A guided reading group in Kindergarten
Goal: Comprehension
Strategy: Check for Understanding
A snapshot of what I observed:
The teacher is meeting with her Level 8 group. They begin the lesson by reviewing what they remember from when they last read the book. They discuss that it was a competition and what that means. They know that the ribbons that say better and best let us know it was a competition. They share specific events in the story that were examples of a competition. The teacher then has them read, and she listens in as they read aloud. Each reads aloud at his/her own pace. The teacher provides the prompts and encouragement as needed.
When they get to the word "mean" she has them stop and asks them to identify something they have been learning that is in this word. Two of the students accurately name a vowel team. The third student appears confused and cannot identify the vowels in the word. The teacher helps him to use the alphabet chart to find the vowels. The group continues and finishes reading the book aloud.
Suggestions & Next Steps:
I love the learning activities going on in centers while students are practicing independently. Some students are writing/stamping sight words, some are writing the names of pictures around the room, using chunks they are familiar with, another group is reading with a partner and a final group is searching for sight-words using magnifying glasses in a picture. They know the expectations and routines they are to be following.
During the guided group, I like that the teacher is providing them with independent practice time, listening in, and providing scaffolding when needed. Two students read very fluently, while the third reads the words accurately, but moves at a much slower rate. The teacher is working to get him to work with more urgency. He is a very competent student, but appears to have no desire to work at the same pace as his peers.
I would suggest that you have this student record himself as he reads aloud and then listen to the recording. See if he can identify how slowly he is reading, and encourage him to pick up the pace. I noticed that he does not like to speak up, either. I like the way the teacher encourages him to speak to other students, and to solve his own problems using his words.
Focus on Formative Assessment:
This teacher encourages student conversations, and keeps detailed anecdotal notes of what she notices as students strengths and weaknesses. When children with different perspectives, or levels or understanding, are engaged in a conversation, they negotiate meaning from those perspectives. "They are focused on meaning making and are taking responsibility for the (temporary) meaning they have made." (Johnston, 2012) This teacher will use these notes to guide future lessons with this guided reading group. She will build meaning on the conversations the students are sharing.
Resource:
Johnston, P. (2012). Opening minds: using language to change lives. Portland: Stenhouse Publishers.
Goal: Comprehension
Strategy: Check for Understanding
A snapshot of what I observed:
The teacher is meeting with her Level 8 group. They begin the lesson by reviewing what they remember from when they last read the book. They discuss that it was a competition and what that means. They know that the ribbons that say better and best let us know it was a competition. They share specific events in the story that were examples of a competition. The teacher then has them read, and she listens in as they read aloud. Each reads aloud at his/her own pace. The teacher provides the prompts and encouragement as needed.
When they get to the word "mean" she has them stop and asks them to identify something they have been learning that is in this word. Two of the students accurately name a vowel team. The third student appears confused and cannot identify the vowels in the word. The teacher helps him to use the alphabet chart to find the vowels. The group continues and finishes reading the book aloud.
Suggestions & Next Steps:
I love the learning activities going on in centers while students are practicing independently. Some students are writing/stamping sight words, some are writing the names of pictures around the room, using chunks they are familiar with, another group is reading with a partner and a final group is searching for sight-words using magnifying glasses in a picture. They know the expectations and routines they are to be following.
During the guided group, I like that the teacher is providing them with independent practice time, listening in, and providing scaffolding when needed. Two students read very fluently, while the third reads the words accurately, but moves at a much slower rate. The teacher is working to get him to work with more urgency. He is a very competent student, but appears to have no desire to work at the same pace as his peers.
I would suggest that you have this student record himself as he reads aloud and then listen to the recording. See if he can identify how slowly he is reading, and encourage him to pick up the pace. I noticed that he does not like to speak up, either. I like the way the teacher encourages him to speak to other students, and to solve his own problems using his words.
Focus on Formative Assessment:
This teacher encourages student conversations, and keeps detailed anecdotal notes of what she notices as students strengths and weaknesses. When children with different perspectives, or levels or understanding, are engaged in a conversation, they negotiate meaning from those perspectives. "They are focused on meaning making and are taking responsibility for the (temporary) meaning they have made." (Johnston, 2012) This teacher will use these notes to guide future lessons with this guided reading group. She will build meaning on the conversations the students are sharing.
Resource:
Johnston, P. (2012). Opening minds: using language to change lives. Portland: Stenhouse Publishers.