Post #2: Where to Start…?

1) Assessment: You are going to need to know what  your students reading levels are, reading behaviours, strengths and stretches.  You can use the NLPS assessments we learned, reading records, and any another assessments that will help draw any useful information about your students as readers.
2) Making your groups: By your assessment, Group 3-5 students at the same reading level and similar reading behaviours together. You are wanting students to work on strategies that will help them develop as independent readers while also able to comprehend the story. By grouping students with students at the same level, they have the opportunity to build from their skill level while working with other students to deepen understanding and have conversations about the stories and problem solving strategies.
3) Finding the right fit: Pick a book that would be of interest to the students and is at their reading level. (Librarians can help you). Make sure each student has a copy of the book.  Every student will need a copy of the book so they can independently reading quietly to self as the rest of the group is doing the same.
4) Skill Focus: For each group of students, identify a skill(s) to introduce as a focal point of the lesson. Students are to practice this skill while they are reading the story for purpose.
5)Purpose of readingTeachers must set a purpose for reading. This helps build the meaning and comprehension of reading stories.  (i.e. what is the problem in the story? why is the character sad? Etc.) What are students to be looking for in the story? afterwards in the closing of the lesson, students are going to have a conversation about these questions and re-telling of story. 

3 Replies to “Post #2: Where to Start…?”

  1. This is so interesting! I love how you laid this out in such a easy to understand way. I especially like how number five talks about giving students a purpose for reading. I think a lot of the time they can get overwhelmed with all the things they are supposed to be focusing on when they reading that setting out a clear, simple idea for them to zoom in on when reading will make that a lot easier for them. I also think that part about discussing this afterwards as a group is so great for furthering that comprehension and allowing for students to support each other’s learning. I wonder how difficult it would be some places to find enough copies for groups and find stories that peak an interest in all the readers in the group?

  2. HI Emily,

    Thanks for the informative post. I love the breakdown of the steps and how you related it to what we have learned and connected it to our practice as student teachers. I think that guided reading would be a great way to formatively assess students throughout the year. I think that it is important to group students together that are at the same reading level because then the students have the oppurtunity to have a group discussion about their book to practice their comprehension. It reminds me of a mini book club for little humans.
    I also think that having a purpose for reading is a key aspect. It is important to focus on a skill in their reading. It will help the students stay focused on the skill and comprehend the reading to make meaningful connections.

    Thanks for the great post. I can’t wait to read and learn more from your blog.

    Kenzie

  3. When I was a child I remembered myself and peers realizing pretty quickly that we were put in our guided reading groups based on our reading levels. This impacted our confidence as readers in both negative and positive ways depending which group you were put in. What is a way that we as teachers can avoid that hierarchy within readers while also have them supporting each other in a balanced level group?

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