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					  Responsive Guided Reading
          Jennifer Berne & Sophie Degener
With support from International Reading Association Gertrude Whipple grant

                 National-Louis University
    Where Does Guided Reading Fit into
    the Balanced Literacy Program?
     Shared reading
     Guided reading
     Independent reading
     Read aloud
     Word work
     Writing




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      Shared Reading
 Whole class instruction
 Time for introducing or reinforcing skills or strategies
     Vocabulary strategies
     Comprehension strategies
     Decoding skills
 Teacher does the reading; can
  use challenging texts
 Teacher explains and models
 Students observe and interact
  with teacher support

3
    Guided Reading
 Small group instruction in homogeneous groups
 Time for students to practice, with support, what they
  have learned during shared reading
 Student reads instructional
  level texts and teacher provides
  support as needed
 Rest of the class is working
  independently



4
    Independent Reading
     Students read independent level texts on their
      own, though teacher may conference with
      students during this time
     Time for students to practice skills
      and strategies learned during
      shared reading and reinforced
      during guided reading




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    Read Aloud
     Teacher reads while students listen.
     Goal is to encourage enjoyment of literature
     Learning occurs through exposure to
     vocabulary, talk about book,
     introduction to new structures,
     but enjoyment/engagement is
     the emphasis




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    Word Work
     Vocabulary, spelling, decoding multisyllabic
      words, prefixes, suffixes, etc.
     Can be learned in large group, small group, or in
      centers




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    Writing
     Process writing and other kinds of writing
     Can also be whole group (mini-lessons), small
     group, and independent work.




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Different Guided Reading Models
                 Texts           Membership   Emphasis
Traditional      Instructional   Static       Skills
reading groups
Guided reading   Instructional   Dynamic      Strategies
groups
Responsive       “High”          Dynamic      Individual take-
reading groups   instructional                away
Characteristics of RGRGs
A predictable, transparent structure

Students understand how RGRG’s operate, and
  they operate in the same specific ways every
  time.
Characteristics of RGRGs
The teacher waits for students to miscue before
 determining the cue or instruction

There is minimal planning associated with these
 groups. Children get customized instruction that,
 for the most part, cannot be anticipated.
Characteristics of RGRGs
The books selected for RGRGs are selected for
 level, not high interest or theme

The content of the book is subordinated, in this
 teaching context, to the form.
Characteristics of RGRGs
High instructional level is key in efficient use of
   texts in responsive guided reading groups.

      If the child doesn’t miscue or have a
   comprehension breakdown rather quickly, then
                 instruction is limited.
Characteristics of RGRG’s
Responsive guided reading groups should be
 brief--20 minutes maximum

Longer groups tax the ability of the rest of the class
 and puts the consistency of the groups at risk.
Characteristics of RGRGs
Responsive Guided Reading groups are most
 beneficial as sites for practicing that which
 has been previously introduced, not for
 introducing new strategies

Instruction that can be done whole group should
  continue to be done whole group.
Structure of RGRGs
 Guided reading done everyday (often 2 groups
    per day)
   Groups of 4-6 students
   Group meet 1-3 times per week
   Group duration should be less than 20 minutes
   Other children engaged in independent work:
    centers or independent literacy activities
What matters
 Hearing each child read
 Using correct level text
 Having them leave with something “In their
  pocket”
 Engaging the rest of the class in independent
  literacy activities
 Doing it the same way every time
 Hearing children make errors
 Teaching reading, not teaching a particular
  text
What doesn’t matter
 Finishing the text
 High interest in the text
 Thematic links to anything
 Long introductions to the book
Responsive Guided Reading Groups for
beginning and fluent readers

Beginning Readers       Fluent Readers
 Word recognition       Comprehension
 Decoding Strategies     strategies
                         Vocabulary strategies
Beginning readers: Most common cues
 *Try again, this time take a running start . . .
 *Do you see a little word inside that big word that
 you might know?
 *Does this start/end like a word you do know?
 *What happens if I cover up this part, what do you
 see then?
 *Look at the picture, then the first sound, and see
 if you can guess.
 *What word that fits there might make sense?
 *Does that look like a word on your word wall?
Fluent readers: What to listen for
 Pace (slow or fast)
 Monotone diction
 Reading through punctuation
 Mispronunciation without self-correction
Teacher “cheat sheet” for fluent
readers
 Pace of reading           Self monitors
   Too fast                  Stops to correct
   Too slow                  Doesn’t stop to
 Expression                  correct
   Present                 Body language
   Absent                    Comfortable
 Pausing                     Not comfortable

   Stops at punctuation
   Doesn’t stop at
   punctuation
How to tell if meaning has broken
down
Fiction                       Informational
What just happened?           What information is being
What do you predict will       discussed?
 happen and on what           What did you just learn
 basis are you making          about (frogs, Helen
                               Keller, the American
 that prediction?              West)?
What other stories are like   What do you think the
 this and in what ways?        next section will cover?
Can you retell the            Can you summarize the
 passage?                      most important
                               information?
Cues for fluent readers
Attending cues          Meaning cues
 Go back and reread     Read in smaller
 Write or take notes       chunks
 Connect or ask           Vocabulary strategy
  questions                Connect to other
 Image                     knowledge
                           Do further research
                           Use text structure
Parts and timing
 Brief intro (less than 30 seconds).
 Teacher reads (30 seconds).
 Children chorally read with teacher (30 seconds).
 Children are directed to continue to read silently or to whisper
    read (30 seconds).
   Teacher circulates to each child listening to them read (2
    minutes per child/ 5 children = 10 minutes).
   Teacher asks children to stop reading (30 seconds).
   Teacher summarizes the strategy she worked on with each child
    and asks them to say it back (5 minutes).
   Teacher calls the next group and repeats 1-7.
 Brief Introduction (30 seconds)
Beginning Readers            Fluent Readers
I found this book and I      This will have lots of
   think we will have lots    sections. Remember
   of opportunities to        to use the section
   practice figuring out      headings to help you
   words we don’t know.       along.
Teacher reads (30 seconds)
Students read chorally (30 seconds)
Teacher reminds students what to do
while they wait. (30 seconds)

Beginning readers                Fluent Readers
While you wait for me, take a    While you wait for me or after I
 look at the text and see if      have read with you, make a
 you can figure out the words     list of all the words you have
 based on the pictures and/or     trouble understanding.
 the sounds. If you cannot
 figure out all the words, see    Remember I picked this text
 which you can. Remember I        because it is hard, so don’t
 picked this because it was       be too worried by all those
 hard, so don’t feel badly        big words.
 about the words you don’t
 know.
 Teacher circulates
(2 mins./student)
Beginning Reader             Fluent Reader
 I know that is a hard       I heard you reading and I
 word. Why don’t you            see that you could say
 see if you can figure out      all those words but your
 the beginning sound,           tone made me think you
 then look at the picture       were a little confused,
 to see if you know a
                                can you tell me what
 word that might fit that
 begins with that sound.        you think just
                                happened?
Teacher asks students to stop
reading (30 seconds)
Teacher puts something in students’
pockets (5 minutes)

Beginning reader               Fluent reader
You told me to try to find a   We used the bold words
  little word in a big word     to try to figure out the
You told me to look at the      main points
  picture for a clue           We took extra pauses at
                                the punctuation.
Now for the rest of the        Now for the rest of the
 week I want you to try         week I want you to try
 to do that every time          to do that every time
 you see an unknown             you have trouble
 word.                          understanding what you
                                read.
   A new group is called
   (one way to think about this)

 25 students: 5 groups of 5
   Monday: Groups 1 and 2
   Tuesday: Groups 3 and 4
   Wednesday: Groups 5 and 1
   Thursday: Groups 2 and 3
   Friday: Groups 4 or 5 and 1
What is great
 Minimal planning
 Hearing each child each week
 Ad hoc teaching
What is a challenge
 Fighting the urge to change the practice
 Occupying the other students
 Text selection
Modeling:
Note these parts
 Brief intro
 Teacher reading
 Group reading
 Individual reading
 Wrap up
 Take away

				
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