Strategy statement: Teachers will… Guided Reading How similar to the research situation is our situation? If our situation is not the same, can we still implement the practice (gold-standard/non-negotiable) with fidelity?



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Research Best Practices

Can we do it the RIGHT way?




STRATEGY STATEMENT:

Teachers will…

Guided Reading

How similar to the research situation is our situation? If our situation is not the same, can we still implement the practice (gold-standard/non-negotiable) with fidelity?


Critical Component

How does this component contribute to the overall outcome of this practice?



Gold Standard” for Implementing a Critical Component

What would you see when this component is implemented well?



Acceptable Variation for Implementing a Critical Component

What adaptations are acceptable/contextual without losing value?



Unacceptable Variation for Implementing a Critical Component

Define the boundaries of unacceptable implementation.



Benchmark/Summative assessment
NWEA

DRA


Fountas/Pinnell

  • Correct placement of students for guided reading groups.

  • Instructional needs of students identified

NWEA: Adjust score by converting the lexile

  • Add 100 to low score

OR




If assessment is not given with fidelity

DRA has no reliability or validity



Organizational framework


  • Readers workshop in place

  • Guided Reading (A component of Readers workshop)

Students engaged in---



  • Literacy stations

  • Daily 5




Students working on meaningful literacy tasks in whole group, small groups, partners, and individually. Whole group means mini lessons, read alouds, shared reading.

Literacy tasks include:



  • Independent reading

  • Partner reading

  • Writing

  • Word work

  • Listening station

Management must be in place

Lack of classroom management

Critical Component

How does this component contribute to the overall outcome of this practice?



Gold Standard” for Implementing a Critical Component

What would you see when this component is implemented well?



Acceptable Variation for Implementing a Critical Component

What adaptations are acceptable/contextual without losing value?



Unacceptable Variation for Implementing a Critical Component

Define the boundaries of unacceptable implementation.

Differentiated Instruction

Guided Reading-1 hr of literacy block time



  • Reading materials are selected based on students’ instructional levels.

  • Students working within their zone of proximal development

  • 2 to 3 groups per day

  • At risk meet with teacher on a daily basis- five times per week

  • At level meet with teacher four times per week

  • Above level meet with teacher two/three times per week

  • Students making adequate gains at their instructional level.

  • Students decoding text at their instructional level (90-94% accuracy)

  • Students developing fluency

  • Students using comprehension strategies

  • Students applying skills/strategies in independent reading

  • Discussions on the meaning is grounded in the text and expands thinking

Wide variety of leveled texts

  • Multiple leveled sets

  • Core reading materials

  • Internet resources

  • Round robin reading

  • All students reading the same material

  • Whole group instruction

Formative assessment

To measure effectiveness of instruction and student growth

Example: ORR (oral reading record)

Assess for:

Accuracy

Fluency

-Comprehension- written/oral

-Cloze procedure to measure comprehension
Progress Monitoring

Intensive: every 2 weeks

Strategic: 1 a month

Benchmark: 3 times a year





  • Students advancing up levels

  • Students developing fluency

  • Students applying comprehension strategies.

May check comprehension, fluency, and accuracy at different times

May take anecdotal notes during reading

No formative or diagnostic assessment



Critical Component

How does this component contribute to the overall outcome of this practice?



Gold Standard” for Implementing a Critical Component

What would you see when this component is implemented well?



Acceptable Variation for Implementing a Critical Component

What adaptations are acceptable/contextual without losing value?



Unacceptable Variation for Implementing a Critical Component

Define the boundaries of unacceptable implementation.



Consistent Protocol for Actual Guided Reading Lesson
Before Reading –Essentials/

Non-negotiables



During Reading

Essentials/

Non-negotiables

After Reading

Essentials/

Non-negotiables




Teacher…

�� Selects appropriate text

�� Briefly introduces story, keeping in mind language, interest level, meaning, and visual information

�� Engages readers in making predictions and connecting topics to their personal lives

�� Leaves some questions to be answered through reading

�� Select a combination of fiction and non-fiction


Students…

�� Engage in conversation about the text

�� Raise questions

�� Build expectations

�� Relate text to prior knowledge

Teacher…

�� Observes behavior for evidence of strategy use

�� Confirms student’s problem solving attempts

�� Listens in as students read

�� Assists problem-solving at difficulty when appropriate

�� Interacts with individuals as needed

�� Makes notes about the strategy use of the readers

Students…

�� Read the whole text or a unified part to themselves

�� Read softly or silently, not trying to stay in concert with others

�� Solve problems while reading for meaning with occasional help from the teacher

�� Reread parts if they finish earlier than others or may engage in assigned response


Teacher…

�� Poses ideas raised in the introduction

�� Invites personal response

�� Assesses students’ understanding of what they read

�� Sometimes suggests ways to extend the story text

�� Returns to the text for teaching opportunities – allow rereading for fluency, finding evidence, discussing problem-solving


Students…

�� Talk about the text they have read

�� Check predictions and answer questions

�� Revisit the text at points of problem-solving as guided by the teacher

�� Reread the text with partners or independently for fluency


  • Respond in writing as a reflection on any of the above points



May find you have to build background knowledge with lots of oral language

On occasion, the text selected may be too hard. Use a choral or shared reading of text for that day.

A different text must be selected, for the following day.

Turn discussion over to students as you pose open ended questions.
Every selection does not need to be followed up with an activity.


Teacher doing all the work



  • Asking and answering own questions

Teacher doing all the work,

Asking and

answering own

questions

Lots of turn and talk opportunities.

Too many follow up activities, not enough student reading miles on the pages.


Not enough discussion reflects, not enough student responses.




MISD/FSI/Stage 4 DO, Step 9 Implementation/REV Diane Berg and Deb Parrish/09/16/14





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