FINAL Grade 2 Guided Reading Toolkit 2018-2019.pdf

FINAL Grade 2 Guided Reading Toolkit 2018-2019.pdf - GUIDED...

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Unformatted text preview: GUIDED READING TOOLKIT READING/ENGLISH LANGUAGE ARTS GRADE 2 Copyright July 2018 Prince George's County Public Schools BOARD OF EDUCATION OF PRINCE GEORGE’S COUNTY, MARYLAND Segun C. Eubanks, Ed.D., Chair Carolyn M. Boston, Vice-Chair, District 6 David Murray, District 1 Lupi Quinteros-Grady, District 2 Dinora A. Hernandez, Esq., District 3 Patricia Eubanks, District 4 Raaheela Ahmed, District 5 K. Alexander Wallace, District 7 Edward Burroughs III, District 8 Sonya Williams, District 9 Mary Kingston Roche, Board Member Curtis Valentine, M.P.P., Board Member Donna L. Wiseman, Ph.D., Board Member Amanya Paige, Student Board Member Monica Goldson, Ed.D., Secretary/Treasurer and Interim Chief Executive Officer Kara Libby, Ed.D. Chief Academic Officer Gladys Whitehead, Ph.D. Executive Director, Curriculum and Instruction Judith White, Ed.D. Director, Academic Programs A. Simone McQuaige Instructional Supervisor, Reading/English Language Arts, K-5 Reading/English Language Arts – Guided Reading Toolkit Grade 2 Prince George’s County Public Schools i Acknowledgements Much of our work around guided reading stems from the knowledge we gained from Irene C. Fountas and Gay Su Pinnell’s book Guided Reading: Good First Teaching for All Children (Heinemann, 1996). The authors provide an indepth, clear explanation of how to create a balanced literacy program that includes guided reading. Fountas and Pinnell’s book is a valuable resource for reading teachers who seek to provide quality reading instruction for their students. We also wish to acknowledge the tremendous work done by Jan Richardson on behalf of all readers. Her work is referenced in this document. Educators are encouraged to refer to her book, The Next Step in Guided Reading (Scholastic, 2009) as well as her website, , to access the many resources she provides. This document was created under the direction of A. Simone McQuaige, Supervisor, Reading/English Language Arts, K-5. Curriculum-Writing Team Jerselle Howard, Instructional Specialist, RELA, K-5 Shannon Landefeld, Instructional Specialist, RELA, K-5 Sandi Josloff, Resource Teacher, RELA. K-5 Roberta Adams Adaku Awa-Jones Joyce Baldwin Robin Baudoin Teresa Broughton Capece Burrell Debra Duncan Joanne Durham Martha Emmons Carol Everett Erika Faison Cynthia Farmer Tiffany Garner Adriene Grant Ann-Marie Goforth Irene Hall Kathryn Hardman Julie Hildebrand Jenny Hird Cheryl Jackson Myron James Lori Kronser Neika Lawrence Faith Lee Catherine Perich Valarie Phillips Maria D. Smith Margaret Stowe Fiona White Debby Wood Tricia Blackman John Malter - Formatting HOW TO USE HYPERLINKS WITHIN THIS DOCUMENT This version of the Guided Reading Toolkit posted in Word on the Google Site has Hyperlinks that allow users to click and go instantly to referenced pages. Follow these directions to Hyperlink: Place your cursor over the blue words to see the Hyperlink reference. Hold down the “Control” button and then click the mouse. Return to the original page by holding “Alt” and then pressing the left arrow key. Reading/English Language Arts – Guided Reading Toolkit Grade 2 Prince George’s County Public Schools Return to Table of Contents ii Table of Contents Introduction .................................................................................................................................................................................................................................................7 Introduction to Small Group Reading Instruction ....................................................................................................................................................................................8 Small Group Resource Suggestions ....................................................................................................................................................................................................10 Resources for Reflection and Self-Assessment ...................................................................................................................................................................................11 Getting Started Checklist ......................................................................................................................................................................................................................12 Guided Reading Self-Assessment: Grade 2 .........................................................................................................................................................................................13 Management Information .........................................................................................................................................................................................................................15 Direct Instruction with Teacher .............................................................................................................................................................................................................16 Independent Literacy Activities .............................................................................................................................................................................................................17 Literacy Centers ....................................................................................................................................................................................................................................18 The Classroom Environment...................................................................................................................................................................................................................20 Word Walls ................................................................................................................................................................................................................................................23 All About Word Walls ............................................................................................................................................................................................................................24 Personal Word Walls: ...........................................................................................................................................................................................................................25 Word Wall Activities ..............................................................................................................................................................................................................................27 Chunk Walls ..........................................................................................................................................................................................................................................31 Expanding on Chunking........................................................................................................................................................................................................................31 Recommendations for Grouping and Assessment ...............................................................................................................................................................................33 Recommendations for Grouping and Assessment ...............................................................................................................................................................................34 USING LITERACY ASSESSMENTS: ...................................................................................................................................................................................................35 LAYING THE FOUNDATION FOR INSTRUCTION .............................................................................................................................................................................35 The Purpose of Assessment ...........................................................................................................................................................................................................35 ASSESSMENT GUIDELINES ..............................................................................................................................................................................................................36 KINDERGARTEN-SECOND GRADE DATA COLLECTION ................................................................................................................................................................36 Dictation Dos and Don’ts ......................................................................................................................................................................................................................37 Dictation Scoring Sheets ......................................................................................................................................................................................................................38 Dictation Scoring Rules ........................................................................................................................................................................................................................40 Assessment: Running Records ............................................................................................................................................................................................................42 Coding and Scoring Errors At-a-Glance .........................................................................................................................................................................................43 Coding Clarifications .......................................................................................................................................................................................................................45 Vocabulary Used When Scoring a Running Record .......................................................................................................................................................................46 Running Record Calculation and Conversion Table .......................................................................................................................................................................47 Assessment: Developmental Reading Assessment (DRA) ............................................................................................................................................................48 Developmental Reading Assessment (DRA)........................................................................................................................................................................................49 Dos and Don’ts for the DRA ...........................................................................................................................................................................................................50 DRA COMPREHENSION RUBRIC ................................................................................................................................................................................................51 Developmental Reading Assessment .............................................................................................................................................................................................52 (DRA) ..............................................................................................................................................................................................................................................52 Introduction and Scoring .................................................................................................................................................................................................................52 Additional Assessments for Emergent Readers .................................................................................................................................................................................128 Assessment: Letter Identification ..................................................................................................................................................................................................129 Letter Identification Sheet .............................................................................................................................................................................................................131 Assessment: Emergent Reading Behaviors Inventory .................................................................................................................................................................132 First Grade Emergent Reading Behaviors Inventory ....................................................................................................................................................................133 Assessment: Word Test ................................................................................................................................................................................................................134 Reading/English Language Arts – Guided Reading Toolkit Grade 2 Prince George’s County Public Schools iii First Grade Word List ....................................................................................................................................................................................................................135 First Grade Word Recognition ......................................................................................................................................................................................................136 Analyzing Assessments ......................................................................................................................................................................................................................137 INDICATORS OF AGL, OGL, and BGL PROFICIENCY ..............................................................................................................................................................138 DRA Levels for BGL, OGL, and AGL Designations: K – 2 ...........................................................................................................................................................139 MAP Growth Data ...............................................................................................................................................................................................................................140 ANALYSIS OF THE RUNNING RECORD .........................................................................................................................................................................................141 Sources of Information........................................................................................................................................................................................................................142 Steps to Analyzing A Running Record ...............................................................................................................................................................................................143 A Closer Look at Analyzing a Running Record ..................................................................................................................................................................................144 Collaborative Data Analysis Protocols ................................................................................................................................................................................................147 Early Literacy Assessments Analysis .................................................................................................................................................................................................148 Using the Assessment Data to Guide Instruction ...............................................................................................................................................................................149 Word Study Inventory for Transitional Readers ..................................................................................................................................................................................158 Word Study Group Summary Chart ....................................................................................................................................................................................................159 Comprehension Interview ...................................................................................................................................................................................................................161 Assessment Summary Charts ............................................................................................................................................................................................................163 FOCUS FOR SMALL GROUP GUIDED READING INSTRUCTION ......................................................................................................................................................165 SHARED READING ...........................................................................................................................................................................................................................166 SHARED READING SAMPLE LESSON ............................................................................................................................................................................................167 GUIDED READING ...........................................................................................................................................................................................................................168 WORD WORK DURING GUIDED READING INSTRUCTION ...........................................................................................................................................................169 TYPES OF WRITING .........................................................................................................................................................................................................................170 FOCUS FOR SMALL GROUP GUIDED READING INSTRUCTION LEVELS 1-2 ............................................................................................................................171 GUIDED READING SAMPLE LESSON LEVELS 1-2 ........................................................................................................................................................................172 Word Work for Levels 1-2 ...................................................................................................................................................................................................................173 FOCUS FOR SMALL GROUP GUIDED READING INSTRUCTION LEVELS 3-4 ............................................................................................................................176 GUIDED READING SAMPLE LESSON LEVELS 3-4 .........................................................................................................
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  • Fall '16
  • ........., Educational years, Second grade, Small Group Reading Instruction

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