Now that the diagnostic testing is completed, we have formed what is called, "Guided Reading" groups. Children are grouped according to their instructional reading level. This is one level higher than their independent reading level. We meet with a small group of students (2-5) a few times a week which allows us one on one time to see, hear, and watch individual students in the reading process. Before reading, a leveled book is introduced. There is a conversation about it to build interest, especially for A-D readers. The next step is hearing the students read softly while we listen. As students are reading, we decide on what the teaching point will be, according to where a difficulty was noticed. After reading, students are engaged in meaningful talk about the book, asked comprehension questions, and strategies are reviewed (or introduced, as needed). Guided Reading allows us the opportunity to observe individual students in the reading process. When writing anecdotal notes afterwards, we chart the strategies used and reference new ones to work on. Guided reading gives us time to celebrate all levels (emergent, transitional, and fluent) readers daily in our classroom!
2 comments:
I am still amazed at how much K and 1st grade have changed since we went to school. I think it's great to be able to focus one on one in small groups and work with each group in trying to build them to the next level.
I am enjoying reading your experiences teaching literacy in your classroom. I have taught guided reading for many years this way with young children in New Zealand. It is a great way for children to be grouped at their ability level and be helped to improve in their skills without being bored because the class book is too easy or too challenged because the class book is too difficult for them. I have, at present children in my class reading two lines per page readers and others who are able to read chapter books quite confidently. Thruough the guided reading groups I can cater for all levels.
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