Friday, September 25, 2015

Guided Reading: as an Intervention Teacher


This year I (Tamra) made a switch to from classroom teacher (1st grade) to Literacy Intervention Teacher.   I work with 4-6 students at a time for about 30 minutes each group.   At the school I work at,  Guided Reading is a big focus this year.  Teachers are refining their Guided Reading instruction.  One of the ways they are doing this is by implementing a similar lesson plan format school-wide.   I am doing the same.  It is very similar to what I've always done and I'm so pleased that it works so well in an Intervention setting!  

I split my lesson plan into 2 days.  Below you'll find what I do each day. 

DAY ONE:

1.  The first thing the kiddos do is practice writing 3 sight words on white boards (Target Dollar Spot).  I get the sight words from the list assigned by the county I teach in.  Kiddos write the words and I help them as needed. After writing the words, we clap out the letters and erase them by "tracing them away."  I keep track of student progress with sight words on a really simple check off sheet. 


2.  After sight word practice, I introduce the book that we will be working on.  One of the first things we talk about is vocabulary that we will be encountering in the text.  I always write vocabulary words on the small whiteboards so the students can see the word.  We "find the words" using these finger light up cars (Target Dollar Spot).  


3.  After a picture walk, students start reading the text.  All students whisper read and I listen to students one at a time.  I assist students while they read.  At the beginning of the year,  I model the expectation that they read and reread; they may not just wait until time is up.


While I listen to each student read, I make anecdotal notes using a really simple system...Post It Notes.  It's quick and painless!  After I have a good amount of data, I record the data from the Post It notes onto a data sheet that allows me to see patterns of errors and reading behaviors.  


After reading for about 8-10 minutes, we stop.  I also ask oral comprehension questions (2 on day one and 2 on day two).   I write these questions out before hand so that I can make sure my questions are rigorous and similar to TRC type questions (TRC's are the running records we use in our county).  When the students answer the questions orally, I expect them to restate and answer the question and provide evidence for their answer.  


Based on the needs of the group, we spend a bit of time on word study.  This is generally a phonics pattern that the kiddos are needing help with.  In this example, I am using our Literacy Bags to work on digraphs. 


The last thing we do on Day 1, is work on a new sight word.  I try to select this from the text they just read.  First, I spell the word on the white board, then we play a game called "What's Missing" where I take letters away, and last the students "make" the word using magnetic letters.  (I put the magnetic letters they will need in little Rubbermaid tubs before the lesson starts.)  


DAY TWO:

Day two looks just like day one, except I scale the time back of each of the components.  We practice the same 3 sight words, review the vocabulary, reread the text, and practice the new sight word (we do not do the word study on this day).   Spending less time on each of these components gives us plenty of time to work on responding to text in written form.  Ahead of time, I prepare 2 questions which always say, "Use parts of the text in your answer."  


That's our 2 Day Guided Reading plan in a nutshell!  After the 2 day plan is complete, we start a new plan/ book!  This has allowed each group to get through 2 books each week.  

Here's another great Intervention goodie!  Grab this Nonsense Word Fluency mini-pack as a FREEBIE on our FB page.  Click the pic below to grab it!
https://www.facebook.com/FirstGradeBuddies

Have a nice Fall weekend! 




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