Chapter 2 in the Guided Reading study


Welcome to chapter 2 of The Next Step In Guided Reading book study. If you missed chapter 1 click HERE to catch up. Chapter 2 is all about assessing student levels and how to group students. 

    1. What part of the reading caught your attention?  
                Many assessments focus on what students can't do. It was refreshing to read how assessing for guiding reading groups should also concentrate on what students can do. What strategies are they already using? Are they reading for meaning even when making errors? For me, a text draws me in when it works from the positive.
             
    2. How do you already incorporate this into your guided reading routine?  
                   My classroom is a self-contained special education classroom based on ABA or Applied Behavior Analysis. We regularly assess student levels specifically for letter identification and sight words.            
  3. What is something new you want to try next school year? 
                    I haven't done a lot of dictated sentences with my students thus far. All of my students have language based disorders as well as fine motor delays, so I have been a bit leery of trying it. Richardson explains that this is an excellent way to determine how students process and record sounds. I generally try to gather this information through student journals and other writing, but this fall I'm going to give her list of suggested dictated sentences a try. I'll let you know how it goes!

  4. What are some resources that you ALREADY HAVE that you can use to teach what you read about in this chapter/section?
                    Just like me you already have many of the resources you need to complete the assessments outlined in this chapter. Assessment areas include: letter identification, sight words, dictated sentences, writing samples and running records. Basically all you need are letter flash cards, lists of sight words (Dolch, FRY, etc.), paper, pencils and leveled books. You will also need a basic understanding of how to take a running record. Make sure you record both correct and incorrect words while the student is reading. The chapter also gives some tips on how to analyze student errors.            
5. What are some NEW resources that you want to get or try to use to teach what you read about in this chapter/section?
                   As stated above, you don't really need too many new materials for this chapter. Richardson suggests presenting students with small lists of sight words during the assessment. I usually present sight words one at a time, but I think I am going to get some cards with 3 to 5 sight words on them instead. 

Make sure you click over to Jennifer at Rowdy In First Grade who is hosting this week's review. Please share with us any tips or questions you might have on guided reading by leaving a comment. Happy reading!
~Pam

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