Blog Post 4 November:
Donna Farmer’s Routman’s Chapter 10: Examine Guided Reading
Guided Reading is the one area most
teachers struggle, especially new teachers.
It has taken me many years to design the perfect guided reading
lessons. Except, there are no perfect
lessons so I guess I am still in the process of designing. Each year, plans change according to the
make-up of my class and I always strive to create better lessons than the year
before.
I take an eclectic view of how reading
should be taught. Routman states that
what is significant about guided reading is the guided practice, not the guided
reading group. I have always struggled
with teaching guided reading in small groups.
I’m old now and set in my ways. I,
sometimes, convince myself these ways are best.
When I try something new, I often find myself slipping back to what I
know works for me as a teacher. When I teach
in small groups, I feel rushed for time.
I know my students must feel this same hurried feeling. Is it worth the anxiety to create these small
groups when I can do the same thing whole group and expand according to each
student? I would love for Routman to
visit our school and offer suggestions for how I can become a better guided
reading teacher, even if it means more small group teaching for me.
Routman’s framework for thinking about a
guided reading lesson is helpful. I like
the way it is framed and find it supportive when designing lessons. As a result of reading this chapter, I am
going to work harder at teaching in small groups.
I love that fact that this got you thinking about your practice! And, as your are thinking, think about those students who seem to have the same struggles--wouldn't it be nice to pull them together for targeted instruction? You would not pull the same groups each day, nor every day, but just when the same students had the same needs. You do a great job working one-on-one with your students, so this might save you some time and effort as well. Just a thought...
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