Finally, students conclude the small group session summarizing what they read and preparing to work independently with their targeted sound (such as /oa/) and texts for re-reading practice. The teacher offers word-level support and comprehension support where necessary. Guided Reading is when the students take turns reading aloud a challenging text that builds their decoding and word identification skills. (For advanced readers, Word Work can also morph to emphasize vocabulary meanings and Greek and Latin roots.) Guided Reading These reading sub-skills are integrated into just these handful of activities: Multisyllable strategies, such as Blend As You Read by Chunk.Spelling strategies, such as Say It the Way It Looks, and.Decoding strategies, such as Blending As You Read and Flex It,.Letter-sound knowledge (i.e, that “c” is usually /k/, “ow” is often /oa/, and “tch” is usually /ch/,.Phonemic awareness (perception of individual sounds in words, i.e., “much” = /m/ /u/ /ch/).
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Re-Reading for Fluency is just like it sounds. These are the 3 critical components of a strong, comprehensive small group guided reading session: (This structure is generally fitting to any student at a K-3 reading level or any student of any age needing decoding, word identification, or fluency remediation.) It’s also similar to the structure of an early intervention called the Targeted Reading Intervention I developed at the University of North Carolina that had significant impact on all reading measures (decoding, word identification, spelling, and comprehension) as reported in these studies: ( study 1, study 2, study 3, & study 4). I’ve used this structure as a tutor with hundreds of children, ages as varied as 3 to 15. I’ll then describe how one teacher might use this structure to plan lessons for 2 different groups. To combat decision fatigue, AND to help you accelerate all of your readers’, I propose a small group, guided reading structure that has served me well for nearly 20 years. That, ah, could be, ah, considered challenging! A Small Group, Guided Reading Structure to Combat Decision Fatigue Indeed, a recent study calculated that teachers have to choose among at least 205 trillion instructional options. They can also feel deathly when we have too many decisions to make. These platforms are dreamy in terms of possibilities. I didn’t have Google, Facebook, Pinterest, and Teachers Pay Teachers to contend with. I feel for today’s teacher even more than I emphasize with my old teacher-self. To copy or not to copy, that was the question. (We had no curriculum! Have ya been there?) First world problem, yes.Īn instructional day with a constant stream of choice after choice.Ĭhoices about instruction. Yes, dear readers, the thought of even having to choose between one of 5 choices of restaurants in our small town Overwhelmed me. He would innocently ask, “Where would you like to go?” My husband wanted to support me, to treat me, so he would offer to take me out to eat for dinner. When I was a new teacher, I came home tired.
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