Rituals and Routines - Denver Public Schools



DPS Literacy Program – Special Education Center Program Teachers

Best Practices: Guided Reading for Emergent & Early Readers

(This rubric has been modified in bold print to reflect the unique needs of special education students in center programs)

| |Getting Started |Developing |Highly Effective |

|Grouping |Teacher groups students using beginning |Teacher’s grouping is flexible, using |Teacher‘s grouping is flexible, using instructional reading levels, |

| |of the year assessments, such as |instructional reading levels as determined by |language levels and analysis of strategies as determined by ongoing |

| |Observation Survey, DRA, QRI, or EDL, or |ongoing assessment, or other appropriate |assessment, or other appropriate assessments. (reading conferences, |

| |other appropriate assessments. |assessments. (reading conferences, running |running records). |

| |Groups no larger than 6 (smaller for |records) |Teacher reflects frequently on how students are grouped. |

| |Early Emergent students). | | |

|Text Selection |Teacher selects text for approximate |Teacher selects text for appropriate |Teacher selects text based on students’ instructional level, their |

| |instructional reading level of students. |instructional reading level as determined by |language level, and their known words, strategies and concepts. Text |

| | |reading conferences and ongoing assessment. |provides opportunities to address lesson focus and individual and group|

| | | |needs. |

|Selection of Focus Strategy |Teacher selects skills that are |Teacher selects skills and strategies that |Teacher selects strategies that students need as identified by reading |

| |identified for that instructional level. |students need as observed during the lesson. |conferences, writing conferences, and analysis of running records (use |

| | | |of cue systems and strategies), and information from the student’s IEP.|

|Book Introduction |Teacher guides students through a picture|Teacher gives the “gist” of the story and has |Teacher gives the “gist” of the story and has students make connections|

| |walk and connects the book to their prior|students make connections to their background |to their background knowledge. If appropriate, teacher uses realia and|

| |knowledge. |knowledge. Teacher guides students through the|pictures to support connections. |

| | |picture walk, attending to words of possible |Teacher guides students through the picture walk, attending to |

| | |difficulty. |anticipated difficulties, highlighting key concepts, and directing |

| | | |attention to complexities of language structure and literature |

| | | |concepts. Teacher elicits or implants language and allows students to |

| | | |practice unusual language structures orally. |

|Reading the Book |Teacher reminds students to use a couple |Teacher reminds students of the variety of |Teacher reminds and reinforces strategies based on students’ cutting |

| |general strategies. |previously demonstrated strategies they can use|edge (their next step), which is determined by close observation and |

| | |when they come to an unknown word. Students |analysis of running records. Students can articulate strategies. A |

| | |can articulate strategies. |chart of strategies (with icons) that teacher and students have created|

| | | |together is available as a visual reference. |

| | | | |

| |Each student has a copy of the book and | | |

| |reads the whole text, simultaneously but | | |

| |not chorally. Students reread the book | | |

| |as time permits. | | |

| | | | |

| |Teacher listens and observes as students |Teacher listens to individual students read and|Teacher moves around and listens to individual students read and takes |

| |read. |prompts them at the point of difficulty. |notes on their strategies. Teacher uses focused prompts based on |

| | | |observed and assessed patterns of response. |

|Discussion and Comprehension|Teacher asks questions and/or students |Teacher encourages discussion connected to |Teacher encourages discussion that allows students to make connections |

|Tasks |retell story. |students’ predictions and to their experiences.|and to use higher order thinking skills and accountable talk (only if |

| | |Accountable talk may be used (only if |appropriate based on the individual student’s cognitive, developmental,|

| | |appropriate based on the individual student’s |and social-emotional needs and abilities).. There is student-student |

| | |cognitive, developmental, and social-emotional |interaction. |

| | |needs and abilities).. | |

|Extensions and Connections |Phonemic awareness tasks | | |

|to: |Writing letters and high freq. words | | |

|Phonemic Awareness |Cloze activity with a patterned sentence | | |

|Phonics |from the book. | | |

|Fluency |Rereading the book for fluency. |Teacher uses interactive writing and cut-up | |

|Vocabulary | |sentences to reinforce skills and strategies. | |

|Writing | | | |

| | |Students write using the pattern from the book.| |

| | | | |

| | |Students use magnetic letters and whiteboards | |

| | |to practice skills (letters, high frequency |Teacher has planned phonemic awareness/phonics lessons that are based |

| | |words, onsets & rimes). |on systematic word study and not just on the words in the book. |

| | | | |

| | |Teacher and students may do some shared or |Teacher finds related readings for students by using books at the same |

| | |guided writing together related to the book. |level with similar vocabulary, language structures, and concepts. |

| | | | |

| | |Teacher rereads the book with the students to |Teacher may do shared or guided writing with the students related to |

| | |practice reading for fluency. |the book. On their own, students may sometimes write responses to the |

| | | |reading and draw pictures in the response journals. Students may work |

| | | |in pairs to do this to encourage oral language use. |

| | | | |

| | | |Teacher guides students in practicing reading for fluency using choral |

| | | |reading, echo reading, or taped reading. Students sometimes time |

| | | |themselves and keep track of their progress. |

3/1/05 Denver Public Schools Department of Student Services

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