Guiding Readers ~ Chapters 1 & 2






I'm coming just a little bit late to this party....but better late than never, as they say! Here are my thoughts on both Chapter 1 & 2........
I love this expression: Get more bang for your pedagogical buck. Rog suggests we can get more bang for our pedagogical buck by thinking of a Guided Reading as a series of 3-4 lessons based on the same text.

  • Rereading supports fluency & comprehension
  • Literate talk supports meta-cognition & higher level thinking
  • Meaningful integration of reading AND writing supports both

 
 
Planning a lesson—Start with a plan, but be flexible! Be ready to respond to student needs as they come up.
  1. Start with learning goals.
  2. Find the right text—95% accuracy
  3. Prepare a text introduction—Rog  refers to this as the 3Ps of reading: Preview, Purpose for reading, & Prior knowledge
  4. Map out lesson routines
  5. Plan Must-Do tasks—every guided reading lesson is followed by must-do activity that gives kiddos the opportunity to practice independently (or with a partner)what was learned in small group
 
During small group, students are reading and TALKING.  I do a great job when it comes to reading, but I don’t allow time for my kiddos to talk. Rog uses the strategy of Talk To Your Neighbor (TTYN) to get kids talking about their reading. 


Simple practices to help you make the most of those 18 minutes:

  1. Take time to establish routines!
  2. Minimize transition times – Here are those routines & procedures that need to be taught again!
  3. Eliminate interruptions – again...establish routines and behaviors. How do you train your students to find help from another source or move on to another task instead of interrupting you in small group? Rog makes a good point: if you’re not teaching this to your students, then they’re teaching you to be interrupted!
  4. Build in Assessment – Boy! Do I need to improve on this! Small group is a good time to get anecdotal records & to do running records. I do both, but don’t always get my anecdotal notes recorded (not efficiently, at least). I like Rog’s suggestion to use index cards to jot down those notes.  And listen to this….you can even cancel small groups for a day or two to do running records. Like the author, I also tend to change up groups about once a month, based on their benchmarking.
  5. Manage/organize materials—(Oh, boy! Pinterest here I come!) Keep all the materials needed for each group stored together (another organizer perhaps? With color coordinated, mod-podged drawers? Yes, please!)… Copies of the text, reading manipulatives like pointers, dice, white boards, markers, and reading tool kits (more on those later).

Check back with me tomorrow to learn more about Reading Toolkits!


Chapter 1 was hosted by Think*Wonder*Teach, and Chapter 2 by Leading & Reading AND Tori's Teacher Tips. Make sure you stop by to read more about this fabulous book!



Leading and Reading



Psst!
 I'll let you in on a little secret.... you can read the ENTIRE book for FREE at Stenhouse Publishing! How awesome is that?! So-- it's not too late to join this book study!

Just click on the book to go to Stenhouse, click on "preview online" & you are good to go!!