This week we're looking at Chapter 3 which is all about Pre-A and Emergent Guided Reading.  Our host for this chapter is Pam from Mrs. P's Specialties.  Make sure you stop by her blog to check out a freebie that you can use with this level of guided reading.

On a side note, I just looked at my post from last week and realize that my thoughts weren't actually posted, just the questions...so sorry!  I've fixed that and would love for you to check it out HERE.  I have a freebie you can use to help assess during guided reading.

Now on to chapter 3!

1. What part of the reading caught your attention? The actual lesson breakdown.  I love that Richardson breaks down the actual structure of the lesson and gives you a template you can use.  She also has a 10 minute lesson for individual instruction which is great if you have a student that doesn't fit into any of your other groups.  I also love the guided writing component, especially for this level.

2. How do you already incorporate this into your guided reading routine?  I used the template that Richardson outlines for individual instruction with my one emergent reader last year.  I loved that I was able to tailor my teacher to her and because it was only 10 minutes, I met with her 4 times a week.

3. What is something new you want to try next year?  How do you want to make your guided reading time better or what new things to do you want to try? I plan to take the word work component out of my guided reading lessons in order to use Words Their Way and differentiate with that.  I'm looking to trim my guided reading lessons closer to 15 minutes (I went to a Balanced Literacy training last week and that was one of the topics).

4. What are some resources that you already have that you can use to teach what you read about in this chapter/section?  I found this free template from Grace at First Grade's a Hoot. I used them when planning guided reading lessons last year and the best part is...they're free and they are perfectly aligned to Richardson's outline!  You can get them HERE!

Make sure to check out everyone's thoughts on this chapter.  How do you teach guided reading to the Pre-A and Emergent levels?

An InLinkz Link-up

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Brandi

This week we'll be talking about Chapter 2 from Richardson's book (If you missed my thoughts on chapter 1 you can read them HERE).  This chapter is all about assessment and grouping.  Our host for this week is Jennifer from Rowdy in First Grade:

Make sure you stop by to check out her post and get a great freebie!  Also, you can see everyone's thoughts on this chapter by checking out the links at the bottom of this post.

Here are the 5 questions again that will be guiding our reflections:

1. What part of the reading caught your attention?
2. How do you already incorporate this into your guided reading routine?
3. What is something new you want to try next year?  How do you want to make your guided reading time better or what new things do you want to try?
4. What are some resources that you already have that you can use to teach what you read about in this chapter/section?
5. What are some new resources that you want to get or try to use to teach what you read about in this chapter/section?

Chapter 2 presents information on how to assess and group your students for guided reading.  Richardson discuss different assessments for different readers.

1. What caught my attention most from this chapter was the section on analyzing a running record.  It is so important to determine what kinds of mistakes students are making.  By specifically determining if their errors are part of the meaning, structural, or visual system, we as educators are better able to target instruction to meet their needs.

2. We use the DRA to assess students 3 times a year.  I use this as my formal assessment, but take running records more regularly.  I was not completely consistent with taking running records on my kids, and want to commit to taking them about once a week for each student in my class.

3. Something new that I want to try next year is keeping better anecdotal records of my students during our guided reading time.  To help with this, I created these labels that I plan to have on a clipboard during guided reading.  As I'm listening to students, I plan to complete these then put them in my assessment notebook.

 I made these to fit on 2 x 4 inch labels and there are 10 labels on a page.  (On a side note, I learned about a site called Online Labels that you can use to order a ton of labels for a great price.  I plan to order these labels later in the summer). If you would like to use these, you can click on the picture and download them from Google Drive.

4. A lot of the resources that I use to help with my organization when I'm assessing come from the fabulous Rachelle at What the Teacher Wants. Click on the image below to head over to her post which is full of freebies.

image from What the Teacher Wants

How do you assess and group for guided reading?  Make sure to stop by these fabulous blogs to read their thoughts and possibly snag a few freebies!
An InLinkz Link-up

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Brandi

I am very excited to be looking at guided reading this summer.  Along with some fabulous bloggers, I'm participating in a book study on Jan Richardson's

Each week there will be a host who will have a giveaway or freebie!  You will also be able to check out everyone's thoughts using the link up at the bottom of this post.

This week's host is Jennifer from Teaching with Grace.  Make sure you stop by her blog to check out her giveaway!

We will be using these 5 questions to guide our reflection:

1. What part of the reading caught your attention?
2. How do you already incorporate this into your guided reading routine?
3. What is something new you want to try next year?  How do you want to make your guided reading time better or what new things do you want to try?
4. What are some resources that you already have that you can use to teach what you read about in this chapter/section?
5. What are some new resources that you want to get or try to use to teach what you read about in this chapter/section?

Chapter 1 presents an overview of preparing for Guided Reading.  Richardson presents the components of Balanced Literacy and the Reading Workshop framework.  She then goes on to discuss preparing students for participating in Guided Reading , literacy activities/work stations students can be engaging in during this time, and setting up a Reading Notebook.

1. The part that caught my attention the most was the Reading Notebook.  I want a place that can hold all of my students' reading related materials.  My team has been using notebooks and since I'm the new person joining them, I will be following suit.  Richardson suggests having 5 sections: independent reading record, independent reading response, guided reading notes, notes (from mini-lessons, shared reading, read-alouds), and a new words list.  I'm not too sure how I will be setting up my students' notebooks.  I definitely want them to have a place to record what they read and a response.  I want to use interactive notebooks, so I don't think I'll need a notes section and I'm planning to do Words Their Way so I'm thinking that new words will go with their word study.  Any ideas on this?

2. I already have my students record what they read and a quick response.  The forms aren't the prettiest, but they're used by the grade level.

3. I want the notebook to be a true reflection of their reading progress.  One of my teammates wants to add a goals section and I love that idea.  I also want to make sure that their reading notebook remains organized, current, and resourceful.

4. Some resources that I already have are the grade level independent records sheets and reading response sheets. I also would like to use my Tic Tac Toe Reading Logs to give kids a variety of ways to respond to the text.

5. Resources that I would like to use are a variety of forms for the Reading Notebook.  If you have anything that would work for this please let me know so I can check it out!

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Brandi