Guided Reading: Chapters 6 - 8
How well do you know your students? Silly question, huh? Well, maybe, maybe not. Yes, you know your students' names, families, addresses, phone numbers, friends, etc. But do you know their strengths, challenges, interests, etc? Do you deeply understand their needs in order to support their development. Chapter 6 outlines what a teacher needs to know about students in order to support their development of strategies, specifically reading strategies. On page 73, the authors state, "The primary purpose of assessment is to gather data to inform teaching. If assessment does not result in improved teaching, then its value in school diminishes greatly." What does that statement mean to you? For me, it means assessment is twofold - to inform me of students' understanding/knowledge and to inform me of my teaching. You know how much I love theory!
We MUST know why we do what we do. Theory is the base for our decisions in the classroom. Assessment helps us to continually test and retest theory so we can make the best instructional decisions for our students.
Assessment and Evaluation are sometimes used interchangeable. However, they mean two different things. Assessment is the ongoing process of collecting data. Evaluation is summarizing the data, making decisions, and reporting the findings. There are many ways we can collect data. Chapters 6 & 7 discuss Marie Clay's Observation Survey. If you are not familiar with the Observation Survey, carefully re-read pages 76 - 78. The Observation Survey provides a systematic way of capturing early reading and writing
behaviors and is the primary assessment tool used in Reading Recovery. Observation checklists, anecdotal notes, word tests, and running records are other assessment tools to gather information about students' reading behaviors and skills. Whatever you use, you must have a
systematic way to collect information that will help you identify students' strengths and weaknesses and guide your instruction.
Chapter 7 provides an overview of Running Records. You should feel pretty comfortable administering Running Records (or Reading Records as they are sometimes called.) The PGA teachers will be glad to assist you if you have questions about running records. A running record is so much more than a tool to determine a student's reading level. I believe the key to running records is analysis of student reading behaviors. We will continue to practice analysis of behaviors during TCT.
Out of these 3 chapters, this is probably the most helpful. Most teachers have questions about grouping students. How do I group my students? What if I have too many levels and groups? How do I accommodate my high achievers, low achievers, etc? To this day, I remember the names of my reading groups - Pac Man, Smurfs, Donkey Kong (can you tell what decade I taught). All based on student abilities (at least I did not have eagles, blue birds, and buzzards). I would definitely say I had traditional reading groups. Not only was my classroom divided into ability groups, the first grade classes were divided by abilities. We had a section of high ability classes, average, below average classes, and a pre-first class (students who did not have the basic readiness skills). I am not saying this was good or bad. Just telling you how things worked back in the 80's. The grouping debate (heterogeneous vs. homogeneous) was and continues to be a hot topic. Regardless of which side you support, guided reading groups should be dynamic.
Dynamic grouping refers to the continuous changing
of groups to meet the needs of each individual reader. By creating groups based
on specific learning needs, (i.e. application of a specific strategy, work with
a particular set of word or text attributes, practice with fluency), students
are afforded opportunities to work with a variety of readers, and get
concentrated practice on a particular skill or strategy. For the teacher, dynamic
grouping means making the most use of precious literacy time. By placing
students with like needs together, more intense teaching can be done to bring
about more success and confidence in their reading. Dynamic groupings are best
made through specific observation and assessment with running records to
determine strengths and weaknesses. Once leveled (by Running Record, AIMS Web, MAP, etc.) students can be grouped, and ongoing
observation will provide important feedback as to how they are progressing as
self-monitoring readers.
One key point in the chapter was that you do not have to meet with every group everyday. Whew! Right now, you should feel a huge sigh of relief! The authors state on page 102, "It is better to have high-quality teaching than brief, rushed periods that accomplish little." Whether you are working with a small group or students are working independently in literacy centers, focused reading and writing must be emphasized. The goal is for students to have focused, productive reading & writing experiences for 90 minutes a day and guided reading 3 or 4 days a week.
Reflection:
1. What types of data do you collect? How does the data provide you with insight on student development?
2. Review a student running record. What kind of information does the students seem to be using at the point of errors? Is the student actively using strategies and cues? Based on the information what is your next step with the student? How accurate is the reading? Is the test too easy? hard? just right?
3. Reflect on your grouping process. How are your students grouped? What information do you use to group students? Are your groups dynamic? What challenges do you face with grouping? What solutions have your tried?
4. What are your thoughts about meeting with groups 3 -4 times a week? Do you agree with the authors that high-quality teaching is more effective than rushed periods of instruction? Reflect on your schedule are you providing focused, productive opportunities for reading and writing?
2. Flashcards: Students can use with a partner to practice sight words, letter recognition, and letter sounds.
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