I can answer the last question, from my perspective. I taught K for a long time, so always taught leveled reading groups, starting after the students had a good grasp of concept of word/print. I moved to 2nd grade last year, and have noticed 3 changes in how I manage my reading program.
1. I no longer feel the need to meet with every group every day. Many of our school's 1st grade teachers still work under that notion, but after reading Taberski (On Solid Ground) & Diller (Making the Most of Sm. Groups), I "let go" of that idea, and meet with my lowest group 3-4 times per week, my on-grade-level groups 2 or so times per week, and my highest (way above grade level group) 1-2 times a week. Since I also hold conferences regularly, getting to everyone at least once a month (and hoping to increase that this year), I sometimes go without meeting with my highest group for a month, depending on assessment schedules, etc. 2. I now meet with strategy groups as much as I do leveled groups. At the beginning of the year, I put them in leveled groups for work with a couple of texts, until I get to know them better as readers. Then I start forming strategy groups, NOT based on reading level necessarily. We work on comprehension strategies, noticing punctuation, fluency, etc. Sometimes we use the same text, depending on the levels of readers I have in that group, and sometimes I teach a minilesson, and they try the strategy in their own text. This is an excellent resource for that type of teaching: *Guided Reading, One Lesson, All Levels, Any Text *(Tricia Burke)*. * 3. I no longer have centers or literacy stations. I read The Daily 5 before starting 2nd grade, and have designed my reading workshop mainly on their management techniques. It's a thing of beauty! The kids are authentically engaged in reading & word study, and I can teach small groups or conference with no interruptions. Hope that helps. Melissa/VA/2nd On Fri, Oct 24, 2008 at 9:46 PM, Ron Borchert <[EMAIL PROTECTED]> wrote: > I will be giving a half day workshop to teachers in our district that have > not had guided reading training for a long time. This training has been > suggested by the principals. I'm wondering if anyone could point me in the > direction of short texts that would challenge the teachers. I am going to > model a guided reading lesson using a more difficult non-fiction text with > some of the teachers as the students in the group. I used a great article > about Phineas Gage, but some of the teachers attending the workshop have > already read that text. Also does anyone have any experience or resources > for the guided reading plus groups that Linda Dorn describes in her reading > intervention model? And finally, how would you say guided reading has > changed in the last ten years? > > This group always has an amazing wealth of information and resources. > Thank you for your help. > > Barb Parry > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
