Hi all! For starters, HAPPY FRIDAY! Today was a whirlwind- we had our field trip to the bowling alley today! Thankfully the rain gods had pity on us and we got to walk there with no down pours! (We were crossing and double crossing our fingers all day- we didn’t want to have to cancel like last Friday!) The kids had a blast and did a good job walking there and back. A HUGE thanks goes out to the parent volunteers who went with us. We couldn’t have done it without you! 🙂
This week I took some pictures of one of my guided reading groups. What is guided reading? It’s a time to listen to the student’s read and discuss books that are at (or slightly above) their reading level in a small group. The student’s practice their fluency skills and reading strategies and I keep track of how they are reading, their level of understanding of reading strategies, etc. Here’s how I set my things up:
Folders and books
I divide my student’s into 5 groups: my Monday group, Tuesday group, Wednesday group, Thursday group, Friday group. I just call them by the day of the week I see them. I only see 1 group each day. These groups are flexible and officially change each quarter based on their reading levels (but often small changes are made every couple of weeks based on what the student’s needs are). Back to the picture! I have a folder for each group and behind my folders, I have leveled books. Our school has a library we can pick from that are leveled and come in bags with 6 books inside. So convenient!
When I meet with a group, the first thing we do is look at our objective.
What’s our job today?
We read the objective together so the student’s know what we are focusing on today (it seems like a lot of reading strategies, but since we’ve already learned all of these during shared reading, we move them to guided to continue to practice them).
Next, I pass out the text to the students. The students point to the title, the author, and the illustrator. From here, we decide if it will be fiction or non-fiction. Then, we preview the text to make our predictions.
Prediction board and author’s purpose
The students discuss their predictions with a partner and then we write down a group prediction on the board. (Under the prediction you see the sentence starter “This text was about…”. We use that at the end to help us summarize based off of our prediction. After we predict, we look at vocabulary words from the text. I write the page number and the word and the student’s find the word in the book. This is when we practice using context clues to figure out a new word. The students have to read the sentence the word is in, look at the illustration/photographs, and use the words around it to figure out what it means.
After we do all of this, I remind them that when they’re done, I will ask them “What was the author’s purpose for writing this text?” We use the P.I.E. (persaude, information, entertain) poster to remind us.
It’s as easy as P.I.E.!
Then, the student’s are off! I hand them their whisper phones,
Reading to themselves
and they read!
(Side note: Don’t waste your money on actual whisper phones. I had my step- dad make me my whisper phones. He used PVC pipe, put them together with adhesive, and boom! Whisper phones! I think when you buy a set of real whisper phones at the store, they’re like $40.00 for 10 of them. I think I spent less than $10.00 on 6 of them. Also- I jazzed them up by adding some fun duct tape around the handles 🙂 ) I keep them in a basket at the guided reading table.
Homemade whisper phones!
Anyways, the kids read the whole text to themselves. Because they are using the “phones”, they hear themselves read. This helps practice fluency and voice inflection.
(You might be wondering what the rest of the class is doing at this point. This is during our Daily 5 time and all the rest of my students are doing “Read to Self”. They are sitting around the room with their book bins, reading silently to themselves. Since we’ve practiced this since day 1, they are reading in one spot for 20 minutes straight. It’s amazing!)
Reading to Self
As my guided group starts, I open up the group’s folder. Inside is…
a list of the books we’ve read in this group, the level the book was, and a post-it with who is in this group, and….
their guided reading monitoring logs. Each child has these monitoring logs stapled together. I pick one of these out, ask a student to put down their whisper phone, and listen to them read to me.
Reading to me
As you can see, he is reading out loud to me and I’m listening for many things: is he skipping words he doesn’t know, how’s his inflection, how’s his fluency, does he reread when we makes a mistake, etc? I mark down on the log the level of proficiency he has for each strategy. This way, I can see his progress from week to week. (P.s. That was a very difficult photo to take!) I listen to each child read for about 2-3 minutes. Then, I repeat the process with all the students in the group. It’s important to listen to each one of them every time I meet with the group so I can accurately see their level and progress.
After I’ve listened to each student in the group, I collect the whisper phones. Then, I ask them questions about what they just read. (Since Common Core reading asks the students to read “closely”, we always make sure to go back and point to the answers to prove it).
Proving an answer in the text!
Then, we review our prediction. Was it on track? If not, we adjust it. We use the prediction to help us summarize as well! Then, we make some connections, make a few inferences, and ask each other questions about the text. They love being able to discuss what they read with a partner.
Discussing the text
Finally, I ask them the author’s purpose for writing this text. They point to the reason they think using the poster…
What’s the purpose?
and we discuss WHY. When we’re all done, we look back at our objectives and see if we did our job for the day. After a quick celebration on a job well done, I ring the bell…
and everyone cleans up and sits on the carpet. Because this is part of our Daily 5 time, everyone sits with their thumb over their heart ready to reflect on how they did either reading to themselves or reading in the guided reading group.
(After I snapped this, someone said, “Hey I think she took a picture of us…. sneaky!” 😉 )
And how long did that whole process take? 20 minutes! Once the kids know the routine, it’s nice and fast and a great way to hear them read to me each week! In my guided reading pack, you’ll see all of this again (in much more detail!), get all the worksheets I use to record and collect data, the P.I.E. poster, and reading strategy posters. Check it out here: Guided Reading Basics Pack
HAVE A GREAT WEEKEND!