GRFF2 TG Whole Book

GUIDED READING Fiction Focus, 2nd Edition Level Title Series Author Genre Comprehension Phonics and Word Writing Technology Strategies Study Options GR09_TG_142-154.indd 151 R Midnight Fox, The Betsy Byars Realistic Fiction http://www.betsybyars.com Alexander Stadler Fantasy Understanding Setting Context Clues expository R Julian Rodriguez Episode Julian Rodriguez Understanding Point descriptive http://www.njcu.edu/CILL/vol2/sadow.html. One: Trash Crisis on of View Suffixes expository http://www.nps.gov/bowa/historyculture/the- Earth Understanding Character list great-educator.htm Understanding http://www.scholastic.com/teachers/books/ R More Than Anything Else Marie Bradby Historical Fiction Compare and Contrast Personification descriptive touch-blue-by-cynthia-lord/ Understanding Theme Reading Suffixes narrative http://pbskids.org/itsmylife/school/ R Touch Blue Cynthia Lord Realistic Fiction Making Predictions Recognizing Synonyms narrative teststress/index.html Recognizing Compare and Personification expository R Report Card, The Andrew Clements Fiction Contrast Reading Suffixes expository http://www.autismsource.org/ Visualizing Diphthongs ou, ow narrative R Rules Cynthia Lord Realistic Fiction Identifying Problem and Figurative Language: expository http://www.webenglishteacher.com/white.html Solution Metaphor narrative www.presidentialpetmuseum.com/ R Trumpet of the E.B. White Fantasy Understanding Character Figurative Language: expository whitehousepets-1.htm Swan, The Similes narrative www.library.upenn.edu/exhibits/rbm/ Kathryn Gibbs Davis Informational Text Identifying Cause Suffixes -er, -or narrative anderson R Wackiest White and Effect Latin Word Roots expository House Pets Pam Muñoz Ryan Biography Drawing Conclusions Word Parts expository http://www.webenglishteacher.com/ Making Predictions narrative creative.html R When Marian Sang Virginia Frances Schwartz Realistic Fiction graphic http://www.classicsforkids.com/teachers/ Understanding Theme organizer; lessonplans/beethoven/ S 4 Kids in 5E & Barbara Nichol Historical Fiction Identifying Plot descriptive http://kidshealth.org/parent/medical/ 1 Crazy Year Virginia Hamilton Realistic Fiction Understanding letter cancer/cancer_leukemia.html. Ann M. Martin Fiction Historical Content descriptive S Beethoven Lives Upstairs Understanding Plot descriptive http://www.hsus.org/pets/animal_shelters/ Visualizing letter http://pbskids.org/itsmylife/friends/friendsfight/ S Bluish Generating Questions narrative article2.html Identifying Cause persuasive www.timeforkids.com/TFK/teachers/aw/wr/ S Dog’s Life, A: The and Effect main/0,28132,702661,00.html Autobiography of Sharon Creech Realistic Fiction Uncovering Text Structure Understanding Idioms narrative a Stray Understanding Plot Suffixes -ion, -tion, -ation descriptive www.americanrevolution.com. Carmen T. Bernier-Grand Realistic Fiction Making Inferences Unfamiliar Words expository S Granny Torrelli Reading Multisyllabic letter http://pbskids.org/kws/parentsteachers/ Makes Soup Dennis Brindell Fradin Social Studies Nonfiction Words graphic aid Synonyms narrative http://www.iditarod.com/teachers/ S In the Shade of the Dan Gutman Realistic Fiction Context Clues descriptive http://www.educationworld.com/a_lesson/les- Nispero Tree Using Proper Nouns expository son115.shtml Gary Paulsen Autobiography Compound Words expository http://reta.nmsu.edu/modules/longwalk/default. S Let It Begin Here! Context Clues graphic aid htm Skills and Strategies Chart 151 Janet Tashjian Realistic Fiction Suffix -ion persuasive S Million Dollar expository www.teachingbenfranklin.org 11/21/17 12:20 PM Shot, The Nancy M. Armstrong Historical Fiction persuasive letter www.scholastic.com/blueballiett S Puppies, Dogs, and Blue James Cross Giblin Biography narrative Northers expository http://www.mysterynet.com Blue Balliett Realistic Fiction/Mystery graphic aid S Tru Confessions narrative Emily Rodda Mystery descriptive T Navajo Long Walk graphic aid T Amazing Life of Benjamin Franklin, The T Chasing Vermeer T Dirty Tricks (Raven Hill Raven Hill Mysteries (#5) Mysteries #5)

152 Skills and Strategies Chart Level Title Series Author Genre Comprehension Phonics and Word Writing Technology Strategies Study Options GR09_TG_142-154.indd 152 Jenny Lombard Realistic Fiction http://www.nytimes.com/learning/general/spe- T Drita, My Homegirl Comparing and Informal Language graphic cials/kosovo/lessons.html Realistic Fiction Contrasting organizer/ T Fair Weather Richard Peck Biography Colloquialisms and Idioms descriptive; http://xroads.virginia.edu/~ma96/WCE/title.html Andrea Warren Science Fiction Reading Informal Speech Idioms narrative T Orphan Train Rider: One Nancy Etchemendy Realistic Fiction Prefixes descriptive http://www.orphantraindepot.com/ Boy’s True Story Sharon Creech Mystery Identifying Problems and Figurative Language letter Biography Solutions descriptive http://www.pbs.org/wgbh/nova/time/ T Power of Un, The Realistic Fiction Understanding Cause narrative http://www2.scholastic.com/browse/ Fantasy and Effect graphic aid collateral.jsp?id=337_type=Contributor_ T Replay Graphic Novel Understanding Theme narrative typeId=1811 Realistic Fiction/Mystery narrative Realistic Fiction Understanding Setting persuasive www.kidsreads.com/authors/au-avi.asp Realistic Fiction www.nationalgeographic.com/xpeditions/activi- T Something Upstairs Avi Realistic Fiction Understanding Compare Difficult Words expository ties/10/marcopolo.html Fantasy and Contrast Latin Roots persuasive http://www.nea.org/neatodayextra/ U Adventures of Marco Russell Freedman Realistic Fiction Understanding Point Synonyms persuasive mathfun.html Polo, The Shelley Pearsall Social Studies Nonfiction of View Context Clues expository Realistic Fiction Understanding Text Compound Words narrative http://www.scholastic.com/charliebone/index.htm U All of the Above Fantasy Structure Suffixes -er and -est expository http://www.ncte.org/pubs/chron/ Historical Fiction Understanding Text Multisyllabic Words descriptive highlights/122031.htm U Charlie Bone and the Charlie Bone Jenny Nimmo Social Studies Nonfiction Structure Synonyms narrative Invisible Boy Mystery Understanding Characters Colloquialisms expository http://kclibrary.lonestar.edu/decade50.html Synonyms narrative http://www.alz.org/living_with_ U Creepy Creatures Goosebumps Graphix (#1) R.L. Stine Fairy Tale Understanding Point Varying Words With expository alzheimers_just_for_kids_and_teens.asp (Goosebumps Graphix) of View Prefixes and Suffixes descriptive www2.scholastic.com/browse/article. Understanding Text Multisyllabic Words expository jsp?id=3751211 U Ginger Pye Eleanor Estes Structure Suffixes narrative www.jiskha.com/social_studies/ Recognizing Events Compound Words expository psychology/rumors.html U Graduation of Jake Barbara Park Difficult Words narrative http://edsitement.neh.gov/view_lesson_ Moon, The Angela Johnson Drawing Conclusions Root Words descriptive plan.asp?id=387 Context Clues narrative http://www2.scholastic.com/browse/ U Heaven Compare and Contrast descriptive collateral.jsp?id=972 poetry U Nothing But the Truth: A Avi Using Cause and Effect narrative http://www.archives.gov/education Documentary Novel Kate DiCamillo expository http://www.uwex.edu/ces/gprg/qandas. Understanding Cause persuasive html#emotion U Tale of Despereaux, The and Effect expository Understanding Problem descriptive www.grimmstories.com GUIDED READING Fiction Focus, 2nd Edition U Tangerine Edward Bloor and Solution narrative http://www.laguardiawagnerarchive.lagcc.cuny. Generating Questions narrative edu/eriecanal/ 5/29/12 10:14 AM V Bill of Rights, The Lucia Raatma descriptive Understanding Main Idea narrative www.ellisisland.org/ V Becoming Naomi León Pam Muñoz Ryan and Details graphic aid Understanding Character expository http://www.kidsloveamystery.com/ V Birdwing Rafe Martin narrative www.readwritethink.org/lessons/lesson_ Understanding Character narrative view.asp?id=42 V Desperate Journey Jim Murphy expository V Ellis Island Cornerstones of Freedom Judith Jango-Cohen V Fall of the Amazing Tracy Mack and Michael Similes expository Zalindas, The (Sherlock Citrin descriptive Holmes/Baker Street Philip Pullman Irregulars) V Firework-Maker’s Daughter, The

GUIDED READING Fiction Focus, 2nd Edition Level Title Series Author Genre Comprehension Phonics and Word Writing Technology Strategies Study Options GR09_TG_142-154.indd 153 Harriet Robinet Historical Fiction www.digitalhistory.uh.edu/reconstruction/index. V Forty Acres and Maybe Carolyn Reeder Historical Fiction Making Predictions Synonyms narrative html a Mule Patricia Reilly Giff Realistic Fiction description Elisa Carbone Historical Fiction Understanding Problems http://teacher.scholastic.com/pearl/ V Foster’s War Gloria Whelan Realistic Fiction and Solutions Understanding Strong narrative http://www.bookbrowse.com/biographies/index. Anna Prokos Science Nonfiction Understanding Point Verbs expository cfm?author_number=1073 V Pictures of Hollis Woods of View www.historyisfun.org/Jamestown- Thomas B. Allen Drawing Conclusions Figurative Language graphic aid Settlement.htm Katherine Applegate narrative Brian Selznick Visualizing www.kn.pacbell.com/wired/China/ W Blood on the River: James Rick Riordan Context Clues Town 1607 Dar Williams Noticing Details http://pbskids.org/dragonflytv/show/ Jeff Smith Suffix -ous expository forensics.html. W Chu Ju’s House Roderick Gordon and Multisyllabic Words descriptive Brian Williams http://www.pbs.org/wgbh/aia/part4/title.html W Guilty By a Hair! (24/7: 24/7: Science Behind the Walter Dean Myers expository Ann Rinaldi graphic aid www.pbs.org/wnet/africa/tools/index.html Science Behind the Scenes http://www.theinventionofhugocabret.com/ Benson Bobrick intro_flash.htm Scenes) Nicolas Debon http://www.mythweb.com W Harriet Tubman, Nancy Farmer Social Studies Nonfiction Generating Questions Synonyms expository Secret Agent Lisa Yee Idioms narrative http://www.worldwildlife.org/species/ Walter Dean Myers Latin Roots http://www.education-world.com/a_curr/profdev/ W Home of the Brave Chris Wooding Free Verse Understanding Problems Root Words expository profdev105.shtml/ Struan Reid and Patricia and Solutions Prefixes en-, em- narrative http://www2.scholastic.com/browse/ W Invention of Hugo Percy Jackson (#1) Fara Historical Fiction/Graphic Nonstandard Spelling collection.jsp?id=300 Cabret, The Judith Kerr Novel Understanding Plot Colorful Adjectives expository Eoin Colfer Fantasy Understanding Synonyms descriptive http://www.pbs.org/wgbh/nova/shackleton/ W Lightning Thief, The Understanding Affixes Realistic Fiction Visualization persuasive http://www.law.umkc.edu/faculty/projects/ftri- W Lights, Camera, Amalee Amalee expository als/salem/salem.htm Graphic Novel Comparing and W Out From Boneville Bone (#1) Contrasting narrative http://www.ushistory.org/march/index.html (Bone) Fantasy expository Understanding Point www.emilycarr.ca W Tunnels Informational Text of View expository narrative http://www.pbs.org/wnet/africa/index.html X Antarctica: Journeys to Historical Fiction Comparing and http://www.quotationspage.com/ the South Pole Contrasting narrative subjects/friendship/ expository http://www.readingrockets.org/ X Break With Charity, A: Understanding Text books/interviews/myersw A Story About the Salem Structure narrative http://www2.ku.edu/~sfcenter/ Witch Trials expository young-SF.htm Understanding Character X Fight for Freedom: The narrative http://www.intute.ac.uk/sciences/cgi-bin/browse. American Revolutionary expository pl?id=246 War Social Studies Nonfiction Understanding Cause Using Context Clues persuasive http://www.ushmm.org/education X Four Pictures by and Effect expository http://edsitement.neh.gov/view_lesson_ Emily Carr plan.asp?id=387 Biography/Graphic Format Making Inferences Compound Words narrative X Girl Named Disaster, A expository Novel Visualizing Similes poem Skills and Strategies Chart 153 X Millicent Min, Realistic Fiction Understanding Genre Multiple-Meaning Words expository Girl Genius 12/16/08 11:57:15 AM Realistic Fiction Making Predictions Recognizing descriptive X Somewhere in the Colloquialisms narrative Darkness Science Fiction Understanding Plot Antonyms expository X Storm Thief Greek Prefixes tele-, micro- narrative X Usborne Book of Informational Text Understanding Cause narrative Scientists, The: From and Effect descriptive Archimedes to Einstein expository X When Hitler Stole Pink Rabbit Historical Fiction Identifying Adverbs descriptive Fantasy Problem/Solution Prefixes com-, con- graphic aid Y Artemis Fowl (Book 1) Artemis Fowl (#1) Identifying Plot expository descriptive

154 Skills and Strategies Chart Level Title Series Author Genre Comprehension Phonics and Word Writing Technology Strategies Study Options GR09_TG_142-154.indd 154 Y Boy Who Dared, The Susan Campbell Bartoletti Historical Fiction Understanding Theme Context Clues narrative http://fcit.usf.edu/HOLOCAUST/TIMELINE/ Similes and Metaphors persuasive timeline.htm Y Geronimo: A Novel Joseph Bruchac Historical Fiction Evaluating Author’s Suffixes -ation and -ion http://www.indigenouspeople.net/ Purpose Common and Proper expository geronimo.htm Y Get On Out of Here, Bette Greene Realistic Fiction Identifying Point of View Nouns narrative www.activehealthykids.ca/Ophea/Ophea.net/stu- Philip Hall Context Clues dent-youth-leader-ship.cfm Allan Zullo and Social Studies Nonfiction Understanding Historical Metaphors letter Y Heroes of the Holocaust: Mara Bovsun Context Colloquialisms descriptive http://www.adl.org/hidden True Stories of Rescues Context Clues by Teens René Saldaña, Jr. Realistic Fiction Understanding Character Personification narrative http://nydiabenitez.tripod.com/id24.html Root Words and Affixes expository http://www.pbs.org/empires/victoria/ and Y Jumping Tree, The Philip Reeve Science Fiction Understanding Setting Multisyllabic Words http://www.victorians.org.uk/ Understanding Slang expository http://www.poetryoutloud.org/poems/poet. Y Larklight Wicked History, A Marilyn Nelson and Tonya Mystery Understanding Suffixes graphic aid html?id=80669 C. Hegamin Biography Problem and Solution Context Clues Y Pemba’s Song: A Ghost Novel Understanding Context Clues expository www.donlinke.com/drakula/vlad.htm Story Enid Goldberg and Nor- Historical Context Multisyllabic Words graphic aid man Itzkowitz Understanding Structure Difficult Words www.cah.ucf.edu/crosscreek/rawling1.php Y Vlad the Impaler: The Figurative Language: poem graphic www.philadelphiahistory. Real Count Dracula Marjorie Kinnan Rawlings Understanding Cause Paradox aid org/akm/lessons/yellowFever and Effect Strong Verbs http://people.howstuffworks.com/ Y Yearling, The Jim Murphy Social Studies Nonfiction Understanding Cause narrative ghost-stories.htm and Effect graphic aid Z An American Plague Scholastic Classic Christopher Krovatin Fiction Drawing Conclusions www.springfieldlibrary.org/stacks/advis.html narrative Z Best Ghost Stories Ever, Philip Pullman, editor Mystery Making Inferences descriptive http://www.pbs.org/hiddenkorea/index.htm The http://curriculalessons.suite101.com/article. John Son Realistic Fiction Understanding Chapters expository cfm/harry_potter_lesson_plan Z Detective Stories narrative http://www.haworth-village.org.uk/brontes/char- Harry Potter J. K. Rowling Novel Understanding Theme lotte/charlotte.asp Z Finding My Hat expository http://www.cmgww.com/historic/malcolm/about/ Scholastic Classic Charlotte Brontë Novel Identifying Main Idea and narrative bio.htm Z Harry Potter and the Details http://www.anthonyhorowitz.com/ Deathly Hallows Walter Dean Myers Biography Understanding Character expository alexrider/ narrative GUIDED READING Fiction Focus, 2nd Edition Z Jane Eyre Alex Rider Adventure (#1) Anthony Horowitz Mystery Understanding a Frame http://www.mentorplace.org/Future.htm Story narrative http://www.pbs.org/wnet/aaworld/ 12/16/08 11:57:23 AM Z Malcolm X: By Any H. G. Wells Science Fiction Understanding Point expository timeline/civil_01.html Means Necessary of View Angela Johnson Realistic Fiction descriptive Z Stormbreaker narrative (Alex Rider) expository Z Time Machine, The persuasive Z Toning the Sweep expository persuasive persuasive narrative narrative descriptive expository narrative

GUIDED READING RESEARCH BASE Essential Element Key Ideas—National Reading Panel Phonemic Awareness “Phonemic awareness instruction is not a complete reading program; it Instruction in Guided Reading cannot guarantee the reading and writing success of your students. Long • Children use their beginning lasting effects depend on the effectiveness of the whole curriculum.” (3, p. 9) connections between letters and sounds to check on their reading. They notice “Phonemic awareness instruction does not need to consume long periods mismatches. They use letter-sound of time to be effective. In these analyses, programs lasting less than 20 information to know how words begin. hours were more effective than longer programs.” (2, p. 2–6) • Teachers prompt children to make their “In addition to teaching phonemic awareness skills with letters, it is reading “look right.” important for teachers to help children make the connection between the skills taught and their application to reading and writing tasks.” (2, p. 2–33) Phonics Instruction in “Children need opportunities to use what they have learned in problem solving unfamiliar words that they encounter within continuous text. They Guided Reading use word solving strategies to take words apart while keeping the meaning • Teachers select texts that, along with in mind.” (3, p. 18) high-frequency words that are available “Reading words accurately and automatically enables children to focus on to students, offer opportunities to use the meaning of text.” (3) phonics skills. “Programs should acknowledge that systematic phonics instruction is • As they introduce texts, support reading, a means to an end. Some phonics programs focus primarily on teaching and revisit the text after reading, teachers children a large number of letter-sound relationships. These programs bring students’ attention to features of often do not allot enough instructional time to help children learn how to words and strategies for decoding words. put this knowledge to use in reading actual words, sentences, and texts. Although children need to be taught the major consonant and vowel letter- • Students apply word solving strategies to sound relationships, they also need ample reading and writing activities reading continuous texts. that allow them to practice this knowledge.” (3, p. 17) • Teachers explicitly demonstrate how to take words apart and apply phonics principles to new words students meet in continuous text. • Teachers explicitly teach phonics principles through word work after the text is read. Word work sessions are connected to a phonics continuum. • Teachers prompt students to use phonics skills to take words apart while reading. Fluency Instruction in “If text is read in a laborious and inefficient manner, it will be difficult for the child to remember what has been read and to relate the ideas Guided Reading expressed in the text to his or her background knowledge.” (1, p. 22) • Texts are selected to be within students’ “Repeated and monitored oral reading improves reading fluency and control so that they know most of the overall reading achievement.” (3, p. 11) words and can read fluently (with teaching). “It is important to provide students with instruction and practice in fluency as they read connected text.” (3, p. 23) • The teacher introduces the text to support comprehension and connections “Word recognition is a necessary but not sufficient condition for fluent to language. reading.” (3, p. 30) • Teachers draw students’ attention to “Fluency is not a stage of development at which readers can read all elements of words that will help them words quickly and easily. Fluency changes, depending on what readers recognize or solve them rapidly. are reading, their familiarity with the words, and the amount of their practice with reading text.” (3, p. 23) GUIDED READING Fiction Focus, 2nd Edition Research Base 155 GR09_TG_155-159.indd 155 12/16/08 11:57:55 AM

• Teachers help students to understand “By listening to good models of fluent reading, students learn how a and use the language patterns that may reader’s voice can help written text make sense.” (3, p. 26) be found in written text. “Fluency develops as a result of many opportunities to practice reading • Students use word recognition and with a high degree of success. Therefore, your students should practice comprehending strategies in an orally rereading text that is reasonably easy for them—that is, text orchestrated way while reading or containing mostly words that they know or can decode easily.” (3, p. 27) rereading a text silently or orally. • Teachers provide explicit demonstrations and instruction in reading fluency. • Teachers prompt for fluency when students are reading aloud. • Students engage in repeated oral readings to work for fluency. Vocabulary Instruction in “Extended instruction that promotes active engagement with vocabulary improves word learning.” (3, p. 36) Guided Reading • Texts are selected so that students know “Teaching specific words before reading helps both vocabulary learning and reading comprehension.” (3, p. 36) most of the words but there are a few new words to provide opportunities for “Repeated exposure to vocabulary in many contexts aids word learning.” learning. (3, p. 36) • The teacher introduces the text to “Conversations about books help children to learn new words and concepts support comprehension, with specific and to relate them to their prior knowledge and experience.” (3, p. 35) attention to concepts and words. “. . . the larger the reader’s vocabulary (either oral or print), the easier it is • Students read the text silently or orally to make sense of the text.” (1, p. 13) with teacher support. “. . . children often hear adults repeat words several times. They also • After reading, students and teacher may hear adults use new and interesting words. The more oral language discuss the meaning of the text, with experiences children have, the more word meanings they learn.” (3, p. 35) further discussion of word meanings if needed. • The teacher teaches processing strategies, which may include both word recognition and how to determine word meanings. • Students may extend the meaning of the text through writing, which often includes attention to vocabulary. • The teacher provides 1–2 minutes of pre- planned word work which helps students attend to word parts and word meanings (affixes, word structure, homophones, synonyms, etc.). Comprehension Instruction “Comprehension is defined as ‘intentional thinking during which meaning is constructed through interactions between text and reader’ (Harris & in Guided Reading Hodges, 1995). Thus, readers derive meaning from text when they engage • Teachers select texts that readers can in intentional, problem-solving thinking processes. The data suggest that text comprehension is enhanced when readers actively relate the ideas process successfully with supportive represented in print to their own knowledge and experiences and construct teaching. mental representations in memory.” (1, p. 14) • The teacher demonstrates effective “In general, the evidence suggests that teaching a combination of reading strategies for comprehending text. comprehension techniques is the most effective. When students use them appropriately, they assist in recall, question answering, question generation, • In the introduction to the text, the and summarization of texts. When used in combination, these techniques teacher explains words and concepts and can improve results in standardized comprehension tests.” (1, p. 15) assures that students activate their own prior knowledge. “Text comprehension can be improved by instruction that helps readers use specific comprehension strategies.” (2, p. 49) • Students have the opportunity to apply a range of strategies in response to the demands of texts. 156 Research Base GUIDED READING Fiction Focus, 2nd Edition GR09_TG_155-159.indd 156 12/16/08 11:58:00 AM

• Students expand strategies by applying “Text comprehension can be improved by instruction that helps readers them, with teacher support, to texts that use specific comprehension strategies.” (3, p. 9) are more difficult than they could read independently. “Graphic organizers illustrate concepts and interrelationships among concepts in a text, using diagrams or other pictorial devices. Regardless of • Teachers help students extend their the label, graphic organizers can help readers focus on concepts and how understandings through using oral they are related to other concepts.” language and writing. “Comprehension strategies are not ends in themselves; they are means of • Teachers help students extend their helping your students understand what they are reading.” (3, p. 6) understanding through using graphic organizers to understand underlying text “Help your students learn to use comprehension strategies in natural structures. learning situations—for example, as they read in the content areas.” (3, p. 65) • While teachers are working with students in small groups, other students “Readers must know what most of the words mean before they can read independently the books that they understand what they are reading.” (3, p. 45) have previously read. “Children learn many new words by reading extensively on their own. The more children read on their own, the more words they encounter and the more word meanings they learn.” (3, p. 35) “Teachers not only must have a firm grasp of the content presented in text, but also must have substantial knowledge of the strategies themselves, of which strategies are most effective for different students and types of content and of how best to teach and model strategy use.” (1, p. 16) Motivation Support in “Few if any studies have investigated the contribution of motivation to the effectiveness of phonics programs, not only the learner’s motivation Guided Reading to learn but also the teacher’s motivation to teach. The lack of attention • Teachers select books that will be to motivational factors by researchers in the design of phonics programs is potentially very serious . . . Future research should . . . be designed to interesting to students. determine which approaches teachers prefer to use and are most likely to use effectively in their classroom instruction.” (2) • Teachers introduce texts in a way that engages interest and motivation. Motivation Support in Guided Reading “Interesting texts also provide mutual cognitive and motivational benefits • Teachers select books that will be (Schiefele, 1999). When students are interested in what they read, they process the material more deeply, gain richer conceptual understandings, interesting to students. and engage more fully with text.” (4, p. 416) • Teachers introduce texts in a way that engages interest and motivation. Motivation Related to Reading “Motivated students usually want to understand text content fully, and therefore, process information deeply. As they read frequently with these Comprehension cognitive purposes, motivated students gain in reading proficiency. • Students who receive motivation support However, motivation and engagement have rarely been incorporated into experimental studies of instruction or interventions for reading and strategy instruction improve their comprehension.” (4, p. 403) reading comprehension. “(a) Engagement in reading refers to interaction with text that is simultaneously motivated and strategic, (b) engaged reading correlates with achievement in reading comprehension, (c) engaged reading and its constituents (motivation and cognitive strategies) can be increased by instruction practices directed toward them, and (d) an instructional framework that merges motivational and cognitive strategy support in reading will increase engaged reading and reading comprehension.” (4, p. 403) GUIDED READING Fiction Focus, 2nd Edition Research Base 157 GR09_TG_155-159.indd 157 12/16/08 11:58:07 AM

Effect of Engagement on Interest “. . .the most highly interested students had positive affect toward books, favored certain authors, and enjoyed favorite topics. These high interest in Reading readers typically reread all or portions of books, pursued topics in and • Motivated readers are able to monitor out of school, and connected reading to their personal experiences or feelings. Also salient was the students’ deep comprehension and complex their comprehension, recall what they cognitive command of these texts that accompanied their enjoyment read, and retain and organize the and enthusiasm. Students with high positive affect for a certain topic knowledge they gain. invariably had deep recollection of information or books about the topic, whereas students with low affect for reading on a topic displayed little • Motivated readers are involved in their recall and grasp of content. This suggests that high interest in reading is reading, often rereading and reflecting not limited to the strong, positive affect surrounding books, but also the on their understanding. high comprehension, recall, and organization of knowledge in memory typical of these readers.” (5, p. 13) • Motivated readers know how reading is relevant to their lives. • Engaged readers find that reading is a meaningful, enjoyable activity. Readers’ Motivation to Be Responsible “A substantial proportion of students reported that knowledge and information was what they were seeking in books. We did not create for Their Own Learning this as a formal construct nor place it in our rubric, because we did • Engaged readers are in control of not systematically ask all students about the extent that they read for knowledge. However, many students volunteered that they wanted to their own learning and are able to learn about their favorite topic, enjoyed gaining information, or liked express their opinions and their own being very well informed in certain domains. Being knowledgeable was an understandings. explicit goal mentioned by many, and while it is a commonsense purpose for reading, it has not been formalized quantitatively in prior research as a motivational construct. We believe that reading for the purpose of knowledge development is a vitally important motivational attribute for future investigation.” (5, p. 26) Readers’ Engagement With Text “. . .reading narrative text is often affectively laden, and that readers adopt • For engaged readers, reading is a highly affective goals for narrative reading. They seek excitement, emotional relationship with characters, interpersonal drama, and a range of aesthetic visual experience as they imagine experiences. Reading information books, in contrast, is energized by goals characters, settings, and events. of reading for knowledge, seeking information, and the desire to explain our physical or cultural worlds. Thus, motivations for reading narrative and • Readers who are emotionally engaged in information books should be distinguished in studying how motivation text can often note and understand ideas develops or how it relates to other factors such as reading comprehension.” the author does not explicitly state. (5, p. 26-27) • Readers engage in an interchange of ideas between themselves and the text. Features of Engaging Classrooms “To increase motivational development, teachers should provide support • Engaging classrooms are observational, for situated experiences that increase intrinsic motivation. For example, an exciting activity that may be entertaining, such as reader’s theater for a conceptual, self-directed, strategic, specific book, may increase situated, intrinsic motivation. Likewise, hands- collaborative, coherent, and personalized. on activities with science materials (a terrarium with plants and animals, or a field trip to a park) or hands-on activities in history (a reenactment of a historical scene within the classroom) will increase situated, intrinsic motivation for texts related to these topics. However, these events will be insufficient to influence long-term motivation for reading. Experimental evidence suggests that increasing generalized intrinsic motivation requires the extended classroom practices of support for students’ choices, collaborations, use of interesting texts, and real-world interactions related to literacy.” (6, p. 21) 158 Research Base GUIDED READING Fiction Focus, 2nd Edition GR09_TG_155-159.indd 158 12/16/08 11:58:13 AM

The ideas in this chart are referenced to the following documents: (1) National Institute of Child Health and Human Development. (2001). Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Washington, DC: National Institutes of Health. (2) National Institute of Child Health and Human Development. (2001). Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction: Report of the Subgroups. Washington, DC: National Institutes of Health. (3) Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put Reading First: The Research Building Blocks for Teaching Children to Read, Kindergarten through Grade 3. Washington, DC: U.S. Department of Education. i “Readers must know what most of the words mean before they can understand what they are reading.” (Put Reading First, p. 45) ii “Beginning readers use their oral vocabulary to make sense of the words they see in print . . . Readers must know what most of the words mean before they can understand what they are reading.” (Put Reading First, p. 45) (4) Guthrie, John T.; Wigfield, Allan; Barbosa, Pedro, et al., “Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction,” Journal of Education Psychology, 2004, Vol. 96, No 3, 403–423. (5) Guthrie, John T.; Hoa, Laurel W.; Wigfield, Allan; Tonks, Stephen M.; Humneick, Nicole M.; Littles, Erin, “Reading Motivation and Reading Comprehension Growth in the Later Elementary Years,” Contemporary Educational Psychology, June 3, 2006. (6) Guthrie, John T.; Hoa, Laurel W.; Wigfield, Allan; Tonks, Stephen M.; Perencevich, Kathleen C., “From Spark to Fire: Can Situational Reading Interest Lead to Long Term Reading Motivation?” Reading Research and Instruction, v45, n2, pp. 91–117, Winter 2006, College Reading Association, Brigham Young University, Provo, UT. GUIDED READING Fiction Focus, 2nd Edition Research Base 159 GR09_TG_155-159.indd 159 12/16/08 11:58:20 AM

BIBLIOGRAPHY Anderson, E., and Guthrie, J. T. (1999). Motivating children to gain conceptual knowledge from text: The combination of science observation and interesting texts. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada. Blevins, Wiley, and Boynton, Alice. “5 Keys to Reading Nonfiction.” The Art of Teaching. Supplement to Instructor Magazine: 4–7. Brown, H., and Cambourne, B. (1987). Read and retell: A strategy for the whole-language/natural learning classroom. Portsmouth, NH: Heinemann. Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill. Clay, M. M. (1993). Reading Recovery: A Guidebook for Teachers in Training. Portsmouth, NH: Heinemann. Dreher, M. J. (2000). Fostering reading for learning. In L. Baker, M. J. Dreher & J. Guthrie (Eds.), Engaging young readers: Promoting achievement and motivation (pp. 94–118). New York: Guilford. Duke, Nell K., and Bennett-Armistead, V. Susan (2003). Reading & Writing Informational Text in the Primary Grades: Research-Based Practices. New York, NY: Scholastic Inc. Gibson, Akimi, Gold, Judith, and Sgouras, Charissa. (2003). “The Power of Story Retelling.” The Tutor. Spring 2003. Fountas, Irene, and Pinnell, G. S. (1996). Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann. Fountas, Irene, and Pinnell, G. S. (2001). Guiding Readers and Writers, Grades 3–6. Portsmouth, NH: Heinemann. Fountas, Irene, and Pinnell, G. S., eds. (1999). Voices on Word Matters. Portsmouth, NH: Heinemann. Jobe, R., & Dayton-Sakari, M. (2002). Infokids: How to use nonfiction to turn reluctant readers into enthusiastic learners. Markham, Ontario, Canada: Pembroke. Kamil, M. L., & Lane, D. M. (1998). Researching the relation between technology and literacy: An agenda for the 21st century. In D. R. Reinking, L. D. Labbo, M. McKenna, & R. Kieffer (Eds.), Literacy for the 21st century: Technological transformations in a post-typographic world (pp. 235–251). Mahwah, NJ: Erlbaum. Pinnell, Gay Su, and Fountas, I. C. (1999). Matching Books to Readers: A Leveled Book List for Guided Reading, K–3. Portsmouth, NH: Heinemann. Pinnell, Gay Su, and Fountas, I. C. (1998). Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom. Portsmouth, NH: Heinemann. Pinnell, G. S., Pikulski, J. J., Wixson, K. K., Campbell, J. R., Gough, R. B., and Beatty, A. S. (1995). Listening to Children Read Aloud: Data from NAEP’s Integrated Reading Performance Record (IPRR) at Grade 4. Report No. 23-FR-04 Prepared by Educational Testing Service under contract with the National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Department of Education. (p. 15) Venezky, R. L. (1982). The origins of the present-day chasm between adult literacy needs and school literacy instruction. Visible Language, 16, 112–127. RESEARCH AND VALIDATION A strong pattern of rising scores has been found in schools where daily guided reading has been combined with phonics and word study mini-lessons and daily writing workshops. For further information, see: Williams, Jane. (2002). The power of data utilization in bringing about systemic school change. Mid-Western Educational Researcher, 15, 4–10. Williams, E. J., Scharer, P., & Pinnell, G. S. (2000). Literacy Collaborative 2002 Research Report. Columbus, OH: The Ohio State University. Scharer, P., Williams, E. J., & Pinnell, G. S. (2001). Literacy Collaborative 2001 Research Report. Columbus, OH: The Ohio State University. 160 Bibliography GUIDED READING Fiction Focus, 2nd Edition GR09_TG_155-159.indd 160 12/16/08 11:58:26 AM