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Guided Reading: The Romance and the Reality
Using Self-Reflection To…
Guided Reading: The Romance and the Reality
Using Self-Reflection To Grow in Teaching Guided Reading
Group: 4 Pauline and Erin
Pages: 280-283
Growth Over Time
Lesson structure is only the beginning in providing effective small-group instruction. Powerful teaching require much more, it is a series of mechanical steps or parts (281).
Guided reading provides the small group instruction that allows for teachers to tailer to individual needs and strengths.
It is interesting to reflect on what aspect of guided reading tend to be easiest or hardest for teachers to take on. This is necessary to develop further as a guided reading instructor.
Better taught guiding teacher, the better the students become over time.
Effective prompting for use of strategies also raises the sophistication, and, finally, acting "in the moment" to engage students in a rich discussion.
Literacy Coach
Achieving a high level of expertise in guided reading is not easy. It takes time and usually the support of a coach or staff developer (282).
A mentor is great to have but you also have to be willing to go on the journey with them in order to be successful.
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Teachers who had professional development and coaching saw substantial increases in students learning as well as better professional communication among teachers.
"Achieving substantial schoolwide growth is possible if a community of educators are willing to undertake the journey" (283).
Self-Reflection
High-quality and effective guided reading involves a process of self-reflection (280).
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Pause and Ponder (results of the lesson): think about your guided reading lesson and ask yourself *What have I taught the readers how to do today that will be able to do with other texts?
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Pause and Ponder (teaching the reader): ask yourself critical questions about the guided reading lessons you are teaching. What does the reader do at a difficulty or an error?
How does your language support pass control to reader.
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Provide Variety and Choice
Teachers can help students learn how to choose books that are right for them to read independently (281).
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Outside of guided reading groups, books should not be leveled, they should be books of choice.
"Guided reading instruction takes place within a larger framework that brings coherence to the students’ school experience" (281).