Guided Reading:Beyond the Basics Ideas and Activities to Use Before, During, and After Guided Reading Using guided reading in your classroom is the best way to meet every child where they are at their cutting edge of learning. The most important aspect of guided reading is giving children increased time to read appropriate level text. There is no correct length of time to spend with each group nor is there a strict format that must be followed. The key is to assess students and then modify your teaching to meet the needs of each of your students. We, as teachers, have a tendency to do the same thing over and over. We like consistency and know that it is important to stick with routines in the classroom. Sometimes, however, you and your students may want or need a change of pace. The following ideas have been provided to give you some suggestions for activities you can use to help “freshen up” your guided reading groups. Keep in mind that the purpose of guided reading is for children to have an increased amount of time spent reading text at their level. Do not feel like you always need to complete an activity with each reading group. “Must Have” Materials for Guided Reading: -highlighter tape -question cube -small pointers -switch plates -wipe off boards/markers -thinking cards (I wonder..., I noticed..., etc.) -teacher white board on a stand -text coding bookmarks -reading strategies bookmarks
Charts to use with students:
Important
Interesting
Our Schema about __________. After Before
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Story Boxes use: after reading materials:
-Copy the next page and laminate for use with your guided reading groups
After reading a story, take out the story boxes page and go over with your students. Have them talk through the story and discuss each of the boxes. Use the sentence starters to help begin the discussions but make sure to point out the terminology: character, setting, problem, and solution. You can use this sheet as a quick discussion when you are finished or copy it and have the student fill out as a check for comprehension. Children that are not ready to write sentences, can draw pictures to demonstrate their understanding of the story.
3.
1.
The problem is...
Problem
The story is about...
Characters
Setting
4.
It gets solved by...
Solution
The story takes place...
2.
Comprehension Question Cards use: during and after reading with fiction text materials:
-Copy the bottom of this page and the next page, laminate, and cut apart for use with your guided reading groups
Before reading, spread out the cards and allow each student to take one card. Before you begin reading, ask, “who has the predict card?” Allow that child to make a prediction about the story. At some point in your reading, stop the group and ask, “who has the picture card?” Ask them to describe what they are thinking about or “picturing” in their head. When a chapter or book is finished, ask the remaining students to tell about the story by discussing a summary of the story, what happened at the beginning, middle, and end of the story, create an innovation, summarize by telling a few important parts of the story.....
Predict
? What do you think the story will be about?
What are you picturing now?
Summarize What was the main idea of the story?
Innovate
?
?
?
?
What would you change about the story?
Retell
B M E What happened at the beginning, middle, and end of the story?
Connect
rld o W t x o e t t Sel oT x t e t f T Tex What did the story remind you of?
Tex t to
Question Cube use: after reading materials:
-Copy the next page, cut on the solid lines and fold the dotted lines and paste together to make a cube.
When the students finish reading a story, pass the question cube to one student. Have him/her roll the cube. That student will need to think of a sentence that begins with the question word that lands face up on the cube. This requires the students to do the thinking about the story and encourages them to pay close attention to details because the child who asks the question must also know the answer. Allow each student in the group to have a turn rolling the di, and ask a question. Variation: purchase a foam di or a plastic di and use sticker labels to write the question words on each side of the cube. After your students have practiced with the cube and know how to use it correctly, you may allow them to read a book with a partner and take turns asking questions from the story on their own during independent reading or at center.
W he
W
hy Ho
n
w fold over/paste
e r he W
fold over/paste
W
ho
t a h W
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Make a Connection use: after reading materials:
-Make a “Connection Collection� book for each child in the group.
Copy the cover (below) and make several copies of the inside pages. Bind together to make a book. Keep these books at a central location for children to access after reading. Have them record any connections they made while reading.
My Connection Collection Text to Self
Text to Text
Text to World
Sometimes when you read it makes you think of something else. If you made a personal connection, a connection to another book, or a connection to the world, use the pages in this book to write about it.
Name ________________________________________________
Glue a picture of a hand, book, or world here.
What Connection did you Make? ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Book Title: __________________________________________
Glue a picture of a hand, book, or world here.
What Connection did you Make? ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Book Title: __________________________________________
Bookmark use: during and after reading materials:
-Copy the next page and cut out one bookmark for each student in your reading group -small 1� Post-It Notes
After reading a book or chapter, pass out the bookmarks to the students. Discuss each symbol and what it means. Go throught the list and have them point out something they thought was interesting, that they learned, that they question, etc. in the story. As children get more familiar with the codes, you can continue to add additional codes. Show them the Post-It Notes on the back of the bookmark. Tell the students that they are going to read the book or chapter again. This time when they read, as they come across something that matches a symbol on the bookmark they need to write the symbol on the Post-It and place it in the book at that part of the story. You will give them the number of Post-Its that you want them to bring back for discussion. The next day during the warm-up discussion, go down the list and ask the students if they read anything interesting, learn something new, etc. After you have done this several times, you can give them the bookmarks and Post-It Notes to use with their own independent reading.
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have a question
?
surprising information
!
interesting
*
Text Coding
important ideas
L learned something new
I
? have a question
! surprising information
important ideas
R “reminds me of” or “I remember”
L learned something new
I
? have a question
! surprising information
interesting
*
* interesting
Text Coding
Text Coding
Features of Informational Text !
Real people, places, objects, events
!
Photographs
!
Realistic line drawings
!
Diagrams and maps
!
Captions and labels
!
Table to contents, glossary, index
!
Headings
Ways to note features in context: !
Skim and Scan
!
Use Table to Contents
!
Using Headings
!
Using an Index
!
Understanding Specialized Language
!
Noticing Details in Pictures
!
Using Diagrams
S. Boyett, 2005
Citations Cole, Ardis Davis. 2003. Knee to Knee, Eye to Eye: Circling in on Comprehension. Portsmouth, NH: Heinemann.
Fountas, Irene, and Gay Su Pinnell.1996. Guided Reading: Good First Teaching for All Chil dren. Portsmouth, NH: Heinemann.
Harvey, Stephanie, and Anne Goudvis. 2000. Strategies That Work: Teaching Comprehension Strategies to Enhance Understanding. York, ME. Stenhouse.
Miller, Debbie.2002. Reading with Meaning: Teaching Comprehension in the Primary Grades. Portsmouth, NH: Heinemann.
Routman, Regie. 1999. Conversations: Strategies for Teaching, Learning, and Evaluating. Portsmouth, NH: Heinemann.
Routman. Regie. 2002. Reading Essentials: The Specifics you Need to Teach Reading Well. Portsmouth, NH: Heinemann.
Taberski, Sharon. 2000. On Solid Ground Strategies for Teaching Reading K-3. Portsmouth, NH: Heinemann.