Guiding Students to Effectively Apply Reading Strategies

Using
Macmillan/McGraw-Hill Treasures Reading Program
Workshop for Grades 4- 5, Arlington Heights SD 25
October 10, 2008
Agenda

I. Introduction: Factors that Result in Good Reading Comprehension

A. What we have been doing right

B. Differences between Traditional Groups and Guided Reading Groups

C. Components of a Guided Reading Lesson

II. Instructional Support Provided in Treasures for Guided Reading

A. Basic Guided Reading Lesson

B. Using each of the 3 selections for the week

(Vocabulary, Main Selection, Informational Text)

C. Using the Leveled Readers

III. Grouping for Instruction

A. Decisions in grouping (Literacy Work Stations)

B. Management of groups and rotation options

Managing Small Groups: A How-to Guide

C. What the other students might be doing

IV. Beginning and Sustain Appropriate Instruction

A. Questioning the text

B. Providing for those students who are above “Beyond”

Theme Projects, Cross-Curricular Projects, Creating Foldables, Literacy
Workstation Books, Research and Inquiry, Develop their own QAR’s, Self-
selected Reading, Classroom Library Selections, Additional Reading from Theme
Bibliography, Independent Literature Circles, Novels, etc.

V. Summary: Use of PMI Frame

VI. Ideas into Action

Julie A. Perry, Ed. D.

Educational Consultant
Macmillan/McGraw-Hill