Guided Reading Blog Party

Guided Reading Blog Party: Chapters 9 - 11

Okay, I'll admit Chapters 9 & 10 were not my favorite. Now, I am not saying I did not learn anything. I did!

According to the authors, matching books to individual students is a critical component of guided reading. On page 107, the authors compare selecting books to acquiring a valuable collection. Do any of you collect jewelry, art, pottery, quilts, etc?  If so, you probably choose each piece very carefully. When you add a new piece you reexamine what you have to make sure the addition will fit the collection. So it is with selecting books for our classrooms. We must be thoughtful and careful with our selection. On pages 107 and 108, the authors provide some characteristics to consider in creating a solid selection of books. One important characteristic is depth. You must have enough books in each level in your collection so you have the flexibility to select books that suit the individuals in your groups. Another important characteristic is content. Make sure your collection of books cover a wide range of topics that appeal to students' life experiences and interests.

The second part of Chapter 9 explored text gradients. First, let's make sure we are all on the same page in terms of a text gradient. What exactly is a text gradient?  A gradient of text is an ordering of books according to a specific set of characteristics. Gradient means ascending or descending in a uniform or consistent way, so the levels of a gradient are defined in relation to each other. As you go up the gradient of text, the texts get harder; conversely, as you go down, they get easier. At each level of the gradient, there is a cluster of characteristics that helps you think about the texts at that level and how they support and challenge readers. Appendix M,page 287 - 389, is a great resource for text levels. Books are listed alphabetical by title and then by level. If you are not sure of a book's level, check out Appendix M.

Chapter 10 provides a general description of characteristics for each level. The authors also provide important behaviors to notice and support as students read at each level. This can assist with your instructional planning.

In my opinion, Chapter 11 (Introduction of books) was most helpful. According to Don Holdaway, "A book introduction is a brief and lively discussion in which the teacher interests the students in the story and produces an appropriate set for reading it." Marie Clay states that a book introduction is like a conversation. In order for the listener to understand, the speaker must key into the listener's prior knowledge or provide some kind of introduction. On page 137, Figure 11-1 illustrates Clay's discussion of teacher involvement in book introductions. Based on the students' needs and characteristics of the text, teachers shift up or down this gradient.  At the bottom of page 137, there is a list of strategies you might use when introducing stories to children. For example, explain important ideas and concepts to students prior to reading. The rest of the chapter provides great examples of book introductions for kindergarten and  first grade (I Can - Kdg; The Hungry Kitten and Billy Goats Gruff - 1st grade).

So, how do you know if your book introductions are effective? Ask yourself, "How did my students read the text? Did they understand the text? Did the reading of text allow for them to use effective reading strategies?"

Reflection:
1. Reflect on your organization of book levels. Are your texts leveled? Do you have a system in place? Are your texts part of a text gradient? Review your levels, are there any changes you would make based on working with the texts for a couple of years and your students' needs?
2. Based on your through assessment of your leveled books, are there levels which need more titles? Did you consider the characteristics on pages 107 & 108 in establishing a good, solid collection of texts.
3. Videotape or record a book introduction. To what extent did the students understand the story? Were their substitutions meaningful? Did they read with fluency and accuracy? Did the introduction help them when encountering points of difficulty? Did students use strategies or processes modeled in the introduction?