So even though I really want to talk about these things...
*Fringe (what the what?!)
*Pigphony (like symphony, but pigs. More later)
*Room, which I just finished reading. O.M.G.
I am going to talk about something even more exciting!
Yes, you guessed it! Guided reading!
Guided reading is like vegetables for reading. You need a little bit every day.
For healthy readers, they might need less concentrated doses.
At our school, guided reading is one of the few consistent initiatives we have - everybody does it, everybody's been trained in it, everybody has to provide evidence of it.
My stuff is not always cute. For example, my groups are labeled with post-its and my handwriting on this is ALWAYS messy if they're just for me. Because this stuff IS just for me, and maybe our literacy lead.
Kid stuff can be cute.
My stuff doesn't have time to be cute.
Space for Guided Reading
|This is my table. It has five chairs around it; |
sometimes we add another for larger groups.
|Behind the table are my materials shelves |
and our comprehension strategies posters.
|These are our comprehension strategies. Some of them, that I charted anyway. On the left is a description of what their brain is doing, and on the right, the mouth and the pencil show that this is the way to speak or write about your thinking.|
|To the left of the table (from student perspective) are our charts of decoding skills that we've practiced. Blends, Vowel Sounds, Vowel Teams, Digraphs, Syllable Patterns on a foldable, and our pocket chart of decoding strategies.|
There's a formal lesson plan sheet we have to use to plan every lesson, but I don't know if I'm allowed to share it. Don't want to get in trouble!
The important part is it's done at the student's instructional reading level - not grade level, necessarily. We work through grade level text all day. This is an 18-minute (approximately) block of time where the kid gets to practice strategies on a text he or she can almost manage.
When appropriate, we start with practicing some high frequency words.
The more able readers don't really need that.
Then we do a little word work - could be blends, digraphs, syllable patterns, vowel teams, rhyming words, prefixes, suffixes, decoding strategies, even synonyms/antonyms, context clues.
Next, we introduce our focus strategy. I've always used "Good readers" statements.
"Good readers stop and think about what's important from their reading."
"Good readers read to the end of the word."
Although, I recently heard "Thoughtful readers."
We preview the text, plant some language they'll need, predict words and ideas they expect to encounter, access background knowledge - all that stuff.
Then they read. Independently. Teacher works with individual students, prompting them through the text and recording anecdotal notes.
Afterwards, we praise & reteach.
Structure of Groups
I meet with two groups a day. My most struggling group meets with me daily (M-F).
My next most struggling group I see three days a week (M,T,W). Then I see a group on Thursday, a group on Friday, and my highest group meets with me Wednesday during breakfast. They're actually slightly ahead of the game, so they don't need as much direct instruction.
|This is my binder. EW! IT'S SO UGLY! That's my group schedule on the front.|
|The inside is ugly, too. In the pocket are question stems (the structure of different kinds of questions on THE TEST. Then I have blank forms and assessment data on the right.|
|They gave us these cool plasticky pocket dividers. Each group has a divider.|
|Behind the plastic divider, I put the lesson plans for the group.|
|Behind those, there are dividers for each student in the group.|
That's where I put my running records.
You can grab it here at TPT.
Noticing: I need to make my own stuff cuter, too.
How do you work with struggling readers?
Is your guided reading program similar?