Guided Reading | How to teach Guided Reading to Early Readers Part 1

do you always feel like you don't know exactly what to teach during your guided reading groups and feel stuck every week as you're creating your lesson plans if so this is the video for you [Music] hey there if you're new here my name is Anna welcome to my channel I was a primary teacher for 23 years and on this channel I provide professional development videos to help teachers improve their craft by learning tips and strategies for rigorous and small group instruction not only that also I try to help teachers learn how to engage their learners with activities that are fun and exciting yet meet the state standards so if these types of videos interest you please click that subscribe button below and then click that little bell next to it so you'll get alerted when my new videos go live if you're feeling stressed every week when you start planning your guided reading instruction stick around because I'm going to be taking you through my lesson plan for day ones guided reading instruction for my early readers this is just for early readers now this video is part one of a three-part video series that I'm doing I have used this proven structure with my own students in my own classroom and has resulted in all of my students leaving my classroom reading on or above grade level teaching children to read on how to read understand what they read and find joy in the process of reading is a seriously complex task trust me I know I have been there I know firsthand how difficult it could be and it does take time to figure it all out and get into a rhythm during your guided reading block it's just it's no easy task when I first implemented guided reading in my own classroom I was a hot mess I mean literally hot mess I struggled to stay on task and I struggled to get through all of my groups within that 15 to 20 minutes time that aisle I did for each group it honestly it was not a pretty sight trust me but you know teaching the other way and teaching reading whole group was just so much worse and if you take anything away from this video today this is what I want you to know for sure consistency in your guided reading instruction is absolutely the key to solving most of your struggles with teaching guided reading I promise you guided reading has always been an essential part in my classroom and it was a necessary strategy that allowed me to differentiate my instruction for each and every one of my students that was key by grouping with students by their instructional reading level I was able to pinpoint specific skills and strategies that were needed to move each one of my students to the next level of reading guided reading is critical to meeting the needs of all of your learners now before you begin guided reading with your students you absolutely need to make sure that you have established routines and set up expectations at the beginning of the year this is crucial for guided reading success before you ever meet with a small group make sure the rest of the class understands the routines expectations and activities that they're going to be doing while you're working with your group this is critical when I started to implementing guided reading in my own classroom I was somewhat plan for the week yet I still felt like I was kind of throwing my guided reading group work together you know five minutes before my first group and at the eleventh hour can you relate let me know in the comments if you can relate with that so after thousands of hours literally thousands of hours reflecting on how I can better plan implement and execute my guided reading group time I came up with a plan that actually worked and created less stress for me so in this three-part video series I want to walk you through my effective guided reading plan for your your early readers throughout this series I will be using one of my own guided reading blocks called ready to quit so let's jump into it the first part of the lesson plan for your early readers is sight word instruction so important so that's how I usually start my lesson now remember my guided reading group lessons are only 15 to 20 minutes probably lure more along the lines of 20 minutes usually my advanced group I can get through in about 15 minutes but usually it runs about 20 minutes I try to keep it 15 but it always succeed I talk a lot so the first thing you're going to do and this is part of my lesson plan for my early readers is sight word instruction now my sight word is and as I said I like to make sure I'm consistent every single day with my guided reading instructions so I had I created instructional tri-folds to make sure I'm staying on course my students are staying put my students are staying alert and ready and we just move through the lesson you must teach guided reading with urgency you have 20 minutes to get it all in you cannot have tons of distractions so I made these instructional tri-folds to keep me on task to make sure I am doing what needs to be done in the allotted time it needs to be done in so the first thing we're going to do is I want to talk about sight word instruction now I have four or five different types of activities that I do during sight word instruction one of the things I want to talk about is I want to talk about one of the activities I do where we are we write it and say it that's one of my activities again having everything right at your fingertips during your guided reading instruction is key to a chaos free instructional period trust me so let's do the write it and say it instructional technique for sight words now number one I have three sight words that I have chosen from my book that I am going to work on today these are the three sight words however if you have sight words that you know your students are struggling with use those sight words and you can find that out by doing a sight word assessment something very important I feel that teachers teaching guided reading should have because you need to know what sight words they know what sight words they can read and what sight words they can write again we're talking about two different skills here we're talking about sight words they can read sight words that can write so it's important that you know both so I'm chose these three sight words for this specific book that I was teaching so everyone would have a whiteboard this is only three minutes everyone has a whiteboard everyone has a a white buff pen again I always have these materials very easily accessible to me so I would start with the word was now I wouldn't have these up like this these would be turned over because I don't want them seeing them yet I wanna see what they know so I'm gonna say Boise because looks right the word was our whiteboard everyone like the word was and again I'm observing I'm seeing what they're doing I'm seeing if they're getting it I'm seeing if they're trying to sound it out and I'm just if I if I see a student trying to sound it out and say remember boys and girls you know sight words are words that we know by sight they don't always follow our English rules our English language rules so we need to know them by sight right away so I'll see what they do I might I might give some instruction to each child if they're if they're writing it correctly so I want to see boys and girls length the word was with me here's how we write the word wise w a s let's write that down on our whiteboard and let's say the letters as we write them W a s was let's do it again W a s was let's point to the letters W a s was that's the word was let's practice the next word and then I will introduce the next word this is a three minute instructional period for your guided reading group it's quick you do it with urgency you get it done this is just about practicing words using different instructional techniques this is just one of my instructional techniques that are in that's in my instructional trifold so this is the right-hand side simple it's not a lot it doesn't require any prep and it's quick and it's easy that's the first part of my guided reading instruction we are doing sight word instruction again it's three minutes it's quick and I'm only doing three words and maybe after I do the word I'll turn it over so they see it this is important we want them to just see it in different ways see it on a whiteboard see it in a pocket chart and then next time I meet with them which is going to be during day two we're going to use some academic letters so there's lots of different ways to practice your sight word instruction with your students that's three minutes of your lesson plan which is sight word instruction the next part of your lesson is going to be book introduction this is a 30 second introduction this is not long it's quick and it's done 30 seconds might even be too long so the way I'm gonna do it of course my reading glasses is this story ready to quit now they have it in front of them it's about a little boy named Dylan he wants to quit his soccer team because they never win let's read on and find out what happens to Dylan in this story it's quick it's 15 seconds maybe if that then I go to the next part of the lesson plan which is preview and predict everyone has their book in front of them now sore they're sitting at my table and everyone's got their block and I'll say boys and girls let's take a minute and do a quick picture walk I want you to take a quick picture walk and think about what's happening on each page of the story and you know what don't you get to page four I want you to turn and talk to your partner and tell them what you think is going on in this particular on this particular page looking at the illustration we want them to start to talk to their partners and do a turn and talk activity this is quick this is one minute they're previewing the pictures they're looking at the story the illustrations they're not reading it's quick they're just doing a quick look at all of the pictures and I show them how to do that I model it and then I tell them to stop on each for and I want you to turn and talk to your partner and tell them what you think is going on in this picture knowing what the title of the book is and knowing and looking at this picture what do you predict is happening it's quick preview and predicts is very very quick it's a one minute part of your instructional period so tell me have you used any of those strategies in your own reading groups let me know in the comments below I'd love to hear from you and find out if these are some of the things that you do during your reading group inst your reading group instructional time I'd love to know let me know in the comments below okay the next part of the lesson is your read and prompt part now this is the part where your students reading that's what they're doing now if you want to ensure that our students are engaged and actively reading there are tools to do that you know I talked about engagement tools I have my little my little eyeballs can you see those my little eyeballs so they use little eyeballs or sometimes I have little flashlights use they put them on their fingers and they use those they use those two Eids so this is a green wine I am blue I have white I have red so I like to use little different types of engagement tools to help them stay engaged with the text so I might hand out my eyeballs or I might hand out my little flashlights or during Halloween I might have my little witches fingers out so I definitely give them some type of tool to feel more engaged with the text so now what they're doing is they are now looking at the text in their reading now this is the part of the of the the lesson where your students are interacting with the text now each student has in front of them their strategy fans I call these my strategy fans now these are where they're using their strategies to help them solve unknown words or difficult words in the text that they come up with not only that but I also have my sounding out bookmark that I give them so we have both of these and from them now this is my large one that I use for display and for teaching purposes and modeling but every child has my smaller one like this and it's right in front of them when they're looking at their book it's hard to see with the glare with they're looking at their book and they have the strategy trifold in front of them and the decoding trifold in front of them so they can use different strategies as they're reading now this is the part of the lesson where they're quietly whisper reading we're not doing round-robin reading that's not what we're doing we're doing whisper reading and I'm listening in this is the part where now I'm prompting them so now I have a guided reading prompt this is my instructional prompts to instruct them and prompt them on fluency on decoding on maybe comprehension or vocabulary it depends what I'm hearing and this is also the time that I'm taking my anecdotal notes I always have two little post-it notes and sometimes I have another sheet that I leave in front of me that has other post-it notes on it so I can have one for each child it kind of depends what I'm doing that particular day but I have my post-it notes on here and this is where I'm writing down my anecdotal notes what am I seeing what strategies are they using what start jeez are they not using are they having difficulty with certain vowel sounds did they get stuck on a word are they self-correcting these are the things I'm writing down on my anecdotal notes as they are reading now remember this is not round-robin reading so this is where everyone's whisper reading and I lean in and I'm listening to the child reading and I'm writing my notes and I'm prompting maybe I'm prompting for fluency maybe I'm prompting for decoding of unknown words this is where I'm seeing what they're doing in their reading now I might lean in to each child is their reading and listen I might lean in to the next child and listen I might lean in to the next child and listen I might focus on one child the whole time it really depends on what my goal is if I know what student is having difficulty with certain things maybe that's the student I focus on that day but I really like to check in with each student to see how they're reading if a student finishes before other students they know to read it again they know that they go right back to the beginning this is something I've modeled before and they go right back to the beginning and they start again sometimes I also take running records when I'm listening so I have running records for every single one of my books and sometimes if I don't have it out or don't have it printed I will use a blank piece of paper and do a running record as they're as they're reading those running records and those quick assessments that you do really help you to move your students forward and advance them into the in the in the stories that the reading the levels that the reading and the groups that they're in so it's important to kind of constantly keep that that assessment that you're doing not formalized assessments again I can do a running record on a post-it note I don't need a full eight-and-a-half by 11 sheet of paper I can very easily do a running record on a post-it note and know exactly how that with how that student is performing what their issue what they're having difficulty with what strategies what they're using if they're if they're miscues are visual or if they're miscues are meaning based I know right away just by listening to them so this is the time that you're doing that you're listening to them read you're listening in you're prompting they're using their strategy they're using their strategy fans they're using their decoding bookmark again it's not round-robin reading their reading with a whisper reading so you can hear that okay so that's the next part of the lesson plan which is read and prompt and that goes on for about anywhere between five to seven minutes again that all depends on your students what they're capable of what their level is what their experiences with guided reading it really all depends but it's usually anywhere between five to seven minutes that's the next part that's the reading part that's the part where you're instructing them as well with their reading and prompting them so the next part of the lesson plan our discussion prompts this is a two to three minute part portion of the lesson that's what we're discussing the story so I always have a very specific idea about what I want to focus on for each book because I read the book I know what the book focuses on and I know what comprehension skills I want to focus on so for this particular story ready to quit I know I want to focus on either problem or solution or describing characters especially how Dillon changed from the beginning of the story to the end of the story again because I read the book and I know what's happening in the story so it's very easy for me to pick out a focus so if I decide that I'm gonna focus on how ill and change from the beginning to the end of the story this is what I'll do again I don't have my reading glasses on excuse me I'm gonna say how can you describe Dillon in this story can you tip what words can you think of that can describe Dillon in the beginning of the story and then how Dillon changed at the end of the story think about that for a second and then what I want you to do is turn to talk to your partner and I want you to take turns telling your partner how Dillon changed or how Dillon was in the beginning of the story a word to describe him in the beginning of the story and then a word to describe him at the end of the story and listen in this is your opportunity to listen in to the students okay and then you might pick one or two students to share their ideas and what they shared with your partner maybe you want to Pat everyone share it's up to you and it's also based on your time this is a discussion prompt that's it it's in order to use our communication skills our listening skills are following directions skills and our comprehension skills to see if we comprehended the story that we just read that's the next part of our lesson which is discussion prompts the next part of the lesson is your strategy instruction strategy instruction is about three to four minutes of instruction now that's when I am demonstrating and modeling a strategy that I want my students to use so again this really scaffolds from easier strategies to more difficult strategies so depending on where you are during the year depending on how many guided reading groups you've done you know this is beginning of the year you know you're definitely working on your lips the fish your eagle eye your struck eat snake these are more towards the beginning of your guided reading instructions to get them used to using those types of strategies but again when you're introducing a strategy you model you practice you model I'm sorry you teach you model you practice that's what you're doing teach model practice so maybe I I picked out flippy dolphin for today and I'm gonna say poison because let's look at flippy dolphin on our strategy fan they open up the flippies off and on their fan okay I notice that mine is larger than theirs okay because I don't want them taking up the entire desk but mine is a is a is a demonstration fan okay so they open up to flippy dolphin who can be what flippy dolphin teaches us flippy dolphin teaches us to flip the vowel sound if the word doesn't make sense when we sound it out ask yourself does it look right so we have to ask ourselves questions so this is the part where I will now take my white board and I will demonstrate I will teach I will teach I will model and then we'll practice so this is where I'm gonna say okay boys and girls flippy dolphin wants us to flip the vowel sound if we're looking at a word that doesn't make sense so let's say the word was um it's not going to be word from the book I'm just gonna pick anywhere let's say the word was train let's say this is the word that was in the story train so I'd say okay boys and girls if we looking at this word and I'm sounding it out and I'm also probably gonna use stretchy state to help me and I'm gonna get my lips ready because lips the fish helps me and I'm gonna start with my first part right here turn Tran true and Tran does it look right kind of it has an A in it but now I have to think about that think about does it make sense does that word make sense what's a Tran can I use Tran in a sentence hmm let's try flippy dolphin and let's flip that vowel sound so instead of using the AH vowel sound that a makes what's the other sound that a makes it says its name a let's try that again turn hmm train I'm Trey and that makes sense so I teach it so I'm I'm teaching it we go over the strategy i model it now we practice so now the students have their light boards and I take out another store another word from the book that I feel like they can use um flippy dolphin way so maybe I pick the word teams so I'm going to say boys and girls let's look at this word let's sound out that word maybe they go mmm tens tens hmm maybe I also might open up my book and show them where that word is and have them use the context of the sentence to help them which is another different strategy but now since I'm working on flippy dolphin I'll say well let's try the other sound that he makes what's the other sound he makes its name hmm teams again this is the practice time now I might choose another word I'll have them write that word down and we'll do the flippy dolphin with the sounds news Thames or Eaton's teams practicing flipping the vowel sound that's the strategy so maybe that's the strategy I choose for this particular lesson again it kind of depends on what I hear when they're reading and the anecdotal notes that I write down so you decide what strategy to teach and you teach it three to four minutes simple easy move on teach with urgency go to the next part so that's the next part of a gun this is day one's lesson for your early readers okay the last part of your guided reading instruction for this particular day one early reading instructional period is we're going to do some word work now we do a variety of different activities during word work there's so many different word work activities that I have my students work on with me so the first thing we're going to do is I want to decide what am I gonna do today am I going to do a making words activity with them mmm I'll do making words with that now I have three different types of activities that we can do we could do make its which is our making words activities we could do boxes where we're focusing on sound boxes I'll do that as well and sometimes we'll do mat chips and this these are analogy charts this is a bit of a higher level skill forward work so I don't usually use this with my D through G readers I'll start this with my H readers my analogy charts but from my D through G readers I'll work on nakeds and box it's again making words and sound maxes that's what I'll focus on so on the bottom of mine on my lesson plan I already have the words that I'm gonna work on so what I'll do is just so you know sometimes I'll have them cut out the letters usually I'll have these letters already cut out and put in little baggies and then I have those the ideas that go with this lesson that's in my guided reading binder so everything gets put in my little front pockets so I pull it out do my instructions super easy and quick so what I'll do is I'll give everybody everyone all of my students a little baggie with the letters and I start my instruction so when I look at my make it's instructional try hold it called me the process and procedure number one say the first word to your students tell your students to repeat the word slowly while stretching it out using stretchy snake tell the students that think about structure snakes so I'll say to them okay boys and girls I want you to use your letters and make the word dish a dish see how I tap my fingers that's another strategy I do ditch they start making their words and I'll say okay boys and girls let's put our fingers under the letters and and say the sound of the letters the dish we run our finger under the letters they're doing that together great boys and girls let's write the dish down next let's write the word dish down next to number one and they write the word dish down then I'll say okay boys and girls I'd like you to change dish to - duh ah Shh - now I want to see do they know what vowel sound that is do they know that they're changing the vowel sound are they're gonna just take move all those letters around and just start over again these are all strategies and I'm looking for I want to see what the students are doing are they just removing that I and moving in the a or do they take apart the whole word and start again these are things I'm looking for okay and then we do it duh a dish we write the word the next word I want you to change I'm sorry the word was - sorry I want you to change - to lash change the word - to lash poison there I'm going back to say boys and girls this instructional strategy here incorporates so many different skills and strategies we have decoding we have phoneme segmentation we have encoding because the students are writing the words this is filled with skills and strategies students need to focus on when working on word work this part of the lesson is four to five minutes again it will go quicker as you repeat these and as your instruction becomes consistent during your lessons the more consistent with you will that you are with your groups and your lessons the quicker it goes I can get through each of these steps in a 15 to 20 minute period like that we teach with urgency we get it done and as they practice it and it becomes a consistent routine and structure it becomes much more quick as you're doing it okay so that's basically in a nutshell is day ones instruction for an early guided reading group so now that you know how to progress with day ones guided reading instruction for your early readers I have created an editable lesson plan for you to use when you're planning your lesson for your early readers the link is in the description below and I'd love you to click on that download it and use it when you're planning your next lesson also if you want to join a community of teachers just like you I have a private Facebook community where I share teaching ideas and tips and strategies and I share freebies in my group as well I'd love you to click that link in the description below and join our Facebook community of teachers if you like this video please let me know by giving it a thumbs up and comment below with your questions about guided reading and it could possibly be the topic of my next video and please don't forget to click that subscribe button so you never miss one of my videos that I upload each and every week thank you so much for watching and don't forget this is only video number one there are two more videos in this particular series that goes over a day two and day three of your early guided reading instruction that you can do with your early readers so I hope you'll join me in the rest of the videos thank you so much again for watching I will see you in my next video you

Channel: Anna DiGilio

Views: 114,157

Rating: 4.9260807 out of 5

Keywords: simply skilled teaching, anna digilio, early readers, guided reading, guided reading lesson, guided reading first grade, first grade guided reading lesson, guided reading groups, guided reading 1st grade, guided reading kindergarten, guided reading 2nd grade, teaching reading, how to teach reading, reading, what is guided reading, guided reading 3rd grade, kindergarten guided reading lesson, simply skilled in second, anna digilio guided reading, jan richardson guided reading

Id: ugcrsxvgicI

Length: 29min 47sec (1787 seconds)

Published: Sun Jan 27 2019