Tara's chapter 8 reflection
this chapter was on guided reading. it looks like taberski does a very detailed guided reading guessing from the info i had to read in this chapter.
i did a few guided readings in my class last semester. i was given a group assembled by my mentor teacher of about 5 or 6 kids and she gave them a choice to read this book, or that book. they always picked the one that had animals in it. i noticed that. we would go off to the side, some place where they wouldnt be distracted by the other guided reading group my mentor teacher was conducting. most times it would be in the library my mentor had set up in the room because it had a couch in it. i sat on a chair. i know greg said he would not stay there and would walk around the class and let the kids just read on their own silently, but not for me. i stayed with my group the whole time and watched them read. my mentor would stay where she was at too unless another of her students needed help. my kids would read out loud too. i said they all had to read so i could hear all their voices. i did that so i could tell the ones who were having trouble reading from the ones who could read. my mentor had the kids write down on a post-it their own reading strategy and to use it when they go to guided reading. most kids put down if they didnt know a word, they would try and sound it out. i heard most of them doing that when they got stuck on a word. some i heard would try but they would eventually skip it because they wanted to read a long. after all the kids were done reading, i would ask them questions from the book. they werent allowed to look in their book unless they really didnt know the answer because i had to know if they understood and remembered key events in the book. i also asked them what was the problem if there was one, and how was it solved. i also had to ask the kids what words they had trouble on. if a kid had trouble with a word, the rest of the members of the guided reading group are supposed to help him/her out. and they did that. they would tell him/her the word and then i would ask the kid who had trouble to say the word to me again. and of course this time he/she could. i dont know if that is how you would conduct a guided reading but that is how i was told to conduct one. i just basically asked the group what they liked about the book, if they could summarize what happened in the book, any problems, what are the solutions, and if they could answer questions i gave them pertaining to the book.
i am really glad that i got to do these guided readings in my class last semester because it gives me practice for when i have my own classroom. the only thing is i didnt get to pick the kids and i didnt get to pick the book they got to read. maybe next time or if i get to do these guided readings, i will ask my mentor if i can choose the kids and pick the book. i think that will be more of a challenge to me. i need to really know the levels all the children are on and what books are good for them to read.
i did a few guided readings in my class last semester. i was given a group assembled by my mentor teacher of about 5 or 6 kids and she gave them a choice to read this book, or that book. they always picked the one that had animals in it. i noticed that. we would go off to the side, some place where they wouldnt be distracted by the other guided reading group my mentor teacher was conducting. most times it would be in the library my mentor had set up in the room because it had a couch in it. i sat on a chair. i know greg said he would not stay there and would walk around the class and let the kids just read on their own silently, but not for me. i stayed with my group the whole time and watched them read. my mentor would stay where she was at too unless another of her students needed help. my kids would read out loud too. i said they all had to read so i could hear all their voices. i did that so i could tell the ones who were having trouble reading from the ones who could read. my mentor had the kids write down on a post-it their own reading strategy and to use it when they go to guided reading. most kids put down if they didnt know a word, they would try and sound it out. i heard most of them doing that when they got stuck on a word. some i heard would try but they would eventually skip it because they wanted to read a long. after all the kids were done reading, i would ask them questions from the book. they werent allowed to look in their book unless they really didnt know the answer because i had to know if they understood and remembered key events in the book. i also asked them what was the problem if there was one, and how was it solved. i also had to ask the kids what words they had trouble on. if a kid had trouble with a word, the rest of the members of the guided reading group are supposed to help him/her out. and they did that. they would tell him/her the word and then i would ask the kid who had trouble to say the word to me again. and of course this time he/she could. i dont know if that is how you would conduct a guided reading but that is how i was told to conduct one. i just basically asked the group what they liked about the book, if they could summarize what happened in the book, any problems, what are the solutions, and if they could answer questions i gave them pertaining to the book.
i am really glad that i got to do these guided readings in my class last semester because it gives me practice for when i have my own classroom. the only thing is i didnt get to pick the kids and i didnt get to pick the book they got to read. maybe next time or if i get to do these guided readings, i will ask my mentor if i can choose the kids and pick the book. i think that will be more of a challenge to me. i need to really know the levels all the children are on and what books are good for them to read.
posted by Tara | 11:18 PM
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