Guided Reading

[MrsR]

Does anyone have any suggestions on how to run a guided reading group? I'm a first grade spec. ed teacher and my students are just now getting into reading groups and I am not quite sure how to run the group...help!

[busbus]

Does anyone have any suggestions on how to run a guided reading group? I'm a first grade spec. ed teacher and my students are just now getting into reading groups and I am not quite sure how to run the group...help!

Are you asking for assistance just with the guided reading segment of your reading block or are you asking for assistance for the entire block?

If it's just for the guided reading segment, then:

1. Part of your lesson should be building on the literacy skill that your students have and help them to know what they need to learn next. In this part, you are supporting and guiding your students.

2. Target the specific reading needs of the group.

3. Each student should be given the opportunity to reads aloud while you determine when and how to intervene to help the student to become a more strategic reader.

4. The groups should be flexible and changed according to how well individual students are progressing.

5. Use your teacher's guide as you plan for guided reading instruction.
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I don't know how many groups that you will have, let's say that you have three groups - A - B - C. If it is 45 minutes for guided reading, then divide your time with each group for 15 minutes.

Example:

While you are working with Group A, Group B is doing independent work in their workbook or an assignment which you created and Group C is assigned to reading games or a computer activity.

At the end of 15 minutes, rotate. Group A does independent work, Group B goes to reading games or computer, Group C works with you on guided reading.

At the end of 15 minutes, rotate. Group C does independent work, Group A goes to reading games or computer, Group B works with you on guided reading.

By the end of the 45 minutes, you have provided guided reading instruction with each group of students and each group has had the opportunity to work independently and to have been able to play a game, do a puzzle or work on the computer.

Just divide the amount of time that you have and create activities for each group to do independently and fun activities to reinforce or to review skills taught.

Hope this helps.

[kingrichie]

Usually the independant ones go along steadily without too much teacher intervention. It's the strugglers whom you'll be spending the majority of your time with.

[MrsR]

Right now my students are just beginning to read pattern books (I see a dog, I see a book...) There is no set curriculum at my school and there is a huge debate between all the classroom teachers on how to run the guided reading groups. I am currently having my students whisper read the book that was sent home and (hopefully) read the night before to themselves. Then I introduce the new book, make predictions, and we take a picture walk together as I introduce any new vocabulary they may not know and we point out the sight words they will know how to read. Then they whisper read again. During both whisper reads I am focusing my attention on one child, while still paying attention to the others, making sure they are reading. After that, we popcorn read, where each child reads one page in the book aloud. When we are finished reading I ask some comprehension questions (characters, setting, problem/solution). Then if there is time, they will do a connecting activity, word work, drawing a picture about the story, writing about the story, a 4-square about the story, etc.
Am I doing this right??? No one can give me a straight answer because there really isn't one at my school! Every time the topic comes up, the question never gets answered.

[Boxcar]

I think the idea of a picture walk is a good one. I've never heard it called that before.

As for your question, I don't think there is a right answer! I know it is frustrating, but you need to find what works for your group. If you see your students don't fit with the current method, try something else. You can attempt to find out what the other teachers at your school do and incorperate the ideas you like. Usually, it is better to have a hybred than locking into one method alone.

On this forum, one teacher suggested doing a running record when the children read aloud. I really like this idea because it keeps you focused and directs your attention.

[MrsR]

Thanks boxcar, it is so frustrating though. Since I work with the struggling students I feel like I am failing them. We just got over the hurdle of being able to identify all the letters in the alphabet (and they are in 1st grade!). I guess I am just stressing out right now because the benchmark right now is a level 11 and they are reading at a level 3. I am running out of ideas of what to do! And the veteran teachers on my team are not very helpful to the newer ones.

[Boxcar]

I understand what you are saying. It can be so hard when you feel like you are running at a brick wall. Learning to read can be a very challenging concept for a child, and it is difficult for teachers to find the "key" to unlock that box.

I'm in Early Childhood, and I was thinking about some of the things I've learned to do to encourage emergent literacy. One thing to do is label your entire room in print.

Name the chalkboard, the pencils, the chairs, ect.

Focus both on the ABCs and whole words. There are words that these children might recognize and not know it. Words that are part of every day life, especially on signs and in ads, can be a help to you. If the children seem to need help with thier confidence, bring in advertisments and boxes with which the students are familiar. Tell them you are going to read those items today. Even if the children are getting the words from the pictures or whatnot, this will still give you an oppertunity to teach context clues.

If the children seem bored with the books the school provides, you can write your own stories. This helps because you know your students best. An interested child is more likely to read.

Play a game with the students. Pick one word that you know the children can read. Write it in large letters on a piece of paper. Tell the students you are not going to say that word today. Then, you have a conversation with the children based around that word. The discussion only needs to last a couple minutes, but the students have to read the word you hold up. Add more words as you think the students are ready. You can start with several cards if you think the children are good for it.

A variation on the game above is leaving off the first letter of words. The children have to recognize the letter you are holding up and stick it on the word you say. Remember to go slowly at first. For example "My at ran away." You hold up a C as you this. Repeat yourself as needed. I think three sentances would probably do it to start.

I know you don't have a lot of time in the day, but it might help to mix things up a bit. I know children, especially those with special needs, depend on routine, but you can still make a structured variety. For instance, Friday is always game day.