Programs and Projects
Guided Reading and Writing with Deaf and Hard of Hearing Children
INTRODUCTION:
Guided Reading and Writing is an approach to word and language
study where, under the guidance of a teacher, small groups of students
read books that are just a little harder than those they can read
on their own. The teacher assists the students in developing fluency,
confidence, and insights into themes, styles, divergent opinions,
and various forms of literature. It is one of the nine
areas of literacy at the Laurent Clerc National Deaf Education
Center at Gallaudet University.
“Guided reading and writing occur when the teacher guides
students in discussing and exploring the reading process so that
students can develop literacy skills, and later apply what they
learn when they read and write independently….most of the
time the teacher's role is to invoke students' responses based on
their own thoughts and opinions about the reading process.”
- Stephanie Malik, Teacher
OVERVIEW:
The Role of the Educator Is:
- to work with small groups of students at their instructional
level;
- to observe, coach, prompt, and evaluate the students’
reading processes;
- to model strategies and provide practice on solving comprehension
breakdowns;
- to use activities such as word walls to promote students’
word recognition and spelling; and
- to document and adjust groups throughout the year.
What Observers Will See:
- small groups of students working with an adult;
- educators regularly evaluating student performance;
- students using a variety of ways to comprehend texts, such as
visualizing, clarifying, feeling, summarizing, predicting, questioning,
and reflecting;
- educators asking questions that allow for varied students responses
and interpretations; and
- a print-rich environment.
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HOW IT WORKS:
Guided Reading Stages:
Guided reading and writing develops a process of predicting, sampling,
and then confirming or correcting. Various reading strategies are
taught explicitly to students.
Before Reading
- Elicit prior knowledge
- Build background
- Introduce the book
During Reading
- Picture walk through the book
- Educator reinforces reading strategies
- Students read to practice reading strategies
After Reading
- Reflect on reading strategies
- Build comprehension
a. discuss the story
- Extend the reading
a. respond through writing
b. respond through visual learning
- Read independently
CLASSROOM APPLICATION:
At the Kendall Demonstration Elementary School and the Model Secondary
School for the Deaf at the Laurent Clerc National Deaf Education
Center, Galludet University, a Book Leveling Correlations for Guided
Reading was set up. Guided Reading libraries with circulating collections
of six-book sets for each title were established at the two schools.
ABOUT GUIDED READING AND WRITING:
LITERATURE CIRCLES
MATERIALS
Guided Reading: Levels
A to Z (PDF, 40KB)
The Book Leveling
Correlations for Guided Reading (PDF, 29KB)
On this chart, the second column from the left shows Guided Reading
levels represented by letters of the alphabet.
A GOOD PLACE TO START:
The Literacy Team suggests:
Pick books that fit the theme. For students reading in the 1st
grade instructional level, use a book like Martin Luther King,
Jr. Day by David R. Marx (level H). If the students are reading
at the end of 2nd grade instructionally, use a book like A Picture
Book of Martin Luther King, Jr. by David A. Adler (M). When
a group of students instructionally are reading at the 6th grade
level use a book like Martin Luther King by Harry Harmer
(T). With a group of students reading with help at the 8th grade
level, use a book like The Day Martin Luther King, Jr. Was Shot
by Jim Haskin (Y).
Good Books to Read and Discuss with Colleagues Include:
Fountas, Irene C. and Gay Su Pinnell. 1996. Guided Reading:
Good First Teaching for All Children. Portsmouth, NH: Heinemann,
ISBN 0-435- 08863-7.
Fountas, Irene C. and Gay Su Pinnell. 2001. Guiding Readers
and Writers: Teaching Comprehension, Genre, and Content Literacy.
Portsmouth, NH: Heinemann, ISBN 0-325-00310-6.
Schulman, Mary Browning and Carleen Dacruz Payne. 2000. Guided
Reading: Making It Work. New York: Scholastic, ISBN 0-439-
11639-2.
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CLERC CENTER RESOURCES:
Guided
Reading & Writing: Learning How to Learn (Perspectives,
May/June 1999)
Guided
Reading: A Sample Lesson (Perspectives, May/June 1999)
Guided
Writing: A Sample Lesson (Perspectives, May/June 1999)
Editing
and Revision Checklist (Perspectives, May/June 1999)
Guided
Reading & Writing Workshop (The Clerc Center Connection,
October 2000)
A List of Some Guided Reading Books from the Clerc Center
Libraries:
Some A- to Z-Leveled Books Available
in the Guided Reading Libraries of the Model Secondary School for
the Deaf and Kendall Demonstration Elementary School (PDF, 229
KB)
WHAT’S HAPPENING AT THE CLERC CENTER:
Reading is one of the most important building blocks in our lives
and all children learn how to read in school. Guided Reading and
Writing is one important instructional strategy to use regularly
to teach reading and writing. Guided Reading has been found to assist
many hearing children with the development of their reading skills
(Browning Schulman and DaCruz Payne, 2000; Cunningham, Hall, and
Cunningham, 2000; Fountas and Pinnell, 1996, 1998, 1999, 2000; Opitz
and Ford, 2001). However, there is little research on how Guided
Reading is used with deaf and hard of hearing children.
The Clerc Center identified guided reading and writing
as an important component in a balanced literacy program. We are
looking at a five-year project to study guided reading and writing
with deaf and hard of hearing children and young adults at the
Kendall Demonstration Elementary School and the Model Secondary
School for the Deaf on the campus of Gallaudet University.
A team of teachers/researchers, staff, and a university professor
are looking at the practice of Guided Reading and Writing with hearing
children. They are experimenting on how to apply the strategies
with deaf and hard of hearing children and young adults. There are
also discussions happening on-line and in meetings to find out how
Guided Reading and Writing can work with students who are deaf and
hard of hearing.
During the process, we will attend a variety of trainings and workshops
across the region. In addition, we will be taking several on-line
courses. During those activities, we will meet regularly to discuss
Guided Reading and collaborate to disseminate information across
the country to programs that serve deaf and hard of hearing children.
Project Team Members
Dr. Laurene Gallimore, Dept. of Education, Gallaudet University
Richard L. Jeffries, Jr. - Literacy Specialist, Clerc Center
Lori-Leal Johnson – English Language Development Teacher/Researcher
Gabrielle Jones - Teacher/Researcher, Team 6/7/8
Kelly Junc – Team Leader, Team 4/5
Margaret Klotz - Teacher/Researcher, Team 10
Rona Lev – Team Leader, Team 9
Jennifer Nasukiewicz - Teacher/Researcher, Team 12
Gloria Pagan - ESL Specialist, KDES
Lisa Pershan - Teacher/Researcher, Team 1/2/3
Francisca Rangel - Teacher/Researcher, Team 4/5
Ann Lynn Smith - Teacher/Researcher, Team 6/7/8
Darnell Woods – Teacher/Researcher, Team 12
For more information, please contact Richard
Jeffries, Literacy Specialist, or Nancy
Berrigan ,
Literacy Coordinator.
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SUPPORTIVE RESEARCH AND DESCRIPTIVE
LITERATURE:
Clay, Marie M. 1991. Becoming Literate: The Construction of
Inner Control. Portsmouth, NH: Heinemann.
Clay, Marie M. 1991. Introducing a New Storybook to Young Readers.
The Reading Teacher, 45, pp. 264-273.
Fountas, Irene and Gay Su Pinnell. 1996. Guided Reading: Good
First Teaching for All Children. Portsmouth, NH: Heinemann..
Fountas, Irene and Gay Su Pinnell. 2001. Guiding Readers and
Writers (Grades 3-6): Teaching Comprehension, Genre, and Content
Literacy. Portsmouth, NH: Heinemann.
Fountas, Irene and Gay Su Pinnell. 1999. Matching Books to
Readers: Using Leveled Books in Guided Reading, K-3. Portsmouth,
NH: Heinemann.
Hornsby, David. 2000. A Closer Look at Guided Reading.
Armadale, Victoria, Australia: Eleanor Curtain Publishers.
Pinnell, Gay Su and Irene Fountas. 2001. Leveled Books for
Readers, Grades 3-6: A Companion Volume to Guiding Readers and Writers.
Portsmouth, NH: Heinemann.
Pinnell, Gay Su, and Irene Fountas. 1998. Word Matters.
Portsmouth, NH: Heinemann.
Routman, Regie. 1991. Invitations: Changing as Teachers and
Learner K-12. Portsmouth, NH: Heinemann.
Schulman, Mary Browning. 2000. Guided Reading: Making It Work.
New York: Scholastic.
Wong, S. D., L. A. Groth, and J. D. O’Flahavan. 1994. Characterizing
Teacher-Student Interaction in Reading Recovery Lessons. National
Reading Research Center Report No. 17, National Reading Research
Project at the Universities of Georgia and Maryland.
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WEB RESOURCES:
Balanced Literacy
Workshop Guided Reading Resources
Books for
Teachers: Reading, Guided Reading, Reader's Workshop
Components
of Effective Reading & Writing Instruction K-8
Focus
Session: Guided Reading Using the Fountas and Pinnell Method
Guided
Reading
Guided
Reading
Guided Reading
and Writing Leveled Book Database
Guided
Reading: the Key…
Literacy
Live: Planning and Assessment: Guided Reading/ Writing Targets
Putting It All
Together: Guided Reading in a Comprehensive Literacy Classroom
Reading
Language Arts: Guided Reading
Sample
Lesson: Dinosaurs
Whole
Class, Partner and Small Group Formats
Some Publishers of Guided Reading and
Writing Resources:
Benchmark
Education
Carolrhoda
Dominie
Press, Inc.
Heinemann
Newbridge
Pelican
Raintree
Rigby
Scholastic
Steck-Vaughn
Sundance
Wright
Group
Zaner-Bloser,
Inc.
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BIBLIOGRAPHY:
Atwell, N. In the Middle: New Understandings About Writing,
Reading, and Learning. Porstmouth, NH : Boynton/Cook, c1998.
Burns, B. & Johns, J.L. Guided Reading: A How-to For All
Grades. Arlington Heights, IL : Skylight, c2001.
Feagin, E. Guided Reading Books for the Emergent Reader: Reproducible,
Take-Home Books. Gainesville, FL: Maupin House, c1997.
Fountas, I. & Pinnell, G.S. Matching Books to Readers:
Using Leveled Books in Guided Reading, K-3. Portsmouth, NH:
Heinemann, c1999.
Fountas, I & Pinnell, G.S. Classroom Management for Guided
Reading [online course]. Lesley University, The Ohio State
University. http://www.heinemann.com/shared/products/SPCM1.asp
Fountas, I. Guiding Readers and Writers (Grades 3-6): Teaching
Comprehension, Genre, and Content Literacy. Portsmouth, NH:
Heinemann, c2001.
Malik, S. Guided Reading & Writing: Learning How to Learn.
Perspectives in Education and Deafness, 17:5 (May/June
1999).
Miller, A. K. Book Steps: Leveled Trade Books for Guided Reading,
Independent Reading, and Authentic Assessment. Winnipeg, Manitoba:
Portage Main Press, c2000.
Opitz, M. Reaching Readers: Flexible and Innovative Strategies
for Guided Reading. Portsmouth, NH: Heinemann, c2001.
Physical Science: Guided Reading and Study Workbook. Prentice
Hall, c2001.
Pinnell, G.S. Guided Reading: Good First Teaching for All Children.
Portsmouth, NH: Heinemann, c1996.
Pinnell, G.S. Leveled Books for Readers, Grades 3-6: A Companion
Volume to Guiding Readers and Writers. Portsmouth, NH: Heinemann,
c2001.
Rog, L.J. Guided Reading Basics: Organizing, Managing, and
Implementing a Balanced Language Program in K-3. Stenhouse
Pub., c2003.
Saunders-Smith, G. The ultimate guided reading how-to book:
Building Literacy Through Small-Group Instruction. Tucson,
Ariz.: Zephyr Press, c2003.
Schleper, D. R. Prereading Strategies. Washington,
DC : Gallaudet University, c1992.
Schulman, M.B. Guided Reading: Making It Work. New York:
Scholastic, c2000.
Tompkins, L. Guided Reading and Writing: A Role for Parents
in Leading Children to Literacy. Odyssey,
(Summer 2000), 18-21.
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