Guiding Readers

November 5th, 2015

A definition:

"Guiding readers is about supporting students as they develop strategic approaches."


Lori Jamison Rog

Reading Aloud and a Picture Walk

Preview: Look and cover and predict what you think this book will be about

Using a post it note, jot down two predictions.
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Purpose: Setting the stage for new learning

You will need to know this storyline for later learning. Previewing will help you understand video on modeling questioning.

Prior Knowledge: What do you know about this topic? Turn and share in a complete sentence.

You may need to encourage your tutee to use complete sentences as he/she responds.If they respond with one word answers you can model and redirect.

Recommendations as you volunteer:

  • Set a purposeful skill and strategy
  • Plan by reviewing the text you are using
  • Nuture students towards independence
  • Gear your approach to their interests
  • Allow for authentic literate conversations
  • Revisit a text to build comprehension and fluency
  • Look for ways to connect reading and writing to support each other

Guided Release of Responsibility:

Read It Again:

Revisiting Texts -

"Children comprehend more deeply, comment more frequently, and respond more richly to texts that have been read more than once."


Examples:

Fluency, main idea, characters,

Flipbooks:

Use your flipbook to brainstorm other examples that you can address as you extend when you revisit a text with your student.

The Three Ps Book Introduction

Helping students preview texts independently helps them access texts they choose to read:

Preview - Can be a one sentence summary or a page by page picture walk.

Purpose - Why are we reading this text? Is it to study the characters or track our thinking out loud. Let students know upfront.

Prior Knowledge-Is all the knowledge a student has about the topic. "what do you already know about..."

Your Turn--Prompting and Questioning:

Using your prompting flip book, practice choosing appropriate prompts for your texts and asking follow up by using "tell me more" or" show me the evidence from the text that makes you say or think that."

Debbie Miller

Vocabulary Group

VIDEO: Vocabulary Lesson

Watch the teacher on the video and the language she uses as she prompts students for vocabulary strategies.

Sticky Note Response

Sticky notes can be used for:


  • Tracking thinking so that students engage with text
  • Tabbing points of interest
  • Spotting strategies such as places to infer, summarize, connect, predict or visualize


You can call this STOP and JOT as your student reads text.

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Wondering During Reading

Good readers wonder all the time. They wonder what the character will do next or what the author meant.


Model and demonstrate your wonderings as you read and encourage students to do the same.


During reading, pause and ask students to tell what they are wondering about and what they think their answers may be.


A bookmark with "I Wonder..." can be filled out as student reads and pauses to wonder.

VIDEO: Debbie Diller and her modeling and thinking aloud using The Lotus Seed

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Video Noticings:

What did you notice in the video that will help you frame your work as a tutor? What will you try as you meet with your student?
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Sketch and Label

Students sketch something from the story and something from their life.
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Use your green paper and sketch and label using The Lotus Seed or your choice of book. Find a tablemate and share your drawing.

Remember there is no need to make a copy of this paper. Simply fold a paper diagonally and provide for student. Students can use a post it note to sketch and label.

Extensions:

  • Use your flipbook to find additional prompts to use with your students
  • Make simple books to capture beginning, middle and end retellings

Your Questions and Answers:

Please post your questions on the Parking Lot and they will be addressed by Robyn Myers.

What if my student is reading at a "D" level book? How do I support reading when it is difficult for them?

Suggestions:

If students are at the solving word stage, you can use the following prompts to decode unknown words and work toward fluency and reading phrases and then finally to complete sentences. If your readers are struggling a lot, spend some time with decoding words if they stop at every single word. If students only make occasional errors, then don't correct all errors. Have them read for meaning and then go back to areas where they struggled.


  • Volunteer says, "Listen to how I start this word" or "Look at the beginning" or "You can look at the first letter and say the first sound."
  • Prompt by saying, "It starts like this____." or "Say this much" and show them how to say part by part.
  • Teach: "That did not make sense. You may need to stop when it doesn't make sense. Watch me check it" Volunteer models by reading the word under the problem word and says the word slowly. Then lets student try.
  • Volunteer says, "Does the word you said look like the word on the page?"

I want to work on fluency? How can I prompt for this?

  • Volunteer says: "I am going to read this faster." Or "Listen to how I read this faster."
  • Prompt your student like this: "Read these words quickly." (model) or "Read this part faster, again." or "Move your eyes forward quickly so that you can read more words together."
  • For reading with expression say: "Make a full stop at the period."
  • "Make your voice go up when you see a question."
  • "Use emphasis when you see an exclamation point like this." (model this)

References:

Guiding Readers by Lori Jamison Rog and Making the Most of Small Groups by Debbie Diller