I think we will all agree that chapters 10-12, though very informative, were also incredibly sleep inducing! Chapter 10 delves deeper into using leveled readers. The authors spend a great deal of time explaining the increase in difficulty of each Guided Reading book level. I am assuming they spent this much time on these details so that we can eventually pick up any book and correctly place it within a Guided Reading level. Fortunately, we have our Guided Reading library set up with plenty of access to a wide range of literature. I have also noticed that book publishers and companies are including this information with the books that they sell. I am sure that you will not have to put the information in this chapter to use very often. What did you think about the charts found on pages 132 and 287? I found both of these to be very informative. I feel like either one would be an asset to add to your toolbox for Guided Reading.
In chapter 11 we learn how to select and introduce books to our readers. How successful do you feel with this now? My guess would be that we are all experts at selecting the right book for our students. However, if you are like me, you probably found the tips quite helpful for introducing books to your groups. This bulleted list of ideas is another tool I would add to your existing Guided Reading go-to documents. The ideas for introducing a book are simple and familiar, but it is nice to have them in one place to refer to when we get stuck in a rut. Did you find anything in this list of ideas that you find yourself neglecting?
If you stayed awake for the duration of chapter 12, you can consider yourself a champ! Wow! This chapter provided great information, but it was so much to take in at one time. One page 150 I liked how the study cited by the author explained comprehension: "A study of over one thousand fourth graders' oral reading fluency (Pinnell et al.1995) found that rate, fluency, and accuracy were all highly related to comprehension. (150)" Again, this is something that we intuitively know as teachers, but it is nice to have it in print so that we may share with parents. In this chapter the authors also explain the ever-mysterious topic of how to teach a child to improve comprehension. On page 156 the authors list five behaviors that show evidence of comprehension. The five indicators are: accuracy rate, use of cues, behavior that indicates an active search for meaning, fluency and phrasing, and conversation about what they have read. In addition, we are provided an excellent chart on page 161 that lists teacher prompts to support the processing of these strategies. This is a MUST HAVE for you at your Guided Reading table. Do you agree that this would be a valuable tool to use while conducting small group reading?
Ok, ladies! Only one more week/section to go. Let's talk about readiness. I am referring to YOUR readiness to begin Guided Reading for next year. Do you feel equipped to handle what is coming your way? Do you feel supported in this endeavor? Is there anything else that we could do to help you through the implementation process? I will see you all next week. I feel certain that we will need to celebrate the end of this maiden voyage with our Book Study!
- ▼ May (7)