Using Data to Drive Guided Reading Instruction

Using Data to Drive Guided Reading InstructionLisa King, CKEC Literacy ConsultantSummer 2015

As part of this Professional Learning opportunity, how would you rate your knowledge and comfort level with assessing and monitoring Guided Reading progress?Total NewcomerBeginnerIntermediateAdvancedWho Are We?

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Think of a time when you learned a new skill, sport, ect. What did your teacher, coach, instructor do to improve your performance?

Turn and talkWith your partner, jot 3 things the person did to improve your performance3

Clapping Game

Clapping Game3 contestants, 3 judgesFirst contestant told to clap, Judges asked to give a rating of 1-5, after each as given a score, why did they give the scoreSecond contestant told to clap, Judges asked to give a rating of 1-5, Why? Determine exact criteriaThird contestant told to clap Judges asked to give a rating of 1-5, Compare Scores. Why did third contestant do better? How do other contestants feel? How did judges determine score for first 2 contestants? 4

Todays Understanding: How to make effective instructional decisions for Guided ReadingYou will learn to use a variety of tools for data collection.You will learn how to analyze data to make instructional decisions about grouping students, selecting text and lesson focus when planning Guided Reading.

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Improve student performance by 15 -25 percentile points, 2-4 grade equivalents

What will do the above?Best Educational InterventionResearch by Black and William K-College all subjects Gains realized by students whose teachers rely on formative assessmentMove US from middle of 42 nations to top 56

Increase in achievement is four to five times greater than reduced class size.

Ehrenburg, Brewer, Gamoran and Willms, 2001K-College all subjects Gains realized by students whose teachers rely on formative assessmentMove US from middle of 42 nations to top 5

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Common CoreComprehensionFoundational SkillsVocabulary

Sight words, review story, making words, fluent rereadingText IntroStudents reading Text, teacher listens inHow words work, new vocabularyFocus on strategies,Comprehension

Pg. 5 in handoutLook at your chapter in JR book, Read your lesson plan.15 minutesJigsaw and teach your table. All levels have the same framework, same pieces. Lesson plans and components vary across different reading levels. If the text is the barrier, can you still use grade level language ( student in 3rd grade reading level I , first grade text. First grade language is Describe Character Setting using Key details. 3rd grade : describe characters and how their actions contribute to sequence of story

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Guided ReadingMoving students forwardWith their processing strategies on text

Big Understanding: I can use a variety of strategies to read and make meaning from a text.

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Content mastery is the means not the end.

Marazano research 1996 identified 255 content standards and 3968 discrete benchmark skills for students to know and do.

If we teach 30 minutes a day on each of these, it would take 9 additional years of school to complete.

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Think Photo Album not Snapshot

Sound Assessment requires multiple sources of evidence, collected over time14

Research Evidence

Students with reading difficulties who are taught in small groups learn _______than students who are instructed as a whole class. (National Reading Panel, 2000)

15MoreThe sameLess

15The research supports incorporating various instructional grouping formats into our reading block including small group instruction.

Research shows students with reading difficulties who are taught in small groups learn more than students who are instructed as a whole class. Small group instruction gives students more opportunities to respond and to get immediate corrective feedback. Students are not able to hide in the small group setting when the teacher is sitting eyeball to eyeball with each student.

Students benefit from working in a variety of grouping formats that change to reflect their knowledge, skills, interests, and progress. These groups are flexible and change according to the varying needs of the students.

How should I group students?What text should I use with each group?What strategy should I teach next?

Jan Richardson The Next Step in GRBegin with Assessment

Use a variety of assessments to identify reading levels and strategies the student s need to learn. Will a universal screener suffice? Small groups with similar needs and processing Chapter 216

The Learning Zone

Learn more with a teacher than they can on their own.17

What they can do independentlyWith support of an expertLearning Zone

VygotskyRead the text and comprehend the text, take apart wordsUse a zoom lens to deliver very specific instruction, at one particular point in the continuum of reading development.Will not progress if you dont meet them at the point of need.

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Acceleration

Another goal of guided reading..not remediation but acceleration19

Reading LevelsIndependent Level TextInstructional Level TextFrustration Level TextRelatively easy text, with no more than approximately one error in twenty words, good comprehension. (95% success)Challenging but manageable text, with no more than approximately one error in ten words good comprehension. (90% success)Problematic text, with more than one in ten words difficult for the reader (less than 90% success)

20This chart illustrates the three reading levels. (Review chart with participants)

Our goal is to have students working with instructional level text during small group instruction. I always think of this as Baby Bear Text. It is not too hard or too easy. It is just right! This will result in optimal reading growth for our students because it affords students the opportunity to apply the skills they are learning to text that they can handle. Texts at a students instructional level are used when teachers or others provide assistance and support before, during, and after reading.

Independent-level and instructional-level texts are most often used to build fluency. In addition, students can work with frustration level text as they listen to the teacher read aloud or when they participate in listening centers.

Process what you just heard. #1 start conversation21

What Evidence Do I Need?

Five Indicators that serve as Evidence of LearningFluent ProcessingComprehensionAmount and range of readingLevel of textAttitude and Interests

What does the reader know and do at the.Letter LevelWord LevelText Level

What assessments do you currently have available?What do they tell you?24

Early Reading Behaviors

Concepts about print worksPrint contains a messageOne to one matchingStory and picture comprehension

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More Advanced Behaviors

Making meaning from text26

Observing Oral Reading Behaviors

Describe his reading behavior27

Emergent and Early ReadersPrimary AssessmentsInformation ProvidedLetter ID (K-1)and Concepts About PrintKnown letters and visual discriminationSight Word List Known words and visual memoryDictation SentenceSound letter knowledge/ PA and letter formationWriting SampleVisual memory, PA, vocabulary, CAPRunning Record and RetellReading Level and Strategies, Comprehension

Do you have these sources already?Packet of assessments for each participant.Richardson page 38 Chapter 2

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Transitional and Fluent Readers (level I and up)AssessmentInformation ProvidedRunning RecordReading Level, reading strategiesComprehension QuestionsComprehension AbilitiesWord Study InventoryPhonics skillsORFFluency

RR helps you set a focus for the lesson and select textWord Work for Guided Reading29

Assessment for Guided Reading is Formative!Occur regularly, some sort of daily data collectionCan be informalResponsive instructionFeedback to students

Concepts About Print

What kids know about how books workRules of the RoadHow letters and sounds make words31

PAST: Phonological Awareness Screening Test

Can student hear sounds in wordsPractice administering a few items to your partner33

Phonics Inventory

ORF: Oral Reading Fluency

Score a fluency test. 35

Recall reading behaviors 2 minutes sketchTake 5 steps and share with partner36

Why Take Running Records? Systematic way of collecting evidence of how a child is processing on text and how well they are directing their knowledge of letter, soundHO

Why take RR? HandoutGuide your teachingSelect text, decide if text is to hardCapture change over time/ progressRemain a neutral observerRecord as many behaviors as possibleRecord live38

Running Record Conventions

Lets Practice

Blank form and words in passagehttp://www.learnnc.org/lp/editions/readassess/98340

How to Score Errors and SC

Self Corrections are not counted as errors!HO

Using handout from reading a-z. Score running record.41

As children work through text they develop a network of strategies for attending to different sources of information.

ClayMay use them in isolation but more difficult to do embedded in text42

Billy saw the rooster on the bank by the river.

chickenwater

stopscurbStudent is using Meaning and Structure but neglecting Visual

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It is getting ready to rain very soon.going----S-o-nShe likes to run.looks

Using visual and structure, neglecting Meaning

Prompts you might use.Go to prompting guides44

How to Score Errors and SC

Look at your record form.Record MSV in the error columnLook at error up to the point of error.For SC, analyze both the error and SC.

Analyze the RR from online for behaviorsDo one additional if time permits45

Using the Data to Make Instructional Decisions

Each partner group gets their packets.47

Planning a lessonKnow the reading level of the groupKnow their strength and weaknesses with strategiesChoose your focus based on dataPick a book that matches reading level and will build on processing strengthsRead through the lens of your studentsPlan intro, word work and teaching pointsReflect: What did the students learn to do today that they couldnt do yesterday?

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Strategies areUnobservableIn the head processesA complex networkThey allow the learner to use, transform, relate, interpret and reproduce information for communication

Flexible network allows the reader to change direction as needed.Refer back to morningStrategies for sustaining and strategies for making meaning49

Extend the strategies they currently controlLearn new processing strategiesWhat do I want them to do today that they couldnt do yesterday?

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Common CoreComprehensionFoundational SkillsVocabularySight words, review story, making words, fluent rereadingText IntroStudents reading Text, teacher listens inHow words work, new vocabularyFocus on strategies,Comprehension

Pg. 5 in handoutLook at your chapter in JR book, Read your lesson plan.15 minutesJigsaw and teach your table. All levels have the same framework, same pieces. Lesson plans and components vary across different reading levels. If the text is the barrier, can you still use grade level language ( student in 3rd grade reading level I , first grade text. First grade language is Describe Character Setting using Key details. 3rd grade : describe characters and how their actions contribute to sequence of story

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Using the Lesson Plan

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Think about your moves before, during and after the reading

What are the demands of the text on the readers?Page 312 and 313 from GR GW, fountas and pinell54

Using Assessment to Set a Focus for your Groups

Handout the lesson planning template from Jan Richardson. Look at Student data packet from earlier. Assign each table team have them decide on a focus for the groups using Debbie Diller handouts and student Data Sheets. Share with the group.55

Select a Text for your Groups

Why did you choose this text?

1:1510 minutesShare with table groupFocus and Text..Why did you chose the text? How does it support your focus?56

Teacher Prompts are a Call to Action

Begin video at 2:10Record teacher prompts and reinforcement

What prompts might you use with your group of students?57

Teacher Points after the Reading

p. 21-22

Begin video at 2:10Record teacher prompts and reinforcement

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Sight Word Review and Working with Words

What might be some word work you would do after the reading?Look at your foundational skillsLook at words that gave them difficulty. Show Eric in Guided Reading clip if time.From some it may be phonemic awareness, phonics, building sight wordsPlan for your group..59

Fluency and Comprehension

Best idea you heard today.61