Gearing Up for Guided Reading by Deedee Wills October 2016

hi everybody thanks for joining me with this recording of the webinar that I gave last night I'm gearing up for guided reading it's small group instruction and more and I'm didi wills thank you for joining me last night I recorded this and it kind of turned into a technological fail so we're recording it so that you can get all of the videos I didn't want you to miss any of those sort of like like if you're driving on the freeway and you drive by and there's kind of a car accident and you kind of look you don't really want to see it all so we're going to go ahead and get all of that out and hopefully you can just get the meet so thank you very much for joining me today we're going to talk about guided reading we talked about why we do guided reading we're going to show how I form groups we're going to show you what the rest of the class is doing I'm going to go over a 2-day lesson plan I'm going to go over word work reading instruction reading strategies sentence work and sentence dictation one of the things I want to mention is in this presentation I have quite a few kids idios videos of children and I working together so you're going to want to make sure that your volume is all the way turn that so that you can hear them because sometimes they talk in a real quiet voice okay so let's get started what is guided reading guided reading is focused instruction with four to six students in a setting the lessons are differentiated by student needs groups are kept small and flexible and the teacher provides the coaching during the reading process guided reading is part of a balanced literacy approach to instruction so at the very bottom of this hill you're going to see teachers supported at the bottom this is where the most teacher support is given during a read about read aloud in close reading certainly in kindergarten and many times in first grade the teacher is doing the decoding of the text in a read aloud and close reading and the students are doing the thinking work next in the release of student responsibility or teacher responsibility rather is the shared reading and then we have guided reading that's the closest thing we have to independent reading so I'm selecting a text we want to find something that is very to the students independent reading level so we wanted to be just a little bit harder than the students can do independently because your support is going to help them read that text clearly so why do we do guided reading well one of the true facts is that students enter the year with a variety of skills and background knowledge so guided reading helps support their oral language as well as other literacy skills and it's focused instructions so students can access access their new understanding so while a guided reading I'd ask this question in my Facebook group what are the other kids doing so you're going to be doing a small group what are the rest of the students doing in my classroom I had a class room anywhere from twenty to twenty-four students it was just me I didn't have another adult in the room and so I needed to set those students at for independence so the first four to six weeks of this school year are spent on establishing routines and these routines center around doing student stations or centers and we set the students up for independence the students in students in these stations they need to learn how to play how to learn and how to laugh together and oftentimes I hear people say well don't you have any play stations just where they can play I do have a time in my day where I do have just replay unstructured play certainly I'm pushing in to help with that social aspect that's the point of free play is help support that social aspect but in my classroom I like to combine academics with play in my classroom students loved stations is the most fun of the day and so I feel like we marry those two together meeting two of those objectives together during station's classroom management sets up students for independence so at the beginning of the year you're spending four to six weeks setting students up to work independently one of the ways you can do that is you have to set firm expectations because you get what you expect in my last school district I came from a school again students from a variety of different backgrounds we did have second language learners there we had students who were in a classroom for the very first time extremely young kindergarteners so I had kind of every excuse and I could think of where why my class couldn't work but I was so determined and my expectation was hide we would have independence and that's that's what we we ultimately came to experience so sometimes you have that little voice in your back of your head that says my kids can't do that so I'm just going to ask you to tell that person to be quiet and I want you to try and to set your class up for to be able to work independently so the fourth to sixth week of school students are practicing these stations you want to make sure that students are practice kills that have already been taught this is not the time to put a station activity and that they've never seen before or a skill that they don't have so you need to have stations that have multiple levels to them so students can be successful with them and some tips that I have is that you establish anchor activities these are essentially activities that remain the same all year long just the materials are swapped out and I have a few examples of these these are some that I've always kept in my classroom starting at the left you can see the listening station this is fabulous for second language learners because they get to hear books read to them and then I have a response sheet that they're expected to take care of beginning of the year the response sheets very simple they just write about their favorite part but as the year goes on we add more complex response activities next to that you see the writing station the writing station is one that I've had for years and years we started off just asking students to go there and write and then as the year goes on we drop in more hints on how to add rigor and get more out of them at that writing station next I have some card games and this one is obviously a CDC word and so at the beginning of the year we play this card game with ABC so we have letters on there instead of the CVC and I teach them the structure of the game and then I can easily swap it out for a new theme or four different words so I can have CDC words I could have sight words I could have the silent e words or vowel teams my students love to play this game and whenever I have a new activity with the different thing kind of sitting on my desk they would kind of hover around because they could not wait to play the brand game but here's a tip it's the exact same game I just changed the clipart and so they think it's a brand new game and that engagement stays high next to the card you're going to see a girl putting some cards into a pocket chart and that's a sentence building station again in August we keep that super simple but as the year goes on we add the complexity to that and then the overhead which has always been a big joke in my district because my tech director was always laughing that was running around scavenging parts from old overheads but my students loved the overhead station they thought it was the coolest thing again we set the expectations up on how we work there so suck our shadow puppets are not part of our academic work although they are very fun we don't do those so the beginning of year we're just tracing letters on there and as the year goes on we're building words this one has some short vowel short bow words in there another tip I want to share with you is using music to signal transitions and I look for songs that are between one to two minutes long one of the things people often say is I don't have time to do stations or it just takes us so long to transition well here's what I'm noticing students will take as long as it is you let them take so I've been in classrooms where a teacher will put on a four or five minute song and it takes the students right up to the very last second to get their station cleaned up so I work on moving those very quickly at the beginning of the year start with a two-minute song and as soon as they hear that song start they jump up in their station they put their materials away and they have to be back on the carpet by the time the song is over and then as the year goes on I shorten those songs so that we can say some academic time so we have more time for instruction and also it's really helpful to have music because you have some students who don't like to finish or stop working they want to keep working or students who are a little bit on the slower side as far as moving them around the room so this really helps to motivate them and we add a little peer pressure because we get rewards for every time that we're able to beat the song so it's a great way couple suggestions I have Jack Hartman has fantastic Nursery Rhyme songs that are about one to two it's long and if you have my poetry units and we've recorded songs also so whatever song you're doing that week you could play that that will help the students to learn it another tip is to not acknowledge interruptions it's really easy to have students come up to you and you'll start engaging in a conversation with them like oh you can't bother me right now or I'm at my table you can't bother me anytime that you acknowledge them then that just encourages them to interrupt you again so one of the things that I created was a self-help strategy you can see the chart there so what happens if a student comes up to who isn't sure what to do at the station this kind of helps them to problem-solve so when students come up at my table I just put my hand out kind of like The Supremes like stop and then I put my hand out and I don't even make eye contact I just put my hand out until they do they walk away of course we do have routine so these are the times that you can interrupt me if you're you know going to if you're bleeding or something really horrible is happening you can set those guidelines so however however you want for your classroom but in my classroom I always offered at the end of that station that first rotation a time for us to be to debrief so we would meet back on the carpet and I would ask what did you do to be better a reader or a writer and they would share what they were working on and then I asked them if there's going to be if there any problems I need to be aware of and this is a chance for them to tell me we could wrap their partner out or tell me that there was a problem at a station so when they're confident that you're going to give them a chance to tell you what it is you want that what it is that they want to tell you it tends to lessen that anxiety and that need to tell you right away another thing I want to mention is if you're still having problems with transitions it's time for us to be super reflective so you have to ask yourself are the tasks too hard are the tests engaging enough and to eliminate low-level tasks like worksheets research shows that worksheets are not helpful in closing that achievement gap so eliminate those worksheets eliminate that desk work make sure that you have really engaging tasks for students to complete and if you're still having an issue I would suggest allowing interruptions and see if you can find a pattern there so how do I group students well it's a very beginning of the year and that's when you set your first set of groups so it can be challenging and I know in kindergarten we have a ton of assessment we have to do so that's why we have that little crying girl on there because it can be stressful but the in order to group your students you have to assess them so the first thing in kindergarten I'm going to find out can they write their name do they know letters what letters do they know what sounds do they know what sight words do they know what is their phonemic awareness skills like do they have rhyming do they have syllabication I want to look and see what kinds of concepts of print they have another belt I also get a writing sample I do a sentence dictation samples just one sentence and they can put down all the sounds that they hear it really helps me to see where they are as far as hearing and recording sounds and then also running records one of the things that had saved my life when I was in kindergarten is es GI and I would like to thank them they are sponsoring this webinar so es GI is an online assessment system and um when they first approached me to be an affiliate and to try out their program I I kind of pushed back because I really am NOT an affiliate of very many programs I just I prefer to kind of do my own thing but they were very convincing and so I piloted in my classroom um for the first couple of weeks of school and like many of you we have these assessment windows so they usually start on a Monday in the last two weeks and so this is around October when life is a hot mess in kindergarten and you have to assess every single student so this is when my team usually just completely stresses out so um window opened on Monday assessment began crying started on Tuesday no kitty windows started on Monday and this is like Wednesday of the week and we were standing the teacher she's standing out in the hall waiting for students to come down one morning and this is when we all ask each other where are you on your sessoms where are you on your assessments because you know you don't want to be the slowest Lincoln everybody's kind of moaning it just is just a painful period of our life so I was kind of quiet during this time and they said well didi where are you on your assessments and I said well actually I finished my ela assessments and I just had to do my math and I'm telling you they looked at me with a stink eye like what did your mom come in and help you with those I said no I'm I'm actually trying this new program for me it's called es GI and it's like an online assessment it really goes fast and I'm talking a bit and I got the kind of God of stink eye from them they were like kind of turned on their heels went back in the classroom so um in order to stay in their good graces after I realize how much I loved it we were able to get it for a whole school so basically what it is if you can see that I pad on there I would sit down with the student I said you know this letter if they said R then I would hit yes if they didn't know what I hit no and there's a little space for me to take notes also but I just go yes no yes no yes no for some reason because it's on an iPad or on you can do it on iPad or computer or I think you can even do it on your phone um because um it's on there the students want to go really fast so instead of like our tea no they're really quick there are so that was really helpful for me to get through them very quickly underneath that you see that's what the parent letter looks like so this is a letter that you can send home with them there's also kind of a blown-up copy in the middle and this is helpful if you have parents who want to help there's their child at home especially those helicopter parents they like keep their kids up into the middle of the night so they can learn other letters and but this is also really helpful report for me because I can pull those and look very quickly of where they are and where they need to go so this is a fantastic resource and my parents loved it underneath there you see some word rings their sight words so you can do this for letters and sounds and sight words but not just that you also have like math like a ton of different skills basically anything you can think of to assess can be entered into the system towards the right hand side you're going to see an analysis by letters I can do a Biograph and I can look and see which of my students know the letter G and which ones don't so this is really helpful if I'm trying to do some whole group work I can see who knows it who doesn't who I can help support my favorite part of it is that after I've grouped my students I can put that group of students into a group for ESG I so I can run report by group to see what they need to know so if I'm working on letters I'm probably not going to spend as much time on the letter Z as maybe W because most students know Z so I might reinforce that but I don't need to spend a whole lot of time this is incredibly helpful later on in the year when we're talking about sight words because students will have some schools have like hundreds of sight words but let's just say you have kind of on average about 65 sight words this really helps you to focus your instruction so I love that now I've written assessments for since I piloted it I have sense we're back in written assessments for it so you can get those for free also on ESG I if you sign up okay now this is what got me into all kinds of hot water last night was the video but what we're going to look at is a video of a running record off to the left hand side you see the print of it that's what I'm writing when I'm sitting with this lovely young man I'm doing this to determine I'm running this I'm doing this running record independently with him I'm instead of in group I'll show you a group running record but my purpose for doing this is because I want to see what is his instructional level okay so let's go ahead and show that video all right friend we're going to read this book called camping okay and I'm just um listen in it's a book without this is a book about these I'm a ghost or how it goes camping and all the different things that they say okay can you go ahead and start for me please keep going buddy tricky can I help Pinker people tree how did you know that we're respecting enough you guys keeping would make sense I mean it pecking one makes sense awesome keep going camping hi Sidney I can't fire my task you type of questions what were some of the things that you saw in the forest um raccoon what was a raccoon doing your member um in the tree was in the true anything else I'm there there was a bear what house oh do you remember the bear was hiding behind Athene he was by the tent what else do you remember now yeah can't remember without looking oh okay what else besides the album ever anything else was that bird other bird that was in the tree was a woodpecker wasn't it you bet Tekin he was he was peeking and pecking probably huh speaking in the room and he was pecking oh he was packing her home what was your favorite card what should you like on slid Decker why because he flies he does fly what about an owl was an alpha yeah do you have a favorite animal um woodpecker woodpecker is your favorite now okay because it can make homes for birds and that with lies yeah it does it kinda makes a little hole in the road and then the bird can go make its nest in there later maybe even a squirrel what do you think maybe a squirrel um one of the things that that readers do is they make connections with the story which means the book reminds them of something from their own life did you make any connections with the story yeah tell me about that um when I went camping I saw a coyote it was kind of like the bear kind of like the bear was about your tent yeah oh my we woke up earlier than any of the our campers who can think aha we saw that coyotes madness we were afraid no no did he run off when he saw you yes why do you think he did that cause you asked if he was scared thank you so much fantastic job thank you so one of the things you probably are noticing is that while I was after he was finished I also have some some comprehension questions so you're going to want to make sure that not only can they read the text but that they can comprehend what it is that they read I'm waiting for my mouse to come back and then I'll share my screen again sometimes my mouse is a little slow merci okay so if you can see the running record I put a checkmark next to the words that he gets correctly down on number six you see that he said peaking instead of pecking and then he went back and self corrected it if you notice down in box number eight I wrote down the meaning and the self correct I put that in the wrong box I should have been in in the box six but he corrected it for meaning so at the very bottom you see the percentage he read it at 100% which shows that he's at his independent level and a couple of things that I noted on his retail was some of the things he recalled from the text and then I have a little star there he needs to take his finger out of the text he's at a level D so at a level D we asked them to take their finger out of the text because it does sort of slow down their fluency so on the stars you'll see the stars and comprehension I gave them two stars for fluency and comprehension I gave him three stars so in analyzing errors for meaning if they're not making meaning our prompt might be does that make sense if they're not if they're ignoring the structure of the text we might say does that sound right and for visual but they're annoying the visual look of the other words the letters in the word we might say does that look right second language learners have a bit of problem with structure since they're learning the structure of language but over time I'm helping them in the Texas is going to help them acquire that language as well so a couple things I'm always asking myself are they self-monitoring are they noticing when the mistakes and they're making mistakes sometimes they'll make a meaningful mistake so they'll put a word in there that totally makes sense and doesn't change the meaning of the word of the book or the sentence and so those are less concerning then those are putting in words that don't make any sense or helps that break up the meaning of the words so sometimes I might draw those to their attention but oftentimes I ignore those meaningful mistakes and certainly I would annotate it on the running record but I don't feel like I need to necessarily teach for that unless it's a pattern um also thing I want to know is are they willing to take risks oftentimes students will make a mistake or they'll get stuck on a word and then they just stay there and they stare at the word until you rescue them so this usually tells me that somebody in their life has been rescuing them hopefully through some instruction I can teach them it's okay to make mistakes and we need to be risk takers so this is more on those bottom two boxes so fluency and we're looking at visit word by word or is it in shorter phrases comprehension if they get to the end and they don't have any response it's telling me that one they're not used to being asked those questions or two they're really not connecting to the text so that is our rubric for those for comprehension and then the comprehension focus this really comes into play when you get to a level D and beyond these are some of the things that we would ask students to do the column on that comprehension focus on the right is for like fictional stories and the one on the left is more for informational texts so how do i group my students I have three to five students in a group and I usually have between four and five different four and five different groups going in my classroom so each column represents a day so the first columns of F is Monday Tuesday Wednesday Thursday Friday so three groups a day so on Monday I would meet with the red group then we meet with the yellow group and then I would meet with the green group and on Tuesday purple and so on my red group I have an asterisk that's my intervention group so I'm going to meet with them more frequently and in addition to the guided reading time when I'm meeting with them I'm also doing an intervention group during my math station time so I have another time where I meet with that group of students because they need they need the most of me they're the most media student the yellow group too is my next group that is perhaps not reading at grade level so I want to meet with them and they're approaching grade level and group three might be students who are meeting meeting expectations and group four might be students who are also meeting but maybe a little bit higher and then group five or my students who are getting expectations one of the questions I had in my Facebook group if you're not part of that group you might want to join because we try to support each other and I'm in there a lot to answer questions it's the kindergarten collaborative but one of the questions that I was asked in preparation for this webinar is what do you do when you have a student who is reading so far above the rest of your class so let's imagine that my group five my highest group is reading at a level D text but this student in my class could be reading at a level G or even higher my suggestion is to put them in that level five group so that they can get the conversations and the strategies but then also give them a book that is at their difficulty levels so I would give them the the text and that is at that group level and then they would get an additional text so I would just meet with them once or twice a week quickly few minutes say you remember in group we talked about skipping over word if you don't know it and coming back let's go ahead and try it in this so I don't have to do a whole lot of extra instruction I just want to basically do a reading conference with them and that will help support them so they get an instructional time with me at their level so how do I organize my stuff well I'm not a very organized person by nature like if you could see my office right now you would be your eyes would like bulge out because it's a hot mess but one of the things that helps me for guided reading is I put them in binders so I have a binder for each level and then I have the books that we're going to use in that binder and I have a better peek inside on the next page so inside of the binder I have one of those pockets those polly pockets on one side i have the books and when i flip it over you can see it says let's make a cake that's the sentence work I'll show you that I also have letters cut out that's for making words and then I have the two day lesson plans so in our level text units we have scripted for you so you don't have to necessarily plan them ahead of time however you're going to still have to be the instructional person and pick whatever that particular group really needs to focus on so you're still going to have some instructional decisions but we tried to take some of the work out for you so there's day one if I were to flip a page you say day two you would see day two and if I flip the page again you would see the running record and I have multiple copies in there so I can do multiple running records on students also I have a responding and responding to the text we I'll show that to you in a moment but it's where we cut apart a sentence and we build it back up and then we write also and so in my classroom that's a picture of mine their composition books and I just put duct tape on there to help remind me that these are the ones for my small group table I used to have them put them in their desks and then that was more time wasted while they tried to find it so I kept them at my table and if you see I have a five on a dot on the upper corner and I can easily change that out as students move in and out of groups the group should be really flexible so students will be moving in and out of groups depending on where they are instructionally on the left hand side this is what I created for this little group that I'm meeting with here in Colorado so I just stapled several pieces of paper put a cute cover on it and that's what we use to respond in also for magnetic letters if you remember back a couple slides I had inside that binder I had those cards with the letters on there cut out that's one way that you can do it but I found by putting the magnetic letters on a tray really saves time so these magnetic letters are pulled down to make words and I don't have to prep ahead of time all you have to know is what words I'm going to be working with or what kind of phonics work I'm going to be doing so I just have to know that but I had to prep anything else and then I also have student supplies in a crammed box I used to say go get your crayon box and come back but you know like the moment you do that it ends up taking them two minutes or a minute and a half to go find them and come back and the whole time they're coming out to the desks are shaking their crane box that sound like if for some reason I go you know down to the devil I'm pretty sure that's the sound I'm gonna hear on a continual basis because it's so loud but if I haven't right at my desk I have everything that I need and we don't waste any instructional time so another question that God is what if we don't what if they don't know any letters how do you do small group so that would be considered a pre a reader so pre a reader with somebody who knows less than 40 letters they can hear a few sounds and perhaps they have limited book experience prior to school they might lack concepts about print and they may also be an ESL learner so that might be a pre a reader and what you can do with them one thing that we do is letter formation so we're going to focus on a letter that most of students know in the group and we just practice writing them make sure you're thinking about the path of motion start at the top work your way down and then you see on there she has one of those H's circle I always ask them which one do you think you did the best on which one was your best age that helps them to really be focusing on what they're doing unless about you know what I'm expecting for them so I want them to really own their work and that's one way that we can help them be reflective other things you can do for a pre a1 you should have an alphabet chart I'm going to go back real quick because I want to show you something if you look on her desk you can see that's the fundations alphabet chart that's what my school used we at one point used the Foundation's phonics program and then found that that didn't really meet our needs but we kept the keywords so um on the next page I'm going to show you I want you keep that in your mind okay here's the alphabet chart is one of the things you can do you should create an alphabet chart that uses the same keywords because if you think about your most fragile learners we want them to learn the key picture for each of those letter sounds so if a is Apple on their desk it should be also Apple in their alphabet chart it's just a simple chart that you have on their desk should be Apple there should be Apple on the wall on your alphabet chart across the wall I know there's a lot of really cute things out there but you just need to be consistent because we don't want students to say see Apple for a and then alligator and then astronaut that causes more confusion so you want to be consistent beyond just your classroom you really should talk with your school administration to make sure that you have consistent across the whole building that was one of the things that I implemented as an instructional coach because when they leave your classroom and say they if you have a title person who works with them they don't we don't want students to have to learn a whole new set of pictures and sometimes you get to the end of the year and you have the students who just kind of squeak in and they make it and they're ready to go to first grade but when they go to first grade and they they have a whole nother 26 plus keywords it causes more confusion so it's better to keep it consistent so talk with your ministration about trying to implement that name puzzles is another thing that you can do and then also colorful names and there's some pictures with examples of that magnetic letters in a bag for their name they could just build their name quickly you can use shaving cream which is always good times again thinking about the correct path of motion and then glitter bags also can work at the top it says with each of those activities you could be having them show me the letter P say the letters in your name count the letters in your name say the letters of your name as you build and light it so those are things that you can do to help with those pre a readers also phonemic awareness skills are really important um and so you would you could also visit those oftentimes they'll have some of those phonemic awareness skills before they have the phonics skills so really really important and in kindergarten that's kind of our deal isn't it phonemic awareness is is our jam they really need to be strong with that so going back to a two day lesson plan this is what day 1 looks like in a two day lesson plan they start with high frequency word work then we talk about a strategy focus we do a book introduction students read the text with a pre a or an a sometimes that first read is a Korell read will do a book discussion will do some word work and some sentence work so here we go here is what our word work for high frequency words might be so we build it mix it then fix it I get sneaky I take a letter away I asked the what letter is missing and then I ask them to write it these are cookie sheets that I just got really on the cheap I'm the ones that the dollars store work just great just as well as the more expensive ones and with an expo marker you can write on it and comes off just perfectly so you don't need extra material and these stack really well so it saves you some time so strategy focus these are different activities that are different different skills that we want them to incorporate when they come to a problem where to where that they don't understand so these are word attacks strategy I have them briefly here but I have them also broken down so the pup reminds us he's a pointer pup he is reminded to point to the words as they read the book and again please face this out after level C because otherwise it's going to it's going to interfere with their fluency the Eagle reminds us to look closely the pictures if we get stuck the fish helps us get our reminds us to get our lips ready to say the sounds the stretch reminds us to stretch out the sounds in the word the monkey reminds us he's the chunky monkey to look for the chunks that you know the vowel the the dolphin it reminds us that we can flip those vowel sounds between a short and a long vowel sound the Frog reminds us to skip it and then read to the end of the sentence or perhaps even the end of that little section of text and then come back and see if you can figure out what word it should be there and then the try the line is a try and lion just to try a word that makes sense so these are placed in my screen pretty much an order in which I teach them sometimes the skip it comes ahead and you use multiple at the same time but by the time you get to level D they should be using all of those or at least be introduced all of those strategies so the book introduction is really really brief we keep it really brief so pre a and a is just a book walk there you see recess time um and again you might be doing some choral reading for the first read but as the text complexity grows you want to keep that book introduction short but you might include some vocabulary support if you have some vocabulary words so here are a couple pages from different books something that somebody had asked me in my group and that Facebook group was how do I meet the needs of my students I have a they might have a a district purchase program that has three level text can I use those and my answer is yes you can totally use those if you're really good at analyzing text and understanding text complexity those work great but what I often notice is that you have three levels you have one that's like a below level at level and above level well in my classroom I have anywhere between 5 and 7 different levels of student readers in my classroom so there's no way those three books are going to meet meet the needs of all of my students so guided reading was I was first introduced to guided reading and guided reading levels through fountas and pinnell they're just fantastic and they talk about a gradual increase with each level so each level is just slightly more challenging than the next so you can see that a a level that turtle and then you can see the G level how how that goes up very quickly in text complexity at the beginning of the year you're going to have some AAA levels at the end of the year you're certainly going to have some level G and Beyond readers you probably have some already so now I'm going to show you a video as I say a prayer under my breath of a book this is the coral reading that I did with these students now this is a group of students that I've seen twice and they've never had small groups so this is all brand new and this would be considered the intervention group so you can see I'm kind of like herding cats while I'm doing this a little bit so hopefully you can identify let's get ready elephants I know watch I'm going to show you how this archives look at her trunk it's your turn Ruthie look after our trunk is here listen to me and I'll do this one look at tusks let's do it together look tasks I think I can do you think so let's don't do this one together do you remember what this is a picture love wait hold on do you remember what this is a I think you do it's her mouth my mouth let's make this together look ready to turn the page st. and look at how did you figure out that was the word all right I didn't get that picture in your way nice job smart meters do look at the picture smart meters do look at the picture that's something that helps them let's do this one did I skip one nope well done bed there we go look at her ear series her ear it's just one here some say yeah good job all right won't you do this on your own here we go alright your brace up look okay so you can see this core reading I started off with I started off with a lot of support and then I pulled back my support towards the end so after we've done the choral reading there we go after we do the core reading then I'm going to kind of nose in I'm going to scoot around towards the student and I'm going to listen and I can do a running record at that point so I'm going to show you this is the same group that we've read through the book I think twice at this point and so now I'm ready to do a running record with her nice job I like how you touched each word as you said it that's really helpful it's very nice I was high if I hear how he does it okay so you can see and probably what you are watching that while I wait for my mouse to come back you probably could hear other students reading at the same time so I don't do round-robin we're going to talk about that in just a minute okay there we go I don't do round-robin reading everybody is reading on their own this is kind of an aerial view what was happening while I was doing that running record with that student you can see at the top you can see the the book closes his elephants that's where I was sitting and then I came around and stood right next to that little honey in the purple shirt so I could listen to her but if you notice everybody is reading at their own pace and my instruction is read it as many times as you can without stopping because round-robin is a practice that is it's old it's been around for a long time and it's proven to not be the most effective way of teaching reading so if you're not familiar round-robin is okay now you read a page and then when they're done the next student reads a page when they're done the next don't do round-robin um basically what's happening is it causes a lot of anxiety for the students who are reading some students can be very anxious by having others listening to them having their peers listen to them and the other students aren't necessarily reading either they're um they're not engaged in the text usually or they're trying to look ahead to what they're going to be reading so please eliminate round-robin if you need more information on how this is has been proven to not be the most effective I think you could google it or you can certainly message me but no round-robin please so taking a running record you just nose-up right up to them um sometimes I did you guided reading or sitting on the floor so this is an example of me doing guided reading on the floor or doing a running record I just have them I just kind of crawl around the floor like like a monkey um also you might have a student in your at your table who is having a really hard time sitting there with others so often times I say come sit right here by me and so I have them sit on the floor next to me and that helps with the distractions we also want to teach our students how to use a whisper boys so level a through C these are some of the book discussions we could have what are some of the things that were mentioned in the book that's a recall if you were to add another page in this in this book what could you add so that's some synthesis synthesizing of the text and what is this book mostly about usually level a to see there's not much plot to it so beyond that recalling certain things in the text is difficult but starting on level D we can go a little bit deeper so we ask them start at the beginning of the story and tell me what happened we can talk about problem and solution and also talk about how the characters are feeling then we move on to word work so the blue ones are the ones I did with that group that you just saw so my intervention group I just have them move one of those little disks in for each sound so if I say go they and they look I'd say oh and they would move them in toot ooh and and onward for two two sound words the one on the yellow is for a little bit later in the year these are for students who can hear multiple sounds so this student first put those little glass beads on the sound boxes and now she's going back to write the word dish so dish so there are three sounds in the word dish so we do diagrams and then we go up to as many five sounds the next one I'm going to show you is a video and this does not have sound but this is us that would be my dog rolling around on the floor so sorry about that this would be as doing a sound sort so first we review the letters what sounds do they make and then we're going to go ahead and sort those I'm going to show you that real quick you the little girl in the pink is probably the most fragile learner so she needs more of my support she's also super Wiggly so we are working together on those so quick video on how we sort those did you all hear my dog's ears flapping in the background sorry about that another activity that we do is odd man out so we can use the same cards again and we put out three sounds which one doesn't belong four sounds which one doesn't belong and now I have a video this is from Deanna's first grade classroom and again this one does not have this one does not have sound so and I have a hyper I made it really fast so that we can see it all you the next video is also done with that same word chunk it's the out and this outward chunk and this is done in Diana's classroom as well so this is a first grade classroom example alright boys and girls we talked about the sounds that oh you made and what sounded we say to theming Wow acid I know you do something that's legal okay yes oh he makes this sound ow and usually we find out in the middle of the words what's your picture at the bottom of the page what do you think that word is now now can you find the oh you chunk in snout and underline it because it makes how many sounds one sound so we're gonna underline it with one underline all right so we're gonna make we're gonna write some other words that we can think of that have the oh you sound because it says at the top it says if I can smelt smell if I can spell now I can spell so if you can spell snout can you spell pout pout what is another one Brady Howard Wow Brady's got a good one did you guys hear birdie you said couch so Brady said if I can still smell and I can spell pout I can spell couch can you write couch you're corrected to see we know that owl sound and we know that digraph CH that makes this just sound alright so if I can spell snout and I can spell pout and I can spell couch can you spell spout the whale has a water spout spout yes and you guys all remembered the oh you in the middle that's awesome what about this digraph so you can remember the sound this library shout shout don't shout in school shout alright in this last one this one has a digraph at the end mouth now we have a mouth so where do you hear the oh you sound in those words where do you hear it in the middle can you go ahead and underline the oh you chomp so that you remember that it makes one sound and we usually hear um when you hear oh you when you hear out in the middle of the word it says what sounds wow so today in everyday when you're trying to spell words and you hear out in the middle of the word you know that you're going to use oh you to write the word alright great job today yay aren't they precious so again this is more of a first you know it's going to be a first grade lesson but you can see these are the words that they made and next we're going to talk about a sentence work so sentence work is where we can take apart I give them a sentence Islamic step so the one on the left is that a very beginning group in the sentence was I like to jump it's jumbled up and then we go ahead and cut it apart and put it in the right order and the other one has one that's a word that's missing but it should say I told my cat to get off my bed so I didn't get that all in the shot and one of the words like it fell off but for that beginning group those those pre a readers or those a readers is a great opportunity to talk about concepts of print so you can ask them to count the words or find the words that start with the letter or start the words find the word that ends with the letter or find a word that has two letters so it's a great way to help focus in on those concept about print so that's the end of day one and we are going quick this this day one that lesson is between twenty to twenty-five minutes so you got to go very quickly when you first start doing groups it's going to take you longer because the students don't know what to expect and so you have to do a lot of procedural lessons like how do we sit together and what what are you expecting them to do when it's time for them to read independently but as time goes on you can get those lessons down to about 15 minutes so day two we're going to repeat the same high frequency word and we're going to mix it build it mix it mix it build it mix it fix it and find out what's missing now we can write it and then you can also review one or two other high-frequency words depending on the group that you're working with on day two you're going to be listening in and they're going to reread the book that you read the last time you met with them so it might have been two days ago or three days ago but that's an opportunity to reteach and support the strategy from day one and again you take a running record so I'm not going to show this running record because we are running a little bit on time a little bit behind but this is exactly the same type of reading that we had from day one this is a level a reader but I do want to show you this running record this is one from a level C reader so let me show you this running record that I did and again the same idea students are all working and reading on their own and then I just cuddle up next to a student and listen to this is how I went back you notice that it didn't match so you went back to check it and I think that's a really smart strategy nice job in alligator was on either I say get off my dog was on my bed alright what was your favorite part um um they dog one why did you buy that um because he did not have take it off was nice to have an animal it sits on your bed um sometimes my cat my cat Susie sleeps in my bed okay so one of the things I got a follow-up question today from last night's webinar somebody had asked me how often do you assess the reading level I'm assessing it all the time so I'm waiting for my mouse I'll fill this space but I'm assessing it all the time every time I do a running record I'm basically getting an assessment that running record one of the things that I'm noticing is that his finger wasn't matching the text what I could tell was he was already reading it very fluently and his finger couldn't keep up with him so when I gave him a more difficult text I'm I asked him to take his finger out of the text and we had no problem he wasn't skipping words so I'm really noticing what's going on this is a level C and so he was already ready to read it without his finger and actually the finger in the text was truly what was messing him up so moving on my computer is frozen I'll fill this time with a little bit of song from me there we go so day two we have more of a book discussion so if it's a narrative text I'm going to ask them to take turns retailing the beginning middle and end you can partner them up so a partner one and partner to work together partner three a partner for and you just listen in for informational texts I'm going to ask them to state with the big idea of the story is it to recount three facts that were stated in the text sentence work for day two they take the same page that they'd already worked on I told my cat to get off my bed and now they're going to insert their own word so my prompt would be this would be the sentence I want them to write I told my blank to get off my bed and I'm going to expect them to take the words that are already provided for them and use those to spell them correctly so if it's provided for them then the expectation is that they they write that correctly the other words they don't know they're going to write phonetically or the best that they can so this one was I saw a duck swimming on a pond so she wrote I saw a rabbit jumping in the grass and our very final video is on me listening in to this student and again this is the first this is the second time I met with this group because day one I did the reading of the book and and putting the sentences in there but day two they're going to head and they're they're going to be writing their sentence so they don't really know me very well again I just met this group but I was pretty excited by what I saw from this young man so we need go real laughs do you hear any other citizen gorillas hey chuckles which is I fighting cat it oh I'm not gonna go with perfection hey gorilla you behind children - money for what you go Willa so one thing that hopefully you're kind of noticing is that the lessons that I'm giving in this small group writing is the same kind of prompts I would give them for Writers Workshop so I'm not going to spell a word for them if it's available to them and then those words that they have to write phonetically I'm just saying put down the sounds that you hear and also you'd probably notice that he went back to the beginning of the sentence to read it again so those are the types of behaviors that help breed independence in writing Writers Workshop any time so we don't want to be the answer people as teachers we just want to kind of guide them to their next understanding we're almost done folks you're still with us thank you so much so here are some routines at the end of that writing period their book goes into their book bag inside of their book bag they have a couple of things if you see that green ABC book this is a book that I make for my class at the very beginning of the year and basically if you remember back I had said those key words that you have for your students is a is Apple a Apple app you want to have it consistent so I want to have the little reading book that they can take home like the first week of school so I took the phonics cards in the little flashcards and I just literally put them on the copy machine photocopied them folded them up and made them into a book so they can go home and their nightly homework is a Apple ad B babba C Keck so that is right from the very beginning this really will help build that that letter recognition so we always have that in our book bag and you can these are super cheap little Ziploc bags I've used those for years and they work beautifully also I have another level text that's in there like that blue book fire is a book those are written by will books so you can get those are fantastically leveled I know that reading A to Z also has some books that you can make but what I noticed with A to Z is their inconsistency and levels so for a B and C they're great but when you get beyond that there's a lot of text inconsistency so I really like using wheel books and again they don't know me from the man on the moon but I really I bought those years ago and they've been fantastic and then those little color books are ones that we've done in class just little emergent readers that we've done in class and we add those into their book bag so every night their expectation is that they're going to practice reading for 10 minutes at the beginning of the year later in the year they're going to be practicing reading up to 20 minutes a night and then they're also going to do their book rings so that book ring that you see there is one that I created through the es GI program so I can print out flashcards for any skills I want them to work on it is fantastic and if you can see in the bigger picture part of the name is cut off um just because I I didn't want to see their whole name but um their name is on there also so if they get lost we know exactly who to give them back to those are fantastic and also above there you see a bookmark so my expectation is they're going to take the things in their book back home and when they come back I'm going to ask that they could read that fluency that should fluently that shows me that they have practiced that book that bookmark is available free on my blog so if you just go in at the bottom there's a little search engine you just put bookbags that will help you find that so we had made it folks were to the end I want to say thank you so much to est I for sponsoring this webinar um I've been using them for years I absolutely love them they did give some ton of memberships away at the live webinar which was fantastic and very giving of them but if you don't already have ESG I I want to encourage you to grab the two-month through free trial and the program um can be a little expensive but I always people this is bake sale worthy because it's going to save you so much time if you use my code you'll get that two months for free and then you can also get a discount if you go ahead and purchase the program what I recommend for a lot of people is use the program for a couple of months and get your assessments in there and then think about how you're using data to drive your instruction and then go to your administration and say this is the program that we would like to use usually schools have funds set aside for technology or for assessment and vo something that you really can use to drive your instruction um your principals usually will say yes send home some of those parent letters so that they can get an idea of what it is it really will change the way you approach assessment and it won't be so it won't make you like go into the fetal position during those assessment periods it'll be really simple to do other thing I want to mention is that all of those resources that you just saw are available in the guiding reading bundle that Dan and I made you can find them in her store so it includes the detailed lesson plans level text running records and the word work for each book I only mentioned that because somebody asked me later they said oh we're try find that so I just want you to know you can get a huge discount on it by buying the bundle or you can buy the level on the individual levels thank you again to es gi and thank you so much for joining us have a great day

Channel: ESGI Software

Views: 36,916

Rating: 4.8395061 out of 5

Keywords: kindergarten, guided reading, Deedee Wills, first grade, reading, lessons, emergent readers, assessment, teaching, sight words, writing, ESGI

Id: y8kwLlomtyM

Length: 68min 33sec (4113 seconds)

Published: Mon Oct 31 2016