One of the goals of our Kindergarten team this year was to re-examine our guided reading time and the material we were using to teach our students during this very valuable small group time we have with our students. The past few years we have been using a curriculum that we did not feel allowed us to see what students were actually learning and comprehending about the texts we were using. It was more phonics based and focused on fluency. However, the children might be able to fluently read a text, yet have no understanding of what they were actually reading. This came to light when we began researching and discussing miscue analysis. We realized that it was not simply about the number of miscues that students were making, but how the miscues were either taking away from or enhancing the meaning of what they were reading. Through this study, our grade level realized that we needed to make some changes in our guided reading so that our students were given access to quality texts that would help us to truly measure their reading and comprehension abilities. As Routman states on page 156, "An excellent text makes it easier for students to focus on meaning. Texts with contrived language, poor layout, insufficient visual supports, and complex concepts that are not well explained are more difficult to read and understand." Therefore, we were able to talk with our reading coach and our principal to make some significant changes in our guided reading groups.
Routman also gives some good advice about managing the guided reading groups. The author suggests that a teacher should not feel pressured to meet with every group every day. We are very fortunate in our grade level to have wonderful aides. In my classroom, my students are in a guided reading group that either meet with me or my aide every day so that they are able to meet with a teacher on a daily basis. Routman also suggests to broaden the groups and shorten the time you meet with them, as well as examining your schedule to make time for independent reading as well as guided reading. Also importantly, teachers need to have a good plan for students who are not in the guided reading group. In my class we use the Daily 5 where students are involved in listening to reading, reading to self, reading to a partner, working on writing, or doing word work. This is so that students are spending a lot of time reading and writing instead of just doing busy work. This has been a major shift in the way I taught, allowing myself to trust my students to do this.
I also like the questions and considerations for thoughtfully structuring my guided reading lessons with my students that is provided on page 167. Having a successful guided reading lesson does not necessarily mean that having a scripted lesson is what will help your students the most. Although these can be useful, it is important to use your teacher judgement and take time to think about what your students need and what they should be getting from the guided reading time.
Through the changes we have made in our guided reading group and by implementing Reading A-Z, I have seen a shift in the attitudes of my students. I feel like all of my students are finding more success in reading even if they are not "on grade-level". They are progressing and making gains and they are reading texts that they are able to read independently. By making these changes, we are able to push them and see them find success so that at the end of the year they will have made the gains they needed to make in order to be prepared for first grade as well as having fostered a love of reading.
Mollie, yes, yes and yes! Making the shift that the kindergarten teachers have this year is not easy. However, I'm thrilled that you notice a change in your students. Coming from an upper elementary perspective, I know that teachers in third through fifth will notice a change in the students coming to them. Incorporating comprehension and authentic reading strategies into the act of learning to read will help students read more deeply and understand more. This will cut back on those instances when an upper elementary student word calls wonderfully but can't tell you anything they just read. I am learning so much from your grade level this year and am a better professional for having worked with you!
ReplyDeleteHi Mollie,
ReplyDeleteI loved reading your post and finding out how much your students are growing in confidence as readers through the emphasis on guided and independent reading. Thank you so much for all you do for your students!