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"Reading is not a subject. It is what educated people do every day to connect themselves to the world". -Rafe Esquith
Reading and You. On this site you will find notes, tips, strategies, graphic organizers, ideas, activities related to the act of reading. A slideshow of charts and word walls may demonstrate what other teachers are doing in classrooms near you. A thank you to all the teachers who allowed me to take photos of their walls in order to help others on the teaching journey!
Teacher PD: Generating questions for guided reading. Go beyond the literal. Have a comprehension conversation with power. Stretch student thinking. teach them how to generate their own quality questions!
Above is a grade one teacher guiding her students in readers workshop behaviors. Note the independent reading practice that students are doing as a class while she works individually or in small groups. Her routines are well established and practiced. Her anchor charts reinforce strategies of reading and writing.Video courtesy of TCRWP.
guided reading grades 1-3
Here is an infographic I created on Guided Reading for Division 1 teachers. (There is another one for grades 4-6 down below).It is an overview of the process for teachers and students as they journey to new understandings through small group instruction. Many teachers ask how long a GR lesson should be. That, of course depends on the age group but in my experience doing GR with all elementary aged students, I have found that a lesson for emerging students ( typically grade 1) will be around 20-25 minutes including some word work before the session starts, followed by a strategic plan for reading the text with the students and a solid discussion of the story which sends students back to the text to look for evidence and key plot points in the story. We always end with a re-visiting of new vocabulary and a search for those all-important high frequency words or rhyming couplets. As the books become longer, so does the lesson and I usually recommend splitting the story into sections that make sense, therefore one story may span over 3 lesson days with each day devoted to a particular section of text. In this way, the lesson is controlled and when students reach that page end, they are directed to an "early finishing" task, such as re-reading or answering a purpose question, or looking deeper for some evidence. As all students need to be challenged, a focus on higher level questioning using Blooms follows the individual reading as the group discusses, summarizes, searches, evaluates, compares, connects and predicts the action for the next day's lesson. Guided reading is probably the most rich and student-focused teaching you will do in a day, and the more planned and thoughtful your lessons are, the deeper the impact on student learning.
Teacher Read aloud and strategies for decoding
Teacher Read Aloud
A staple in most classrooms, read aloud is a fantastic vehicle for teaching story structure as well as vocabulary, however too often we read the story to the students, ask a question or two, and place the book back on the shelf, with the opportunity to extract more learning being lost in the process. Research has informed us of the benefits of read aloud such as;
Teacher Read Aloud has the potential to develop rich vocabulary through a deliberate process noted in this handout.
Read alouds are particularly salient for vocabulary instruction as authors purposeful inject new words into their texts, surrounded by pictures for K-3, and context for 4-6.
When assisting a student in decoding an unknown word, try using a strategy such as;
Does that make sense? What word parts ( or chunks) do you see? What is the other sound of that vowel? What vowel rule is in that word? Skip it, and go back at the end of the sentence. Look at the picture, and the favorite of teacher's everywhere...Sound it out-which is not always applicable.
Researchers have argued that children encounter different vocabulary in informational text, compared with fiction. These words tend to be more content based or academic words, and are usually words that the students encounters for the first time with no previous knowledge, unlike a word typically used in fictional stories such as " hilarious". Students can generally understand the word as they can still get the gist of the story. Not so true of content words like, sedimentary or government from an informational text. Children simply do not have enough exposure to informational text in the primary grades. Studies show that primary teachers spend 83% of their read aloud time on fictional stories and 17% of their time on informational text. In order to meet curricular demands, students need more exposure to these types of texts.
Notables: Kylene beers & Rob Probst
This text will help you foster rigorous reading and high-level thinking while honoring your student's need to interact with what they read. it is a valuable resource for all division 2 & 3 teachers.
Guided reading Chart Grades 4-6
Below you will find an example of a running record completed with a student in grade 6. Following that, note the forms for a running record for a student in primary and one in Division 2. Coming soon: A running record video of a primary student.