Chapters 10-12
Chapters 10-12
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!
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!
I feel better about teaching through guiding reading since we have read this book. I did learn alot about the different strategies of reading.
ReplyDeleteI feel that this book has taught me a lot about how to teach Guided Reading. I know that I will need to refer back to this book next year to help me out in the beginning until I get the hang of it.
ReplyDeleteI found chapter 10 interesting to see how they leveled each book. I automatically thought our reading series would be in line with the GR levels, but after seeing the comparison, they aren't. When I have some "extra time" (yea right) I will try to make it more in line. The rest of the chapters were a snore, I agree. The questions to use in GR on page 161 that you refer to, are included in a TPT resource I have. They are in an easy to use card form that I keep on my GR clipboard. I am happy to share if anyone feels they would be helpful.
ReplyDeleteI think I am ready to start the year off with GR next year (not just since Jan like this year). It would be helpful if we had the DRA kits so we could accurately put students in groups and start them off at the correct level. It would also help to have support personnel conduct the first round of testing because the students really need the teacher in the room 100% of the time, at the start of the year.