “author”
answers several questions from classmates
about the writing. The teacher models the types
of thoughtful questions they want students to ask
of each other.
7.What is the major focus of
Word Block?
The major focus of Word Block is to enable
children to read, spell, and use highfrequency words correctly and to establish
the patterns necessary for decoding and
spelling.
8. What are the 2 segments for the
Word Block?
• Segment One
– Word Wall
•
Teacher introduces or reviews Word Wall (approx.
5 minutes.)
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•
See the words, say the words, chant the words, write
the words and check them together with the teacher,
and complete “On the Back” activities involving the
words,
On days of the week when new Word Wall words
are not the focus, teacher reviews previous Word
Wall words using various activities.
Word Block
• Segment Two
– Making Words:
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Teacher provides additional activities during block
to teach and support decoding, spelling, and
word exploration. (Making Words, Sorting Words,
Guess the Covered Word, Rounding Up the
Rhymes),
Clearly emphasizes spelling patterns,
Teacher helps students understand how knowing
spelling patterns will help with other words of
similar patterns used in their writing and reading
transfer.
9.What resources are available?
Classrooms That Work: They Can Read and Write. Allington, Richard and
Cunningham, Patricia M., Harper Collins College Publishers, 1994.
Schools That Work: Where All Children Can Read and Write. Allington, Richard
and Cunningham, Patricia M., Harper Collins College Publishers, 1996.
Phonics They Use. Cunningham, Patricia M., Harper Collins College Publishers,
1995.
Making Words. Cunningham, Patricia M. and Hall, Dorothy P., Good Apple, 1994.
Making Big Words. Cunningham, Patricia M. and Hall, Dorothy P., Good Apple,
1994.
Making More Words. Cunningham, Patricia M. and Hall, Dorothy P., Good Apple,
1997.
Making More Big Words. Cunningham, Patricia M. and Hall, Dorothy P., Good
Apple, 1997.
Month-by Month Phonics. Cunningham, Patricia M. and Hall, Dorothy P., CarsonDellosa Publ., 1997.