Guided Reading Instruction

Early readers who have significant or multiple disabilities should receive 20-30 minutes of intensive, individualized guided reading instruction every day, alone or in small groups (i.e., 2-3 students who have similar abilities and needs in reading). To maximize learning, teachers make careful decisions about texts for each lesson (e.g., appropriate level of challenge, engaging topics, print or digital format). Teachers also shape lessons carefully to model, teach and support student's growing understanding of the reading process (e.g., how readers solve unknown words, how readers think about what they read before, during and after reading to construct meaning, how to read fluently, how to read silently). Guided Reading Routine for Early Readers (elementary or secondary age)

• Book introduction (5 minutes) Teacher helps students to preview text together to support success when reading on their own. The book introduction may include one or more of the following: a brief oral summary of the story, a picture walk to look at and discuss some or most pictures, previewing key words or difficult text (e.g., character names, 1-2 unfamiliar vocabulary words for meaning or sight reading; pointing out and practicing a repeating pattern in the text, activating or building background knowledge related to the content of the text, partially completing a graphic organizer together).

• During reading (10-15 minutes) Students all read the book AT THE SAME TIME in a quiet voice. Each student reads at his or her own pace. (This is not choral reading in one voice.) The teacher listens in to one student at a time (others keep reading to themselves quietly. When needed, the teacher "coaches" the student to use strategies to support the reading process. For example, if a student says a word that does not make sense, the teacher may wait until the end of the sentence or page to see if he will notice and attempt to self-correct. If not, the teacher then may prompt the student to re-read the sentence. (Can you read that page again? [Student re-reads with same miscue.] Teacher: A dog can WENT? Hmmm Does that make sense? A dog can w____... Let's look at the picture. The dog is on a leash. What is the dog doing? (Student: walk). Maybe-walk starts with /w/--Do you want to try WALK in this sentence and see if that makes sense?... Student re-reads sentence with "walk." A dog can walk. Teacher: Does that make sense? Yes-and this word (points) looks like "walk"-It begins with /w/ and ends with /k/ "w-al-k" Does it match the picture? Yes the dog in the picture is walking. That's what good readers do. If it doesn't make sense, read it again and fix it up. Reading has to make sense. The student continues to read. (The teacher need not listen to every student read the whole book.) When other students finish reading, they continue to re-read the book if the teacher is still listening to another student.

• Discussion (5-10 minutes) After reading, the teacher models and supports discussion about the book. This is to invite connections and responses to reading (not to quiz students for comprehension). For a narrative text, the teacher may lead discussion of some story elements. (E.g., Who were some of the characters in the book? Who was your favorite character? Why?) Or the teacher could lead the students in sequencing events in a narrative story (written on sentence strips, read, discussed and rearranged. "Let's read these two. What happened first? Or the teacher could ask students to retell the story in their own words (with support). For expository texts, the teacher could ask students to tell something they learned-or engage the students in completing a graphic organizer together (teacher writes) as they talk about what they learned. Students might use "look backs" in the text to recall ideas.

                                                      FROGS

LOOK LIKE,  WHERE THEY LIVE,  WHAT THEY EAT

green pond flies

shiny swamp bugs

wet lake

Writing Connection - Students construct a brief message related to the reading. This could be a reader response (e.g.,  something she liked, learned or was reminded of); or a summary or fact. 

 

 

Guided Reading: Example Lesson Plan for Early Reader

Student: Kurtis (grade 6)

Abilities: Kurtis is an emergent reader with some characteristics of an early reader. His instructional level is Pre-Primer, reading at a Fountas & Pinnell Level C. He identifies consonant names and sounds; attends to initial consonant sounds; attempts to use graphophonic cues and strategies to solve unknown words; uses pictures to solve unknown words; good background knowledge for many topics (special interest in nature/animals); makes connections to personal experience; can make predictions, prior to reading, with little support (Look at the title and cover, what do you think that the story will be about? ); reads left to right, tracks print with his finger while reading text with 1 line of print; and recognizes about 40 high frequency words.

Priorities: Some of Kurtis' priorities at this time include: increase fluency (reading rate, phrasing, attending to punctuation, intonation/expression); automatic use of multiple strategies for solving unknown words; self monitor for meaning throughout reading; use letter-sound relationships to solve words (attempts this, but is not accurate with letter sounds); recognize high frequency words; track print on pages containing more than one line of text; and match one spoken word to one written word in text.

Today's Objectives:

• Kurtis will read a familiar, independent level book, matching one spoken word to one written word.
• Kurtis will demonstrate fluency (reading rate and attending to punctuation) with high teacher support when reading whole text.
• Kurtis will demonstrate that he can track print on pages with multiple lines of print and varying print/picture layouts with high teacher support.
• Kurtis will utilize multiple cuing systems (semantic, syntactic, and graphophonic) to attempt to solve unknown words in text with high teacher support.

Familiar Reading (3-5 minutes):

• Kurtis will choose one of three familiar texts from previous lessons. 
• I will prompt Kurtis to select a book to read to "warm up" his brain. (He has told me that he is tired or his brain is too full of math or social studies from school. Kurtis and I have talked about the need to "warm up" our bodies when playing sports and he agreed that his brain needs to "warm up" too.) 
• I will prompt Kurtis to read the whole book to me, on his own, making sure that he takes his time and reads every word on the page. If he misses any words or lines of text I will prompt him to reread the page and make sure that he reads every word.
• I will prompt Kurtis to re-read the book silently, taking his time to read every word on every page.

Word Work: (10 minutes)

 - General Principle: Hearing and identifying short vowel sounds in words and the letters that represent them. (letters "a" and "o")
 - Specific Principle for this lesson: In some words "a" can say /a/ like apple or can. In some words "o" can say /o/ like octopus or hot.

• I will say a word. You spell it with your letters. You need to decide if the sound in the middle is "a" like can or "o" like hot (point to the words on top of the "T" chart on the white board while saying this).
• Watch while I try some examples. The word is mat. I will repeat the word, mat. I will take the magnetic letters and spell m-a-t (lay out the letters as I state them). This word has an /a/ like can so I will write it on the chart under a/ can. (There will be a "T" chart drawn on the white board.)
• I will try one more example. The word is cot. I will repeat the word, cot. I will take the magnetic letters and spell c-o-t (lay out the letters as I state them). This word has an /o/ like hot so I will write it on the chart under o/ hot.
• I will dictate the following words to Kurtis: top, sat, man, mop, tap, stop. He will make each word with magnetic letters and indicate if it has the /a/ or /o/ sound. I will write the word under the correct column as indicated by Kurtis.
• I will give Kurtis the opportunity to add one word of his own to each column by saying the word and spelling it with the magnetic letters.
• At the end of this exercise, Kurtis will read the words under "can" and then the words under "hot."
• I will restate the principle: In some words "a" can say /a/ like apple or can. In some words "o" can say /o/ like octopus or hot. Now we know more about vowel sounds.

Guided Reading:
Today's new book: "Willie's Wonderful Pet" by, Mel Cebulash F&P Level: C
Pre-Reading (5 minutes):
Book Introduction:

• Today we are going to read a story by Mel Cebulash. The story is called, "Willie's Wonderful Pet." I will point to each word as I read it. I will then ask Kurtis to do the same. I will ask Kurtis to look at the cover of the book and predict what he thinks Willie's pet will be and why it is "wonderful."
• I will ask Kurtis to think of a favorite pet that he has or had. (I will stress that he has to think of just one because Kurtis loves to talk about pets and this could become a lengthy conversation.) I will ask Kurtis to think of one word to describe his pet. If Kurtis has trouble with this I will remind him that Willie's pet is "wonderful" or I have a "playful" cat. I will explain why I describe my cat as playful.
• Turn to page 3: Look at the top line on this page and tell me who the characters are in the pictures. (Willie and Wendy appear on the top line.)
• Turn to page 4: I will model reading page 4. After reading I will point to the quotation marks and ask Kurtis what they are called and why they are used. (quotation marks/talking marks - to show the words that people actually say) Ask Kurtis what pet Willie will be taking to school for Pet Day. (a worm that he finds at the park) Prompt Kurtis to read the page as I modeled.
• Turn to page 6: Willie went to the park and got a pet worm with Wendy. Look at the pictures. Does it look like Wendy likes worms? Why? (no, she holds her hands up to cover her face when Willie holds a worm up to her)
• Turn to page 9: What kind of pet does Al have? (a dog)
• Turn to page 10: Who has a cat? (Cathy) Who has a rabbit? (Henry)
• Turn to page 12: What kind of pet does George have? (a goldfish) Ask Kurtis to point to the word goldfish. Ask him what two words he sees in goldfish. (gold, fish) Ask him to point to the name Rita on page 13.
• Turn to page 20: Ask Kurtis to describe the picture on this page. (the animals are all just laying there) Ask Kurtis to predict why the animals are laying down.
• Look at page 21. Find the word crawled. After Kurtis points to the word ask him if he can find it again.

Focused Strategy Minilesson (3-5 minutes):

• Today we are reading "Willie's Wonderful Pet." You will be able to read most of this book, but I want to talk about what you could do if you come to a tough word. (look at pictures and sound it out - Kurtis's typical responses)
• Today I want to show you another strategy that you can use along with looking at the pictures and sounding out each letter. Another thing I sometimes do is "look for a part of the word that I know." Listen while I read. If I find a tough word I will talk about how I solve the word. Usually I do this in my head.
• Page 20: But Rita's bird wouldn't sing. And the other pets wouldn't do ________________. (anything) Then Willie said, "I know! My worm can crawl!"
• I don't know that word (point to anything). It looks like a long word so maybe I know parts of the word and I can figure it out. I see that it ends in /ing/. I will look at some of the letters before the "ing" to see if I can figure out any other sounds. I will cover up part of the word (any) and try to sound out more of it. I see "th" and that says /th/. /Th/ and /ing/ says /thing/.
• Now I will try the rest of the word. (uncover the any) "A" says /a/. /A/ ../thing/. But Rita's bird wouldn't sing. And the other pets wouldn't do /a/ /thing/ - /an/ /thing/.
• I'm sure that the end of the word says /thing/ so I will cover that up to see if I can figure out the beginning sounds. I think that the beginning sounds say /any/ but I'm not sure so I will put the whole word together and read it in the sentence. But Rita's bird wouldn't sing. And the other pets wouldn't do anything.
• Anything sounds right, looks right, and makes sense so that must be it.
• When I came to a long word that I did not know "I looked for parts that I knew and used them to solve the word instead of sounding out each letter." After I solved the word I read the sentence again to make sure that it looked right, sounded right, and made sense.

During Reading (15-20 minutes):

• As Kurtis reads I will listen for fluency (attention to punctuation and reading rate). I will provide explicit support to prompt Kurtis to monitor his reading rate because he tends to hurry and omit or misread words. I will also provide coaching to read with attention to punctuation as he tends to hesitate at the end of lines, not sentences, and ignores commas. (Put your words together so it sounds like talking.) I will provide reminders to slow down if he attempts to go too fast, and I will instruct him to return to the end of the last line read, when he has skipped a line of print. ("You missed a line, try again starting here ‘point to the end of the line where the problem occurred'.") (Were there enough words? I like the way you pointed under each word.) (What punctuation was at the end of the sentence? Listen to how I read this page; did you hear a pause at the end of each sentence? Was that the end of the sentence or the end of the line? Practice fluent reading through "echo reading" to read at a steady rate and read every word on the page.)
• If Kurtis gets stuck on a word I will prompt him to look at the letters in the word (if he attempts to sound the word out). He is inconsistent with this process as he is not able to identify all letter sounds accurately. I will prompt him to re-read the sentence and decide what would make sense, decide if the word looks right, and decide if the sentence sounds right - after he tries inserting a word in the sentence. (Let's read the sentence again and think about what would make sense there. Then, walk Kurtis through the process of skipping the word; going back and re-reading, and thinking about what makes sense. Allow Kurtis to decide if he solved the word by asking if it looks right, sounds right, and makes sense. Remind him to look for "known parts of the word".) (Do you see a part of the word that can help you solve it?)

Post-reading (5-10 minutes):

• I will ask Kurtis to rate today's book (liked it - thumbs up; it was okay - thumbs sideways; did not like it - thumbs down) and ask "Why?"
• I will provide Kurtis with a sentence starter (on a white board so that he can copy it into his folder/journal) to write about how the log changed throughout the story and encourage him to use the information that we just talked about, in his writing. If Kurtis has trouble spelling a word I will encourage him to stretch the word and listen for the sounds. If it is a difficult word I will provide it by writing on the white board.
• Sentence starter - I have a pet that is ______________________. Prompt Kurtis to use one describing word to fill in the blank, then describe the pet in the following sentences.
• I will encourage Kurtis to write at least 3 sentences, reading each one to me as he writes. When he completes the writing piece I will ask him to read the entire paragraph to me. If he has trouble writing 3 sentences, I will prompt him to recall what we talked about. (Revisit our opening conversation about a pet that he has/had and the word that he used to describe it.) If needed, I will remind Kurtis about punctuation and capitalization.

 

Guided Reading: Example Lesson Plan for Early Reader (w/ Assistive Technology)

 (This lesson plan is also attached below.)

 

 David

Age 9

Label: Multiply HC, mild-moderate CP,  cognitive disability, limitedcommunication (nonverbal)

 

Communication: No speech, reliable yes/no response (points),points to pictures, points to word card choices, points to words in text,beginning to use Dynovox

 

Literacy:  Davidwill listen and attend to a picture book that is read to him. He often movesaround or looks away and sometimes stands up. He does respond to redirectionsuch as “Look at the words.” “Tracking now.”  He likes to track the print with his finger with physicalsupport. (He grasps teacher’s index finger and isolates his index finger.Gentle resistance helps him point more accurately.)

 

David appears to enjoy digital texts (e.g., Powerpoint oncomputer). During a recent informal assessment he attended through 4 differentpowerpoints, including  a ratherlengthy Powerpoint “e-book” on the Iroquois. There were ___ total slides in theIroquois book. Each slide had photos and 2-3 sentences about 4thgrade level social studies concepts. (See sample Powerpoint “Iroquois.”) David’s engagement with this morechallenging text was high.  Heappeared to look at the print as an adult helped him track with his finger andread aloud. Each time David hit the spacebar to advance to the next slide.

 

David also appears to have an extensive sight wordvocabulary. Throughout the powerpoint viewing, the assessor asked him to locatevarious words in text (e.g., longhouses, ….). He pointed quickly andconfidently. His responses to about 12 requests to find words were 100%accurate.  His special educationteacher confirmed that he can accurately select many words in whole textquickly.

 

Given David’s engagement with this more sophisticated text(equivalent to perhaps a late first grade reading level) and his apparent wordknowledge, I believe he may already be able to read new texts at hisinstructional level. Therefore, we will begin GUIDED READING INSTRUCTION dailyto further support and assess his abilities and needs in reading. We willexperiment with late first grade level texts in digital formats. David alsoseems to show a preference for nonfiction.

 

Guided Reading Lesson Plan

 

David

 

Objectives:

 

David will read a new level G book silently with visualsupport for tracking (i.e., computer  highlights eachword of text.)

 

David will demonstrate understanding of word solvingstrategy “read on and think about what makes sense” by choosing from 2 possiblechoices to solve an unknown (covered) word in the text.

 

After reading, David will complete a graphic organizer(cycle) matching graphics to key words from the text.

 

David will use his dynovox toshare one comment about the book.

 

David will use Boardmaker (whole word template) to completea sequence chart that includes key vocabulary from the book.

 

Today’s book: How do frogs grow? (Non Fiction, Level G)  Digital copy on computer in Boardmaker.

 

(Sample pages below)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Familiar Reading: David will re-read Sharing Our Earth(level F) on the computer with some support. David has read this book with ateacher several times in previous lessons. He needs to maintain visual trackingwith computer highlighting and operate adapted switch to turn the page. Teacherwill monitor for visual tracking, appropriate reading time before turning pages.

 

Book Intro: Today’s new book:How do frogs grow? (level G)

 

Display cover only.

 

David, today’s new book is about frogs and how they changefrom the time they are born until they are grown up.   People change too as we grow up. Do you ever look atyour baby pictures with mom and dad? Use your Dynovox.

 

(Yes/no)

 

I’m sure you look different now than when you were a baby.How have you changed since you were a baby?

 

(Vocab on Dynovox Big Small )

 

If necessary, prompt David toconsider big/ small on Dynovox.

 

If he chooses BIG (Yes you are big now)

If he chooses SMALL (Yes you used to be very small but notanymore.)

 

One way that frogs change isthey also get bigger. But frogs change in other ways too.

 

Show Cycle Graphic organizer with first stage (eggs) andlast (adult frog) complete with words and graphic. Frogs start out as eggs andthey change and go through different stages before they become adult frogs andlook like this.

 

Let’s look at these picturesbefore we read.

 

Picture walk—So like you these frogs are getting bigger. Butthey also look very different in some of these pictures, don’t they.

 

Strategy Mini Lesson

 

Present visual list of wordsolving strategies

 

David what are some things wecan do if we get stuck on a word while we read?

 

David uses GoTalk to “state astrategy.” Then he points to that strategy on the list.

 

Look at the picture, sound itout, look for a chunk …

 

Today I am going to show you another strategy that I usesometimes. Another thing we can do, is we can SKIP IT AND READ ON. THEN COMEBACK AND THINK ABOUT WHAT WOULD MAKE SENSE.

Watch and listen. Just to be sure that you play along, Ihave covered up the word I don’t know.

 

Open to print copy of book to pp/ 4-5. Pn p. 5 the word‘front” is covered with a sticky note. You need to look at the words and listento  me read and think.

 

Read and think aloud whilepointing to each word. (Note that David is watching text)

 

Two back legs begin to show.

Now the ____

 

Hmmm I don’t know this word.

I am going to skip it and read on. Then come back.

 

Two back legs begin to show

Now the [blank] legs start to grow.

 

What would make sense there?

 

Two back legs begin to show

Now the ____ legs start to grow.

 

Hey maybe it’s front legs. Thisfrog has front legs and back legs. I am going to try that.

 

Two back legs begin to show.

Now the front legs start to grow.

 

That makes sense.

Let’s look at the word (Uncover)  This looks like “front.” It starts with /f/.

 

SO ANOTHER STRATEGY WE CAN USE WHEN WE GET STUCK ON A WORKIS TO SKIP IT AND READ ON, THEN COME BACK AND THINK ABOUT WHAT MAKES SENSE.

 

You try one this time.

 

Turn to a new page with acovered word.

 

David read this in your head asI read it. Point and whisper.

 

Stop when you get to covered word.

David, let’s try the new strategy. Skip it, read on andthink about what would make sense.

 

Re read the whole sentence saying “blank” for the unknownword.

Present David with two possible words on the white board. Ask him if one ofthese would make sense.

 

When he points, say, Let’s try it and see.

Point while he reads with his eyes. Teacher reads aloudquiety. Ask David

 

Does it make sense? (yes/ no onDynovox)

 

If yes, uncover the word and talk about how it looks rightand it makes sense. Then restate the strategy.

 

 

SO ANOTHER STRATEGY WE CAN USE WHEN WE GET STUCK ON A WORKIS TO SKIP IT AND READ ON, THEN COME BACK AND THINK ABOUT WHAT MAKESSENSE.  Think about this new onetoday. You can also still use your other strategies—look at the picture, soundit out, look for a chunk…

 

 

 

 

Book Intro: Today’s new book: How do frogs grow? (level G)

 

Display cover only.

 

David, today’s new book is about frogs and how they changefrom the time they are born until they are grown up.   People change too as we grow up. Do you ever look atyour baby pictures with mom and dad? Use your Dynovox.

 

(Yes/no)

 

I’m sure you look different now than when you were a baby.How have you changed since you were a baby?

 

(Vocab on Dynovox Big Small )

 

If necessary, prompt David toconsider big/ small on Dynovox.

 

If he chooses BIG (Yes you are big now)

If he chooses SMALL (Yes you used to be very small but notanymore.)

 

One way that frogs change is they also get bigger. But frogschange in other ways too. Let’s look at these pictures before we read.

 

Picture walk—So like you these frogs are getting bigger. Butthey also look very different in some of these pictures, don’t they.

 

 

As you read pay attention to HOW FROGS CHANGE. Let’s look atthe first page. Here they are eggs. Then the eggs become tadpoles. They lookDIFFERENT don’t they?  Show Davidline drawings of each stage.  Let’sread the first page together. (Eggs) David show me which stage this page isdescribing.  (Present eggs andtadpole pictures) David should point to the eggs. Good—This is what goodreaders do. Think about what you are reading. Now read this page again. I wantyou to show me the word that tells us they are describing this picture (showeggs—but don’t say “eggs”0.  Davidshould re-read the sentence (you can whisper and point to words to track w/him). He should point to the word “eggs” on the page.

 

You are going to read the rest of these pages in your head.Think about what you are reading.

 

Point and track with David as hereads the next page silently.

 

Present 2-3 pictures of different stages (includingtadpoles). Ask David, “Which stage is this page describing?” He should point totadpoles. Okay—re-read and show me the word or words that tell me this page isdescribing this picture (Don’t say tadpoles). If he seems unclear or gives awrong response, re-read with him (track and whisper) and ask the questionsagain.

 

 

(Consider covering the pictures during question part? )

 

 

Discussion

 

Revisit cycle graphic organizer.

So we read that all frogs begin as eggs.

 

Let’s finish this by putting theother stages that you read about in order. 

 

After eggs, what stage camenext?  (Present 2-3 picturesincluding tadpole)

 

David points, I glue it on thepaper. Repeat for other 3.

 

Key words from book: swim,tail,  grow back legs, grow frontlegs

 

David we need to put some words with our pictures. How aboutthis stage, the tadpole? Show me the words from the book that go with thisstage. (Present 2-3: swim, tail; grow back legs, grow front legs)

 

Writing connection

 

David will complete sentences on Boardmaker using whole wordwriting template and touch screen:

 

All frogs begin as ________

 

Then they grow ___________ andcan swim.

 

Then they grow  ___________legs.

 

They they grow ________legs

 

They they are ____________.

 

 

David will use his dynovox to share a response to thebook  Present some choices. Helphim get to the correct “comment screen” first if necessary.

 

David tell me what you thought about this book. Here aresome things you could say:

 

I liked it.

 

It surprised me.

 

It was okay.

 

 

 

 

 

 

 

Structured Shared Reading Instruction: Example Lesson Plan

Student: Erika Grade: 4

 

(Note: This Structured Shared Reading lesson is only one of Erika's daily reading routines. For example, she also receives daily individualized instruction and practice in phonemic awareness and phonics: segmenting and blending words orally, rhyming, letter identification, letter sounds for consonants and some short vowels, and reading c-v-c words in isolation, using her growing knowledge of letters and sounds) 

Abilities:  Erika is an emergent reader. She is currently reading texts at Fountas and Pinnell Levels A & B. Erika brings good background knowledge on many topics (such as animals) and relies heavily on illustrations. She refers to pictures during reading (after a picture walk) to find more detail based on the text. She is able to orally retell the story when looking at the pictures. She is able to make a prediction about a book after previewing the title and illustrations.

Priorities:  Match spoken words to printed words while reading one or two lines of print, know the names of all alphabet letters (especially recognizing the differences between q / g, b / d / p, v / u, and t / f / J), use multiple strategies to decode unfamiliar words while reading whole text, focus on the text, fluency (phrasing and expression), and construct meaning (such as through prediction and checking) to aid comprehension.

Objectives:

• While using a pointer or her finger, Erika will be able to match one spoken word to one printed word while reading one line of print during echo reading.
• Erika will demonstrate increasing focus on the book she is reading instead of external distractions (such as other staff and students, other toys, books she is interested in, etc.).
• Erika will recognize and point to the repeated language used in a new pattern book. (I will draw her attention to the repetition on the first couple pages, then prompt her to notice it subsequently).
• Erika will echo read a new pattern book with fluency, emphasizing the appropriate expression for question sentences.

Familiar Reading:

Erika will read the familiar book from yesterday's lesson We Like Dogs (F&P Level: B) as independently as she is able to do while retaining accuracy. I will remind Erika to look at the book and point to the words as she reads them. If necessary, I will echo read the book and encourage her to try it a second time more independently.

Today's New Book: Kittens Level: B

Book Intro:

• I will ask Erika what a kitten grows up to be (a cat). Erika has cats as pets so she brings prior knowledge of cats to the reading. I want to emphasize the direct connection between cats and kittens.
  Let's look at the cover of the book. What's on the cover? (tree, boy/child, cats/kittens, picnic basket, fence, etc)
  Take a look through the book. What do you see? (same as cover illustration)
  What do you think the book will be about? (cats/kittens, possible personal cat story)
  What letter do you think "kitten" starts with? What's the first sound that you hear?
  Where is the word "kitten" on the cover?
• I will have Erika choose any page in the book and ask her what "?" means. If she does not identify the symbol as a question mark or that it means the sentence is a question I will read the sentence and tell her it is asking something. I will demonstrate the appropriate expression when reading question and ask Erika to repeat. I will tell Erika that she should speak like that whenever she reads a sentence with a question mark.

Reading:

• We will echo read. I will demonstrate matching the word I say to the printed word. Erika will use a pointer or her finger to point to the word she reads. I will remind Erika to read sentences that have a question mark at the end like questions.
• After we read pages 2 and 3, I will go back and draw Erika's attention to the repetitive language (Can you see ___ kittens?I see a _____.). I will ask Erika what the sentences have in common (what is the same). I will tell Erika that almost all the sentences in the story have those words, so she will be more familiar with each new page.
• If Erika skips a word I will ask her to repeat the line and emphasize that she needs to point to each word she reads.
• If Erika gets stuck on a word I will ask her what letter it starts with and what sound that letter makes. Then she will check the illustration for something that starts like the word she could not decode. If the illustration does not help then I will ask her what letter the word ends with and what sound it makes. Depending on the number of letters in the word, the initial and final sounds may be enough for her to pronounce the word. If not, she will guess a word that makes sense. I will then re-read the sentence, substituting the word Erika said and ask her if it makes sense.

After Reading: We will discuss the story. We will read the story again, encouraging Erika to focus on word by word matching and greater independence.

Writing Connection:  Erika will brainstorm a list of three-five different animals. I will scribe each animal name on the white board. I will present an open word document file on the laptop with these two sentence starters:

I see a ___.

I see a ____.

Erika will echo read these. She will choose two animals from her brainstorm list to complete the sentences. She will print the document and re-read her sentences.

 

Structured Small Group Shared Reading Instruction

Shared Reading For Explicit Instruction 

Some students who have developmental disabilities may demonstrate emergent reading abilities for a long time (even years), and may require many experiences with shared reading before they can begin to solve new texts on their own (and move on to guided reading instruction). Systematic individual or small group instruction utilizing shared reading features can offer an opportunity for more focused instruction in reading, in addition to other less formal shared reading sessions throughout each day. These structured shared reading lessons can follow the same format as guided reading instruction, with more teacher support for solving the text. For this lesson, students could use print books (and each should have an individual copy) or digital texts (with good view of the computer screen). A daily structured shared reading lesson might include all of the following components to create a predictable routine:

• Familiar reading (Student(s) re-read a very familiar text (books or chart) with some/ little teacher support)
• Book Introduction (Teacher talks with student about the topic of a new book to activate background knowledge; teacherhelps student(s) explore pictures and other features of the new text to "get ready" to read it) 
• During reading (Teacher reads a page aloud as student(s) follows along, pointing to each word; students then re-read the same page, "echoing" the teacher. At some points, teacher may prompt student thinking--connections, predictions, comments)
• After reading (Teacher facilitates talk about and response to the story/ book. This is not a quiz, but a conversation about what was read.)
• Writing connection (Teacher supports student(s) in a brief shared writing activity related to the book. This could be an individual written product or a small group generated product such as a chart story. .

 

Example Structured Shared Reading Lesson for a Small Group

Familiar Reading:

• Students re-read pattern book (individual copies) from previous day's lesson ("Dogs")--first chorally with teacher, then whisper read individually (all at once). 

Book Introduction:

Teacher provides individual copies of the same easy pattern text to an individual or small group of students. Teacher shows cover of new book and tells its title, pointing to the words, "I Can." This book is about a girl and lots of different things she can do. It made me think about things I can do, too. Let's look at the pictures and see if we can get some ideas about the story, and maybe think of things it reminds us of, too. (Teacher leads a picture walk, prompting students to think about and comment on the pictures, make connections to their experience and think about what might happen in the story.) Teacher points out a repeating pattern. She reads it aloud and says, Every page starts like this, "I can..." Students touch the words and echo read them after the teacher. Teacher asks students to point to these words on the next page and to read them.

During Reading: 

Teacher and students "Echo read" each page, pointing to each word. First, students follow along and point to each word in their books as teacher reads a page (one short sentence) aloud. Then students then "echo" teacher's reading-they re-read the same page (sentence) aloud with you, pointing to each word as they read. 

(For emergent readers, consider pattern texts where only one or a few words change each page and the pictures provide clues. ) Today's book follows this pattern and has only one sentence/page with supporting picture:

I Can

I can run.

I can jump

I can swim.

 
 

 

After Reading:  Teacher asks individual students, "What were some of the things the girl could do? Did any pages remind you of things you like to do? 

Writing Connection:

After reading aloud or shared reading, teacher presents the same pattern ("I Can" on large chart paper) and invites students to share ideas to construct original pattern sentences. First teacher models one sentence (One thing I can do is dance. So I will write that. "I can dance.") Teacher writes each student's sentence on a chart as she reads it aloud. Focus is on concepts of print, conventions of reading and writing and phonics knowledge (appropriate to student levels). Teacher points to each word and has students re-read the new sentence aloud with support (and previous cumulative sentences). 

I Can

I can dance.

I can smile.

I can

I can

I can

I can

Charts remain posted for several days for more re-reading before or after new books or during self selected reading or free time.