I am so excited!! I have FINALLY finished my Lecture guidée en maternelle pack! It has been a labour of love and on the go for a LONG time. It is 145 pages long!
I must admit that, out of everything I teach, guided reading has taken me the longest to figure out. I feel like I am a pro at teaching math and writing, especially, but I had a hard time getting myself organized when it came to guided reading. By the end of the year, most of my students could/can read, but I just didn't feel like I was organized and like I was teaching them in the most effective way. My lessons and text selection were often done on the fly.
But this year is different! My personal objective for this year was to figure out guided reading for once and for all, and I think I have done it. I am excited to share with you what I have spent the past 3+ years figuring out!
First of all, here is a schedule of how my guided reading block runs. I have time to see 2 groups per day, and each group stays with me for 15-20 minutes. The rest of my kids are doing centres at this time.
As I am sure you all know, in order to become successful readers, students need to be able to use 3 sets of clues to figure out unknown words. They need to rely on visual clues, they need to think about what would make sense, and they need to use what they know about language and sentence structure (for example, replace a noun with a noun because that sounds right). A great teacher once told me that reading is kind of like an orchestra - students need to use all 3 sets of clues together in order to make sense of what they are reading and to figure out unknown words correctly. But how do you teach your students to do that?? Especially when they are 5? Answer: with animals!
I have read a LOT of teacher blog posts about guided reading, trying to figure out how to best teach my kinders. I have noticed that a lot of them use animals (the "beanie baby method") to teach their students seven essential strategies. Such a great idea! 5 year olds love animals and need a visual anchor when they are trying to use strategies on their own. However, I couldn't find anything like it en français (story of my life! #amirite?!). So, I adapted it myself and came up with this:
7 animals to teach 7 reading strategies. And they rhyme! If, by the end of the year, your students can use these strategies to help them figure out unknown words, they will be using all 3 types of clues and will be reading rock stars! And guess what? I have a FREE copy of the above poster to use in your classroom along with a guided reading cheat sheet of activities for each strategy to give to you!
Want the guided reading cheat sheet? Just CLICK HERE or on the image below to sign up, and I will email it to you!
This is how I teach each strategy/what each animal means:
1. Regarde partout avec le hibou
The owl will remind students to look at the picture for clues to what the unknown word could be. This strategy is perfect for those level 1 books with predictable text! Students will be able to read the predictable part of the story, and then check the picture for an idea to what the unknown word will be. By looking at the picture, they are thinking about what would make sense based on visual clues to finish the sentence.
2. Prépare ta bouche avec la mouche
The fly reminds students to get their mouth ready to make the beginning sound of the unknown word. Then they can use the beginning sound + the picture to come up with a word that makes sense. This strategy is really helpful when students say things like "Je mets mes souliers" when they book says "Je mets mes bottes". Both make sense when the student looks at the picture, but when they get their mouth ready to make the /b/ sound in bottes, they will know that the word can't be souliers. This strategy can be taught once students know a good chunk of the letters of the alphabet and their beginning sounds.
After I teach this strategy, but before I move into the next one, I like to get my students practicing listening for and segmenting sounds in words. We do this during our Étude de mots time during our lecture guidée block, after we have read our book. When I introduce this idea, I don't use letters yet - it is totally oral. I find that my students often struggle hearing multiple sounds in words without a lot of practice, especially if French is their second language. Adding letters to the mix right away takes the focus off of just listening, and adds a whole new degree of difficulty. So, how do I practice listening for sounds and segmenting/blending words without letters? With snake mats and manipulatives!
In my lecture guidée pack, you will find a collection of cards that show a picture of an object that has 2-3 phonemes (I personally printed them in black and white on coloured card stock - yellow for two phonemes and blue for 3, but they are available in colour as well). There are also snake mats with 2-3 squares on them. I get my students to draw a card and name the picture out loud (in this case a « rat »).
Then, they identify the first sound and say it (rrrrrrrrrr) while sliding up the first manipulative. In these pictures, we are using magnetic Bingo chips that I ordered from Amazon. They are our favourite! You can also use seasonal erasers, regular Bingo chips, or anything else they can slide.
Next, each student says the second sound (aaaaaaa), and slides up the second manipulative. This part can be really tricky, and I often have to get my students to do it over and over until they really segment it properly! They often want to say « rrrrrrr, rrrrrraaaa » and blend too soon. It's really important that they segment each sound! This big time helps them hear multiple sounds in words when they are writing.
Finally, they blend the word together and say the whole thing: « rat! ». I have magnetic "magic" wands that I also got from Amazon that they use for this part. When they sweep the wand from left to right, blending their sounds, the wand picks up their Bingo chips. It is truly magical hahaha. They get so pumped!! If you are using another kind of manipulative, they would sweep their hand left to right, picking them up while blending the word.
Once they get really good at 2 phonemes, we move onto 3! You can also do this activity with slinkies. They pull the slinky apart while segmenting, then push it back together to blend. Another big hit!
3. Étire le mot lentement avec le serpent
Now we are getting into decoding. This takes LOTS of practice. Unfortunately, in French, there are far fewer simple, common words that students can practice decoding that don't have silent letters and sons composés. I start with two letter words (which happily there are quite a few of). I like to use magnetic letters on a cookie sheet for this. Mine are colour coded - blue for consonants, red for vowels. I give them a few letters (for example a, v, t, m, s) and ask them to put all the blue letters on one side of the sheet and the reds on the other. Then I say a word out loud (va). They repeat the word s-l-o-w-l-y like a snake, and slide the correct letters together. You can also use the snake mats and white board markers and get your kiddos to write the letters they hear, one at a time, if you don't have magnetic letters.
At this time, I also introduce a couple of sons composés that my students will see in their books - usually on and ou to start. I do the same activities with the snake mat. I keep the son composés in one square even though there are two letters, because together they make one phoneme. After we make a few words, I get my students to pick 3 that they can read and they write them in their snake booklet.
4. Trouve les parties avec la chenille
This is when I show my students how to read words in parts. We practice looking for other sons composés, and we practice reading words in syllables. This is such an essential strategy when they start reading longer words! It is SO MUCH EASIER to read "salade" like "sa-la-de" instead of like "/s/-/a/-/l/-/a/-/d/-/e/" - the poor kiddos will forget all the sounds they have read!
5. Essaie un autre son avec le chaton
Happily, in French, their aren't too many letters that make more than one sound, unless they are part of a son composé. However, when we get to this strategy, I get my students to practice reading words with hard and soft c and g. We practice reading words with both possible sounds and decide together which would make sense. I like using sorting games and puzzles for this!
6. Saute le mot malin avec le lapin
Sometimes, it's more efficient to think of a word that would make sense than to decode a word using its letters. If a word is really tricky for a student, they may be able to skip the word, finish the sentence, and then go back and try a word that makes sense. Of course, it is essential that you teach them that they can't just skip it and finish the book - they need to go back and try a word out! A fun way to practice this strategy is to cover a few words in their book with a piece of paper. Get them to read the rest of the page and think about what word would make sense in that place. I like to get them to write down the sounds they hear in their guess on a white board, and then check through the word once they take the paper off and see if they were right. If not, I get them to use their new clues (the letters of the uncovered word) to make another guess that makes sense. You can do this same activity with the mouche by covering a word except for its first letter!
7. Essaie un autre mot avec l'escargot
This strategy is for when a student gets big time stuck. They have tried everything else and just can't figure out what the tricky word is. Sometimes, this is going to happen. But we don't want our students to get stuck on an impossible word forever and refuse to continue their reading until someone comes and helps them! We want them to be independent. Sometimes, they just aren't going to know the exact word... but they should be able to think of another word that would make sense. Students can use the structure of the sentence and their knowledge of language to replace the unknown word with something else that doesn't take away from the meaning of the text. Then they can continue reading and ask for help from an adult at another time. For example, if the book they are reading said "J'aime mes moufles rouges!" and they student had never heard the word moufles before and couldn't decode it, tried skipping it and coming back but their guess didn't match up, etc., they could look at the picture, see that the characters mittens are red, know that it would make sense to say "J'aime mes mitaines rouges!" say that instead, and continue reading. Then later they could check with an adult what that word was.
I like to always, always also remind my students of 3 questions to ask themselves when they are reading: Does it make sense? Does it look right? Does it sound right? If the answer to any of those questions is no, they need to try one of their strategies! We don't want our students rushing through their reading and not noticing when they have made a mistake. They need to be thinking about the sense of what they are reading all. the. time! To help with comprehension, I question them before, during, and after their reading, and sometimes we play games. I have a little pack of guided reading cards that I keep with me to remind myself of questions to ask them. It can be hard to think on the fly!
Rather than drill them with interview questions after we read, I have some spinners and dice that we use to pick a question or two to answer each time.
To keep all of this organized, I have a lecture guidée binder and a set of drawers. My binder is just a 1" binder from Costco. In it, I have a tab for each group, and a tab for each student. I also have a tab for my weekly plans. There are lots of ways to organize your planning, but here is what I do!
First, I have a sheet to keep track of my groups. My guided reading groups are pretty fluid - when someone is no longer a good fit for their group, I move them to another. Right now I have 5 groups, but later in the year, I may have 6... or even 4! I keep this sheet in a plastic sleeve and write my students' names with Sharpie. I can wipe it off using hairspray (#protip) if I need to move someone. I use colours to keep track of my groups, and I let my group with the most needs choose their colour first.
|My groups on the sheet are in no particular order|
|After each lesson, I add notes with a different colour of pen if needed|
I also do a fiche de lecture each time I give my kiddos a new book, so it is easy for me to see who needs to sit by me so I can hear them read, and it helps me not miss anybody! These sheets go behind each students' tab. They help me make sure that I am giving them books to read at their instructional level, and see at a glance what they need to work on. I like to use my own sheet, rather than the one provided by my school board, because it has a place where I can circle which strategies my student used. It makes it so easy to see their next step!
|Ignore my hen scratching/grammatical error haha|
I use colours for my groups, but in my TPT product, I have included multiple options for grouping your kiddos :)
Everything that you see in this blog post can be found in my new TPT product : Lecture guidée en maternelle! It is specifically designed for kinders in mind, because they haven't learned any strategies yet, but can of course be used for grade ones as well! It comes with...
- Reading strategy posters
- Cards/bookmarks to reinforce using their newly learned strategies at home
- Tips, tricks, and ideas for how to structure your guided reading lessons, as well as questions to ask your students and things to say when they get stuck
- Comprehension activities, questions, and games
- Word work activities and games (blending, segmenting, reading words in parts, try another sound, etc.)
- Lesson plan forms and running record sheets
- Organization tips
- and MORE!
If you have any questions at all, please let me know in the comments! Happy reading!