next steps with guided reading

This week we had the opportunity to share our love of literacy with Cloudland teachers. Topic? Getting started with guided reading. We had a great time sharing ideas and learning from each other.

PD books that have inspired us

getting ready for learning

For teachers who have never incorporated guided reading into their literacy block, getting started with guided reading can be a little intimidating. These teachers rolled up their sleeves and got right to work. 

We began our session on day one with some video clips from Man on Fire. In one part of the movie, Creasy, played by Denzel Washington, is taking Lupita, played by Dakota Fanning, to a swim meet. He notices that she is the fastest swimmer in the water, but the slowest swimmer off of the block. In this inspiring clip titled "The Gunshot Holds no Fear", Washington guides Fanning through the issue by providing instruction, feedback, and practice. 

The teacher's role in guided reading is very similar to coaching a sport. First, there needs to be some assessment. Next, the teacher and student discuss the results of the assessment and set a plan of action. Thirdly, the student practices the skill with feedback from the teacher. Finally, the teacher and student determine when it is time to move to the next skill. 

In a balanced literacy curriculum, guided reading is the last step toward independence. The teacher must be sure that students are sufficiently challenged so that learning can take place. 

we identify a barrier

we write a goal statement

what are the roadblocks?

We could tell by day 2 that many teachers were hesitant about how guided reading would fit into their curriculum. They had many concerns, some of which included: time management, too many reading levels in one class,  & having too high expectations - will students be able to do this? Change can be difficult. We worked together to brainstorm some solutions. 

First, we wrote our concern or barrier. Then we wrote a goal statement. We identified possible roadblocks, and finally we made a plan. 

Next, we traded charts with another group. We read our new chart and listed another plan for the barrier. 

We spend the end of day 2 visiting teacher classrooms to prepare their rooms for guided reading groups. We arranged meeting areas for whole group instruction. We created a space for word study and writing. Finally, we carved out a space for small group instruction. Last, student desks and tables were placed in the remaining space. Teachers rooms are almost ready for students! 

what is our plan?