Guided Reading Plus (GR+) is a district-chosen intervention for readers not
reading at, or ... 5- 7 Min. • As the other students partner read, teacher takes
running record with one .... utilize story structure: character, setting, problem,
solution.
Guided Reading Plus Guided Reading Plus (GR+) is a district-chosen intervention for readers not reading at, or above, grade level. GR+ provides additional exposure to explicit reading instruction beyond the classroom guided reading groups and the other components of balanced literacy instruction. The architecture of GR + lesson has specific components borrowed from Collaborative Literacy Intervention Program. It is a planned and purposeful lesson, with a daily strategy focus selected from the previous day’s running record. Instruction lasts about 30 minutes depending on the reading level and grade of students. Its purpose is to teach students how to use strategies to figure out tricky words, clear up sentence structure confusions and understand new concepts or ideas, which will accelerate struggling readers to read at grade level. Like in regular guided reading, the book selecting is thoughtful and matches group’s needs. GR+ groups are designed for all levels of readers, but are especially useful for students who are at-risk of not meeting grade level proficiency. Therefore; the highest trained teacher should conduct the teaching instruction for these students. The ideal GR+ group will have 3 – 4 students and the selection for these groups varies. Students can be grouped by similar reading levels, or by the strategies needing support (e.g. readers who do not read for meaning, readers who don’t self-correct, etc.). There may also be a small range of reading levels but begin at the level that will accommodate the “most emergent learner.” As students progress in their reading, the teacher will be working toward the level of average students in the group. When considering the BVSD Circles of Literacy support, GR+ intervention groups offer one option of support for students needing intervention.
Teacher • Clipboard • Scissors • Notebook with lesson plans • Running record forms, monitor checklists
Material Needed Student • Text at an appropriate level • Sentence Strips • Envelopes • Markers • Book basket for groups or individuals • White boards, chalk boards
Group • Magnetic letters • Journal (18 X 24) or dry erase • Book baskets for group or individuals
New Book
Strategy & Word Work
Partner Read
Running Record
Guided Reading Purpose To record the reading behaviors of the student, inform instruction and monitor reading levels To build fluency and confidence with familiar texts Select a strategy focus: introduce of or reinforce strategy use, skill or high frequency words. This is where specific word work or comprehension work can take place based on the previous day’s running record, familiar book or writing.
To provide an opportunity for students to practice reading strategies on a new, unseen text that is at their instructional level. This is when students have an opportunity to do “reading work”
PLUS
Components
Procedure 5- 7 Min. • As the other students partner read, teacher takes running record with one student • Model and practice partner reading working toward independence • As students progress in their reading they should be encouraged to read without finger pointing to promote fluency • After the running record, the: o Student retells story o Teacher specifically reinforces the child’s strategy used o Teacher chooses a teaching point to guide the child’s strategy development • The group comes back together and choral reads the running record book for fluency • Book can be sent home to be read to parents 3-5 minutes • “WholeÆPartÆWhole” • May use the ABC chart, magnetic letters, white boards, paper, journals • Strategy work may include: o 1:1 voice print match, directionality, cross-checking, self-correcting, tricky word strategy, modeling and practice • Word work may be around: o A high frequency word or a common rime: my/by/why/ or is/in/it/if; look/looking/looked/looks o Chunking, rimes, onsets, endings o Read/write and spell to learn a high frequency word • Skill work may include blends, diagraphs, ABC chant, blend chant • Targeted comprehension skills of strategy lesson may include: o Retell, character, plot, setting, main idea/supporting detail o Summarizing, visualizing, predicting, synthesizing, inferring, evaluating o Adjusting strategies such as rereading, self-questioning, back-forward searching 5-15 minutes Using multiple copies of a text (each child has a book): • Introduce the new book with the title and the main idea • Do a picture walk with text covered and develop concepts • Predict and locate 1 or 2 words: 1. Choose a word or two that students may have difficulty with—words that are not easily figured out through language familiarity or words with irregular spelling 2. Have them say the words out loud 3. Ask them to predict the letters that they may see in the word 4. Have them locate the words 5. Ask them how they will remember that word when they read the text • Discuss pictures and relate to background knowledge making prediction • Plant language or a language patter during this introduction • During reading, monitor understanding and confirm/revise predictions • After reading check for understanding o Retell or pose literal, inferential, & evaluative questioning o Summarizing, paraphrasing, synthesizing
New book variations for different phases Writing
To provide an opportunity for students to practice reading strategies on unseen text at an instructional level. This is where students will do the “reading work.”
To provide the opportunity to respond, reflect, and extend reading and to practice necessary skills to become independent writers Materials: Sentence strips, markers, journals, glue, scissors, envelopes and ABC/Bled/Diagraph charts
Experimental Readers: In the first reading of a new book after the introduction, the children will choral read the text while the teacher lags behind. The first reading is the optimum time to practice strategies. Strategies may include 1:1, looking for little “known” words in big words, pretending it’s a tricky word, etc. A second reading is choral reading to support fluency. If the students have 1:1 cemented, this reading will be done without finger pointing—only “voice pointing.” The teacher will lead here, modeling partner reading with the teacher listening and coaching for strategies. Keep the book for running record the next day. As students progress, the first reading is done silently. Students will practice strategies as independently as possible. Teachers observe as students point and read using whisper reading. The teacher will ask one student at a time to read to him/her and support students individually as needed. Early Readers: First reading is the running record reading for those students reading at advanced early level books (H-K). 5- 10 minutes: Using multiple copies of a text: • The group chooses a sentence based on the day’s new book • Students repeat the sentence, tell where to start and the first word • The teacher will either: o Collaborate with the students on the 1st word, modeling slow articulation o Draw lines for the sounds in phonetically regular word (---e/like/ have_) o Direct the students to write the word independently if it is a known word • After this modeling by the teacher, the students pick up their pens and write the words on the strips • Repeat with each consecutive word. After each word, the students are encouraged to point as they reread their sentences and think about what word will come next • Reinforce spacing and lower case letter usage throughout the lesson Cutting the Sentence/Sentence Puzzle • As students reread their sentences and copy them on their envelopes, the teacher cuts up individual sentence strips based on individual needs (spacing, beginning sound, blends, a high frequency word, or phases) • Students put their sentence puzzle together leaving a space between each word. They reread and confirm the sentence is correct • The teacher asks for two teaching points from the sentence puzzle (based on similar decisions made in cutting the sentence—high frequency word, rhymes, a word that starts like ___) • The sentence puzzle can go home with the book or may be glued into individual journals Early Readers: Once students have a solid writing vocabulary of high frequency words, the writing component may shift. Instead of sentence strips, the students may just write the sentence in their journal. The teacher may want to do one group sentence puzzle. Or pick one text a week on which to do a writing extension. Write stories that utilize story structure: character, setting, problem, solution. Or use a graphic organizer to highlight information read in an expository text.
Resources Fauntas, I.C., & Pinnell, G.S. (1996). Guided Reading: Good first teaching for all children. Portsmouth, NH: Heinemann. Fauntas, I.C., & Pinnell, G.S. (2001). Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann. Jamison Rog, L. (2003)Guided Reading Basics: Organizing, Managing, and Implementing a Balanced Literacy Program in K-3. Markham, Ontario: Pembroke Publishers. Mere, C. & Brand, M. (2005) More Than Guided Reading: Finding the Right Instructional Mix,
K-3. (place and publisher)
Schulman, B. M. (2006) Guided Reading in Grades 3-6: Everything You Need to Make SmallGroup Reading Instruction Work in Your Classroom. New York, NY: Scholastic Professional Books.
