My school is just starting guided reading and I went to training this week. The trainers told me that I should present a new book with a group everytime I meet which would be almost everyday for my lower readers. Is this how you really do it? It seems very quick to me. I thought we were supposed to use the same book for at least a few days? I'm not even sure we will have enough books for this. The library is still on the small side. What do you do? Thanks for answering my questions!!!
This is funny that you ask this because earlier this week, I asked a very similar question in the Peony Room. I had been using a new book each time because the strategies that my groups were working on (cross-checking and skipping) just seemed like they should have a new book, otherwise the words would be too familiar and they wouldn't be able to practice the strategy very much. I started to doubt myself though because I was in our school's bookroom ALL OF THE TIME! Thankfully, what I was doing was confirmed correct by a couple of other posters. What I have found is that the times that you would not need a new book is if they didn't finish from the previous lesson or if they are working on a strategy like fluency where the repeated practice is good, for example. I worried about the possibility of running out of "just-right" books for my lower readers, but have found that they "grow" before that happens.
I sometimes use the same book for 3-4 days, and sometimes only twice. We are ALWAYS encouraging fluency, and the first time through is usually decoding/accuracy. I've never used a book only once with first-graders, they don't get a chance to talk about it, because the first read-through is so word focused. My first day is usually building background and making predictions, then talking strategies we might need, previewing vocabulary and then doing the guided reading -- that might take my whole time! Depending on the book, we may revisit it 2 more times to talk through comprehension skills, phonemic awareness, etc. and sometimes even get to a written response (again, some of the lower level books don't lend themselves to this much, and I will only use them 1-2 times). Repeated readings are always encouraged to practice fluency and expression! You'll get a lot of opinions on this, I'm sure -- go with what you feel your students need.
I do a new book each day and have for years. (Unless it is a chapter book with my higher readers.) Yes, I go through a TON of books for first grade. We also meet with every child every day. My partner teacher and I share kids so we can do this. We do a thorough book walk before we read, and then read it together. I then send it home that day to be read to parents. We have quite a few books because the school I teach in has been doing guided rdg. for 10 years. It takes a while to build up that library. Good luck with guided reading. I love it!
Yep, new book every day as long as it isn't a chapter book. The next day we'll do a re-read before I introduce the new book. I have about 7 guided reading groups. I get to my lowest groups every day (levels A-D), but it's impossible to get to every group for me every day. I don't have anyone else working with me.
The purpose of Guided Reading is to teach the reading process, regardless of reading ability. You should be using a book each day in your reading groups, and they need to be differeniated. You should have a challenge book, an on-level book, and a easy reader (decodeable book) in your teacher station.
I would suggest a center chart of some sort, and place your children into guided reading groups, so you can better manage the learning stations.
Our textbook Houghton Mifflin supplied us with Leveled Readers, I use these, plus my classroom library. Yes, you will go through TONS of books in first grade, but it is so worth the effort to see them learn.
I use books from reading a-z, Reading for All Learners Program, classroom library books, and the leveled and decodable books from Treasures. I also subscribed to Scholastic mini books and print books from there. There are other sites that have free mini books to print also. The students get to keep the books that I print, so they have something to read at home .
With my students I have them read the book with me, when they finish I have them read it to a peer tutor. I have them take it home to read to 2 different people, a pet or a stuffed animal (the kids think it is funny when I tell them to read to their pet or stuffed animal, but it gets them reading and parents have to sign that they read). The following day they read it to me again. If they can read it without many errors then they move on. With RALP, they have to read it without any errors and if they get to the end of a five book set and make errors, they repeat the set. The students even keep track of their own progress. RALP is good to use with all readers including the struggling readers and appropriate for k-3.6 reading levels.
When I call each guided reading group to the table, they immediately sit down and read the previous day's book silently for fluency. It only takes a few minutes, then we start on our new book for the day. In the spring, when my higher groups are reading longer books, I have them just choose a few pages to reread.
I know the new book every day seems overwhelming, but you need to trust your gut here-- even if you have gone through the book and taught it the day before, if you are getting blank looks you need to slow down and give it another shot. Guided reading is really about being responsive to what kids need-- that is the heart of the process. Trust your professional judgment. You are the expert on your students.
We do a book each day unless we are using a chapter book with our higher readers. After previewing book and reading it together, I may have the kids read it again with a partner or read it using "whisper phones" (you can buy these or make them with plastic pvc pipe). Students then take their books home and read them again with parents.
11-21-2009, 10:23 AM
Thankfully, what I was doing was confirmed correct by a couple of other posters. What I have found is that the times that you would not need a new book is if they didn't finish from the previous lesson or if they are working on a strategy like fluency where the repeated practice is good, for example. I worried about the possibility of running out of "just-right" books for my lower readers, but have found that they "grow" before that happens.
Simple View
