Guided Reading Groups *Reading Response Prompts For Two Lucky Followers*

I thought I'd talk a little about guided reading groups.  I use Daily 5 to manage what the other kiddos are doing when I'm meeting with guided reading groups.  I think working in those small groups where I can really see what's going on with each student and providing valuable teaching points is my most favorite time of the school day.

I try to have four reading groups...years that I have five are so tricky to manage.  I am lucky to have a literacy paraprofessional that comes in during Daily 5 for about 30 minutes and an ELL para that comes in to help as well. 

I use the Fountas & Pinnell Continuum to help plan for each group...

 

It provides comprehension strategies, word study and other skills that are based on each guided reading level - and what can be expected developmentally for kids working at each particular level.  Another book I was just introduced to that I can't wait to get is Guided Reading - Next Steps...

 



I think this one might be another "go to" resource for planning guided reading group instruction. It has really great lesson plan templates/ideas that help break down how a lesson should flow for each leveled reading group. 

One question I get asked often by both parents and other teachers is whether or not I introduce a new book each and every day.  I don't - I believe so strongly in the power of familiar re-reads that I introduce a new book every other day within the guided reading group setting.  My kids are encountering new texts other places {their independent reading books, the classroom library, public library, Raz-Kids, etc.} that they have plenty of opportunities to practice those decoding skills often.  What is often lacking is experiences with familiar re-reads where they can practice fluency, expression as well as comprehension {digging deeper}.

I don't know about you - but there's such a sense of urgency on my part to move, move, move - get things done - do this, do that....sometimes I forget to breathe.  This bums me right out because sometimes I forget to enjoy the pleasure of teaching and kids learning.  I can't imagine trying to introduce a new book, work on decoding strategies, respond to the literature in a deep and meaningful way each and every day, for sometimes FIVE guided reading groups.  I've already got "the twitch" goin' on...I don't need to add to it by feeling pressure to get a new book into my students' hands each and every guided reading group and it's just not necessary to do so.

I sort of look at my guided reading groups as having this framework:

Day 1: New Book
*Introduce new book: picture walk, vocab development, predictions {all that great pre-reading "stuff"} I spend a lot of time pre-reading.
*New read: At the table I have one child sit facing "out" the next child facing "in", "out" all the way around the table.  I do this so they can all read at their own pace and I'm able to confer with those who are facing "in".  We alternate each day with who faces in/out.  I'm really able to see what strategies are being used - I can also do a quick running record on portions of text to get a vibe for how the kids are doing.
*Quick discussion of book/retell/noticings/etc.
*Take this book home to re-read

Day 2: Familiar Re-Read
*Students get started with their re-reads just as soon as they sit down {alternating seating: in/out/in...except if you sat out yesterday, today you sit in} If students are in lengthier books - they may only read a portion of the book.
*I also set several "old" books on the table for them to re-read from the past week/weeks.  We spend about five minutes on this {of course we go through fewer books as the levels increase}.
*I spend the rest of the group {about 15 minutes} either on word study, comprehension strategies, decoding strategies, response to literature, whatever is needed and often a combination of ...
*Take same book home to re-read {sometimes I assign additional homework to go along with the book the second time they bring it home}

Day 3: New Book {if we aren't in a chapter book}

This works so well for me - and I really do notice a difference in my students fluency/comprehension and I feel less frantic!

As the year goes on; this tends to evolve.  My higher readers spend less time with me and more time partner reading, independently responding to literature, book clubs, etc.

I created some response to reading prompts that I like to use once the texts become a little meatier.  Here's a preview and you can head over to my store to purchase them if you'd like!!!!!  If you leave a little lovin' I'll randomly choose 2 followers from the comments to send the pack to for free!  {Be sure to leave your email!} I'll choose a winner tonight - say, 8:00 EST!

Thanks for all the lovin' and the great comments!  The winners are....{I didn't count my responses in the number or additional comments for forgotten emails}

Congrats ~ Miss Foote!!

Congrats ~ Liz!!

29 fiction prompts & 20 nonfiction prompts 

Happy Reading!!!!!