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| 4 Blocks Leadership Conference - January 15, 2000 |
| Guided Reading in Kindergarten |
| presented by Elaine Williams |
| presentation notes submitted by Joe
Fuhrmann |
In Kindergarten the Guided Reading is Shared Reading. Altogether as a
class, shared. This all students the experience of sitting on the
lap reading (the kind of reading we hope all children experience at home, but we
know they all don't).
| Shared Reading provides children with the chance to: |
- experience print
- take notice of what print is doing
- experience words
- experience pictures
- experience the relationships of pictures and text
- experience expressiveness in reading
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| Before Sharing Big Books |
- Build prior knowledge
- Allow time for sharing experiences
- use predictable charts (go through all the elements in this
component)
- dictation
- cut up strips and sort
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Note: Teachers should always model tracking of text.
| Format for Shared Big Book |
- READ
- LOOK AT WORDS
- (size - long & short, rhyme, ending, beginning, object
words, action words)
- LETTERS and SOUNDS
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| Shared Big Books should: |
- be celebrated
- take the class somewhere
- tie in with other things you are doing in the class
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| Criteria for Shared Book |
| (See page 7 in "Month by Month Reading and Writing for
Kindergarten) |
- predictable
- contains sentence patterns
- enjoyable
- appropriate for the entire class
- takes the class somewhere and relate to other things in the class
- Centers still are an integral part, they should relate to shared
book and to the other Building Block goals
- Integrate Science, Social Studies and Math as much as possible.
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Goal of Shared Book experience is to for child to eventually take the
shared book and be able to successfully pretend read it.
| Sample Development of a Shared Book
over a Week's Time |
- Introduction
- Read Title, Author, Cover Page and Dedication
- Predictions - look at cover page
- What is story about?
- Is the story real or fiction?
- What else can you learn from the picture?
- Picture Walk
- Teacher models and guides good picture walk skills (picture
analysis)
- Use a pointer (wand) when focusing children on picture, text or
tracking text. This way you don't block picture or text.
- First Read - teacher reads through book non-stop, allowing children
to experience the book without interferences.
- Second Read
- Students might start naturally to chime in while the teacher
reads
- At the end of read, start working on comprehension
- Who? What? Where? When?
- Main Characters
- Is there a problem present?
- Build next level of thinking
- What would you do?
- What could happen next?
- Why do you think that happened?
- Tossing a Beach Ball with general comprehension questions is
a fun way to work on comprehension.
- Future Reads (Third, Fourth, Fifth ...) - start paying attention to
specifics
- Round up the rhymes in the book
- "Be the Words" children spell words with letter vests
- Echo reading - essential to help understand flow, rhythm, and
emphasis of the big book
- Choral read
- Mix up ways to choral read
- Groups rotate pages read
- One group reads all but last word, other group reads
last word
- CLOZE techniques (with Post It notes)
- cover all the word but onset
- cover second word of a rhyming pair
- etc.
- "Do the Story" - act it out
- End by placing book in Reading Center
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Good Reflective Questions to Ask about the Shared Book are: |
- Were there multiple reads?
- Did we have fun with the book?
- Were related songs, stories, rhymes presented?
- Did you extend book to arts, music, etc?
- Did you spend enough time on words? (size - long & short,
rhymes, meanings)
- Did you spend time with letters? (specific, position)
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| High Frequency words can be taught: |
- within shared big books,
- in Morning Message,
- and posted where needed (writing and typing center)
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Basis for letter/sound work is names activities instead of a letter of the
week.
Results in Building Blocks come from doing all the blocks, not just
some. Writing Journal shows integration of what is occurring as a
result of the Building Blocks being developed in the classroom.
(These notes were submitted by Joe
Fuhrmann) |
