November post Alisha Bridges - Chapter 10 Examine Guided Reading

I read this chapter as a "how to" to make sure I was polished up on the current theory and best practices before I begin pulling my group of 2nd graders. I also never ever taught second graders, so even though I am a nine year vet of the first grade classroom and had pre-teaching experience in KG and 3rd grade, I will admit that I am a little nervous. So, first I have to find meaningful manageable text for my small group to read. Easy enough, the literacy coach has agreed to help me pick some texts from the literacy closet. I also have their STAR Reading scores in hands for my little pull out group. Check! Then I have to make sure they are grouped similarly. Done and done, according to STAR Reading scores. Check! I also have noted an example of an Informal Reading Conference to refer to on p.108-109 before I meet with my group for the first time. It would be great to know how they think and act as readers before my lessons are in place. I even have a set of thinking points for a Guided Reading Lesson on p. 170. I really like the author's model. It seems to bridge the gap of what I did with my first graders and land right where I anticipate the needs of these second graders to be, based on their scores. I like that more responsibility for the reading is placed on the student. I also like that the author suggested making entries into reading response logs as a seatwork idea. This is what I had decided previously to do for my students as their digital tool -- make a padlet Reading Log where they respond to their readings so I can get a check (and share it with their classroom teacher easily) on their comprehension. I also liked the teachings tips and the list of suggested materials the author gave. As a veteran teacher, I feel supported and validated by a list of this nature. I know what's good for kids in reading; I've been doing it for years. It's just fulfilling to have someone who has researched the field extensively to back up your "common sense" with data. One other option I considered, as the author spoke again about choice, is allowing my students to access Unite for Literacy as a choice after the lesson to practice independent reading. It provides books with audio in different languages, so students can self-check after independent reading. It would also be great for my small group because 4 of the 9 of them are English second-language learners. I think I'll check if the text is meaningful enough to be used in this way (thanks, Routman, for that suggestion) and add it to the toolbox if so. Other teachers, weigh in and let me know what you think!