#1stchat Archive
Weekly chat for excited 1st grade teachers who love to learn and share ideas. Participants are interested in a variety of topics including literacy, math, technology, play, inquiry, and being the best educators they can be!
Sunday May 15, 2016
Hello, everyone! Leka from Iowa co-host of Very excited about having here with us tonight!
Hello friends. Can't wait to learn from
Happy Sunday! I'm Val from Michigan and co-host of . I'm excited to chat about guided reading with tonight.
Hello, Valerie from the ISD here. Gonna try 2 do this from a soccer field!
Please introduce yourself and tell us what you teach and where you are from.
Good evening friends. Excitement is building as we approach the month of June!
. Good evening, everyone. I’m Jan. Greetings from our Wisconsin woods. I’m honored to be your moderator for tonight.
I'm Shelley from Nova Scotia and this is my first chat
Hello! That should be fun:)
Hi , excited for the chat tonight! Michelle from WI.
Happy Sunday! Jen from MN excited to learn with !
Hi! Marnie from Michigan. I teach 1st grade.
Hello! Derek from PA. Glad to be here! Hope everyone is well!
I am Jill from Nova Scotia, Canada. I am presently a Literacy Coach. Have worked extensively with Jan Richardson's work.
Hi, I'm Shannon from WA and really looking forward to tonight's chat.
Hello ! I am Erin from Western NY and I teach Kindergarten and can't wait to learn more from
Hi, Lori! Hope you had a good weekend!
I am Terry 2nd grade T in Fl
Hi, Valerie! Now that's a dedication!
I did. Three more days left. Hope all is well with you.
Hi, Terry! And we both know what happens in June!
Hello ! Jill from NY and I coteach K/1 special education. Can't wait to learn more with
I teach primary in a rural Nova Scotia village
I didn't realize you were also from WI. Where about? I'm in Green Bay!
Whoohoo! and at the same time! Powerful combination tonight! Jane from Kansas tuning in!
Hi, Jan! So happy to have you here!
Kelly from Nova Scotia, Canada. I teach primary
I can tell this is going to be a fast moving chat. Get ready!
I'm Gillian from Nova Scotia, Canada. I teach primary/one
Hi, Shelley! Welcome to so glad you are here!
Hi, Michelle! When is your last day of school?
Hi, Jen! Glad you are here!
Hi, Maenie! Great to see you!
What does a guided reading lesson look like in your classroom? What are your challenges to doing effective GR lessons?
June 8, so a bit to go yet and SO much to do until then:)
Happy Sunday Kathy for PA
Hi my friends Claire here from Vermont! With 19 days left to make a difference with my kiddos so much left to do. Glad it's Sunday
Please follow so that you can see the questions as they are tweeted.
Christie, K teacher, near Boston.
Hi, Jill! Great that you are here!
Chris, a rdg spec and former 1st T, from PA popping in for .
Hi, Katy! How are you tonight?
Hello all. Marie from Texas, excited to be able to join tonight!
A1 Following your framework. Love the word study and guided writing. Challenges - good quality books with multiple copies.
.A1 Ss rding challenging texts w/T prompting.50% of GR is eyes-on-text rding/writing. See my videos. https://t.co/6NpvvIqeUk
Hi, Shannon! Me, too! Great guest moderator and PLN!!
Excellent! Hope you are too?
Im great, thanks! How are you?
Our school board loves everything "Next Step in Guided Reading!"
GR lesson has great word work and guided writing--the increase in sight word fluency is amazing!
A1:Gr includes, word work, intro, indep. reading/conferencing individually, comprehension and writing after
Shannon from MI! Happy to be here tonight
A1: I structure my GR lessons around the templates in "The Next Step..." Most of it is eyes on text
A1: We have been using the model for guided reading. Book for 2 days, word work on the 1st and writing on the 2nd.
Tricia from MI...in and out tonight. :)
A1: Language, word work, read time, retelling! Trying to fit it in 20 min. Challenge? Needing to see low Ss everyday but no time
A1: Biggest challenge is time! So much to do and time flies (when they're having fun!)
A1 I try to keep my groups small. I do a quick book intro, support as they read text, include word word and comp.
A1: I'm a K teacher. In Jan, I take 2 students at a time, do a making words warmup, then intro/follow up w/ book at their level.
A1: It is reading, discussing, using and identifying strategies. Challenge is time.
.Keeping it short - 20 min- keeps the kids engaged.
A1 Meeting with all the different groups/needs in the time allotted with pull-outs and such happening is a challenge
A1 I've started using format. Sight words, reading, word work, writing. So much in 2 day period!
A1: love GR but biggest challenge is successfully reading w/27+ Ss and reading w/struggling Ss everyday.
Andrea from Kansas - can't stay long tonight but excited about this topic!
Hi I'm Holly, K-5 STEM Coordinator, from Tampa, FL! Excited to chat tonight!
I've always felt like guided reading is my Achilles heel...
I have started using a timer to keep myself organized & accountable. https://t.co/zf4Tm9PCQg
.Keeping it short - 20 min- keeps the kids engaged.
A1: I just started using Next Step in GR and love it! My biggest challenge is access to quaity books
A1 challenge is finding enough books at a level to support special education students and TIME!
A1: The challenge is always giving them what they need, whether it's letter ID and sound work or diving into text.
Just spent the weekend at . If you have the chance to attend, DO it! Now, ready to talk reading...
Sound fluency, word work, fluency passages, sight words. Small groups. https://t.co/eZ6qVG0cM9
What does a guided reading lesson look like in your classroom? What are your challenges to doing effective GR lessons?
.A1.A1 Ss smiling and working, thinking, problem-solving. T engaged, prompting, and smiling. https://t.co/IU8v8Wlb8k
A1 Use books at their instructional level that also provide a bit of a challenge.
Time is a challenge. A timer helps, keep to the lesson format, and limit teacher talk.
A1: Challenge is keep the groups small and time
A1 Time is a challenge. Lots of struggling Ss who need support with trying to balance the on level students who need you too
Yes! Me too! Those low Ss need extra time. How to fit them in everyday?
A1: I've just started using your templates...love them! Challenges- keeping other Ss engaged while meeting with groups
Yes, I use my phone timer every morning!
I had to do that too. Time gets away from me.
That challenge is important. https://t.co/ZnuoN2ONEv
A1 Use books at their instructional level that also provide a bit of a challenge.
A1 Might look very different depending on the group.Some groups might be focusing on phonics & others comprehension
A1 Next Step was the best thing to enter my life a few years back! Took away the guess work!
I used that at first to get a better feel for it. I may need to pull out the timer again to keep me on track!
A1 Lots of acknowledgement for what they did well in hopes they will repeat.
.A1 Big Challenge is being intentional. Must use assmnts to pinpoint focus.
That really is the key, sometimes I think we as teachers feel the need to talk and perhaps too much at times. GLIT261
A1: I meet w/ 3 groups & so does my para (5 total groups); phonemic awareness, fluency, word work, journaling
A1: We incorporate our phonics program () with our GR lessons. 35 minute session for all kids Tues-Fri.
It is a great feeling when you match the right book to the right group.
I am going to a summit next weekend! I went to one last year as well! Can't wait!
A1: Guided reading focuses on a specific skill and always includes comprehension :) Ss work on instructional level text
A1:mini lesson, model, S work time, small group, debrief Challenge: time!
I will be adding that to my summer reading list for sure.
Mine used to look like that also. But now I do word work, writing/comprehension with all. https://t.co/BPtt5ACzH4
A1 Might look very different depending on the group.Some groups might be focusing on phonics & others comprehension
With my multi aged 1-3 class I do less group and more 1:1 lessons.
A1 I have to go back to PreA lesson templates at the beginning of the year to gain back summer loss
Love using the resources from 's website. So much good stuff there.
These are such a time saver! Thank you!
Couldn't agree more. And the videos on 's website are fabulous!
You truly need to know your Ss to do so & GR helps you do so. https://t.co/ZmyPrJvvmd
It is a great feeling when you match the right book to the right group.
.Just enough challenge keeps the working. Just enough success keeps the smiling.
Always like to stay informed! We work diligently to make STEM happen all day, everyday! Working to move beyond acronym
I do more 1:1 as well. I feel my time is more valuable doing that.
Yes! I feel like I have been putting books in some ss hands too soon. Some needs more phonics. https://t.co/UFZ7BlmFNH
A1 I have to go back to PreA lesson templates at the beginning of the year to gain back summer loss
It changed everything about GR for me!
In primary it takes us a long time to even get to guided reading. Routines and expectations need to be established first. GLIT261
Me too! And I could feel it and see it in the data!
I used to focus on too much & now I have tried really hard to tighten the focus
.A1.New Support for GR - Literacy Footprints. Sequenced books w/ Next Step plans. Levels A-N https://t.co/4t8DD5wZSz
we used those resources extensively as we provided PD for our teachers P-3 this year.
Yes! My students work well , for the most part, independently (ie without me but perhaps w peers). .
A1: I started out the year with groups, but have moved more to 1:1 later in the year. Finding enough time is always hard!
if you are around join is here to moderate!
I start my Daily 5 "bootcamp" on Day 2 of the school year so those independent work routines are established early
. Great move, Kathy. Tighten focus and you will hit the target.
Absolutely and don't rush it or you will regret it later!
Yes, I love that about the templates. Helps narrow the focus.
We do a lot of "running records on the run". Helps provide the focus for the next lessons.
Agree. In K I do literacy work from day 1, but formal groups don't start until late fall/early winter.
No not 1:1 each day. I move around, listen in. Jump in. Focussed assessment. Reading happens often in the day.
I have a lot of Lit Groups going on now, I love listening to their conversations.
Same here! So important to build stamina to run small groups smoothly later.
I agree! Just depends on the kids.
A1 Skip the fluff and maximize the time spent reading by students during GR lessons. 15-20 min of guided instruction
informal RR help me keep focus and learn from the Ss what they need as we move forward.
"on the run" or I have Ss record a book on and I go back on my own to do the running record
.Q2: How do you select the right text for guided reading? What makes a GR lesson fly or flop?
what qualifies as "fluff" in your classroom?
Listening with intent to understand is KEY! I can provide feedback on what i hear.
yep! We attempt to read to self very early, modeling good/bad examples, building stamina
I need to do that with seesaw. Maybe this week!
A challenge w/ my struggling Ss is getting to more than just word work/phonics. Never seems like there's enough time!
A2 GR lesson that flies is well planned and meets Ss current areas of need.
A2: A GR lesson will fly when I know what every single student needs
.I’m addicted to running records. Find myself doing them in church (in my head) when someone reads the scripture.
Some of my ss are finally comfortable talking about text without me guiding:) Great to just listen:)
A2: Slight challenge and interest. I have loved using the as a resource now as well.
Great idea! Will try that this week.
A2 My informal running records help w/text selection. Providing great book introduction is a big key to success.
Hi all! Sara from Wi joining late. Had to play a little BB with the family.
worksheets of any kind, anything that detracts from actual time spent reading
A2 Select text based on student interests (when possible) and needs. Transitioning quickly from 1task to the next.
I look for books that the children will enjoy (about animals for eg,) The challenge is not enough books for me at my school GLIT261
.A2:Text tip: Use running record to identify text range. Ask, are there challenges? Will Ss be successful while problem-solving?
We're junkies at my school. Nobody gets kids reading like Bella and Rosie!
We did book clubs all last week and they love it, plus it doesn't limit to the text level they can read.
You know you're a teacher when...
Thank you! I'm not familiar with your work but your templates look great. I had made my own when I was just Gr1
A2 Book selection is tough but I start with text range and try and match Ss interest.
That is something I hear from school to school and classroom to classroom!
A2:Knowing the interests of Ss
A2 I know the books in our book room well. When Ss need very little help, I know to bump the challenge a little and move up a level
A2: Consider needs of Ss- Preview/pick texts that will allow Ss to see skills/strategies within the text for better understanding
A2 Student interest drives choice before reading level. Want to kill love of reading? You can't read that level yet!
Have you mark up the booklets? https://t.co/dUWxcpBllQ
.I’m addicted to running records. Find myself doing them in church (in my head) when someone reads the scripture.
Renee White from NC joining late.
No! I will check it out! Thanks!
A2: Student interest, strategy the student needs, what's available in the leveled book library :)
Yes - busy work rather than real work! Agreed.
A2 Me being prepared is the most important part of being efficient with my time. If I am not prepared, I lose them.
A2: Know your Ss & be willing to change when the moment dictates it.
https://t.co/nrWrwsgjeG
.Q2: How do you select the right text for guided reading? What makes a GR lesson fly or flop?
Hi Renee, glad you are here.
A2: Running records and conferences help determine the best books as well as next steps. Good books and a fast pace help GR fly!
A2: Depends on the focus, but S interest & book level are important things 2 keep in mind
Interest will help bring meaning to the print. https://t.co/HZ38S1PyWd
A2 Select text based on student interests (when possible) and needs. Transitioning quickly from 1task to the next.
.A2:Consider your focus when choosing texts for GR.Choose easier level to target fluency.
A2 biggest challenge is creating student independence so they can manage themselves while you lead groups/1:1 conferences
A2: I try to choose texts on level & of interest to Ss for groups but all conferring 1:1 is done on Ss self selected texts.
A2: Have to know your Ss taste -- fiction, non-fiction, photos, illustrations, etc... You have to know your collection, too!
A2 Know that all books at the same level are "not" the same. Preview books before using them with your students.
A2: Fly when I am organized, items at arms length and books are engaging for Ss
Another bonus of looping. Knowing Ss interest. They also recommend books to each other.
A2: cont...I hit coaching as a reading partner hard in BOY so really cool to see Ss using those strategies.
A2 I use running recs as well. I also select based on the skill we are concentrating on, and the Ss interests!
A2: Lately, I've been having kids read a self-chosen book to me and see what they need as we read together.
Yes for sure and they have great conversations when they are interested.
.A2.Text tip:Use a variety of genres. Rotate through F, NF. Add a bit of poetry for advanced readers.
I would LOVE 2 loop! But w/ 1st and 2nd :)
Thank you for so many free great resources! LOVE them!
A2 Using NF has been helpful at assisting my students with building vocabulary as well.
A2 I think S interest in important, but it can only get you so far with what is available. I try to strike a balance.
.You’ll see different behaviors/strategic actions when you use NF. Always good discussions.
1:1 Conferring gives us some good information! https://t.co/GgGZo4qBvF
A2: Lately, I've been having kids read a self-chosen book to me and see what they need as we read together.
I have some Ss that LOVE NF. They like to teach the class about what they are currently reading.
A2: That is what I love most about is the selection of NF at our fingertips. Easy to match interest.
A2: A lesson flies when I anticipate and am prepared with teaching prompts...within arm's reach always! https://t.co/GBQ8GNptDG
This is a fantastic site! Bookmark this one Ts!
A2 Spark their interest in the text. They should be excited to read it. Don't give away too much.
. YES! The intro should hook the kids w/o telling the entire story.
Get the book too! Not expensive but worth every penny!!!
I go for a one sentence engaging intro...hook 'em in quick!
absolutely my Ss can't seem to get enough of NF....it's where I have stayed focused with this class.
A book intro can really motivate ss:) https://t.co/q76tm9kN5a
A2 Spark their interest in the text. They should be excited to read it. Don't give away too much.
I think teacher excitement can rub off. That is huge to get my reluctant readers to buy-in
My students are always excited to read with me and ask when it is their turn again! GLIT261
.Q3: What is the most important part of a guided reading lesson? How do you teach comprehension in guided reading?
Yes. I have gone online to find more titles.
I have found that to be quite successful too. Let them pick. Listen, guide, support.
Just thinking that I should put a great intro on a post-it right in the book so I remember next time!
You're getting them all!?
.When teaching NF make sure kids can retell before you delve into deeper comp. strategies like compare/contrast.
I have also loaded my classroom library with MANY high interest books. My students love to read!
A2: Unprepared T can kill a GR lesson! Rigor and pace can make it work!
Do you use Have you tried that in GR groups?
A3 It's all important b/c it's all linked to developing reading behaviors. Comp: questioning within/beyond/about the text
1st & 2nd grade are each getting a set. We already have some Pioneer Valley books & they are Ss favorites. Can't wait!
A3- Most important is the time spent reading and engaging with the text. That's when Ss are doing the most learning.
A3: EYES-on-TEXT is most important (If I have to pick one thing!)
Some students sore with NF vs F.
Hello all! What are the templates that have been referred to a few times?
Makes so much sense! https://t.co/xp9pPLytip
.When teaching NF make sure kids can retell before you delve into deeper comp. strategies like compare/contrast.
A3 The purpose is to understand what they read. To make meaning. Can they retell beg, middle, end? Can they recall facts from NF?
.A3.VIP is Prompting.What you say matters most. Need help prompting? Use my prompting flip chart https://t.co/J5gxY5JqIa
A3 Asking questions and talking with students about their thinking helps me see what they understand.
.Comp is the goal of every GR lesson, but you may be focusing on crosschecking or fluency when prompting.
Absolutely. My eyes are watching, talking, listening. I can make book suggestions too based on their interests.
A3: I have tried many things, of course nothing works 4 everyone, curious 2 get other opinions on this topic!
A3 Comprehension is the area I need to work on most. I use questioning and through the writing response.
A3: Giving Ss the opportunity to read a text on their instructional level with some support from the teacher.
A3 Assess informally on the fly with a quick conference 1:1 or group discussion
A3: READING! Ts often spend too much time instructing- Ss should should be given the time to read with support (if needed)!
Except when the credit card starts to smoke!
I need to share this with our teachers!
You can find them on 's website.
.Good strategy for Comp is having Ss flag the most important page. Good way to discuss, too.
A3 Most important thing about a GR lesson: that kids are reading every lesson: re-read familiar books and new text daily
A3: So much. Decoding strategies & find proof in text & learn to question are big! Ss use poof there's the proof magic wands.
.A3.Comprehension is the goal of every GR lesson, however, target monitoring and decoding as your focus.
Absolutely! Teacher excitment/enthusiasm goes a long way!
A3: I build comprehension using conversation, making connections, asking questions, and sharing the joy of reading
A3: Loaded ?...don't know the 'most' imp. part but being intentional/knowing your focus is essential
We use pot-it notes to mark. Ss ask each other about what they marked. https://t.co/rLafEaDfdf
.Good strategy for Comp is having Ss flag the most important page. Good way to discuss, too.
A3 Get your (teacher's) finger out of the way. Let them (students) do the work.
This log for each S help. Make comments as they read. I also note if they need to be assessed if too easy. https://t.co/0HDEl0BiS2
A3:Important part is engagement. I teach comprehension with strategies, want them to use metacognition with intention and purpose.
love this idea.....will try tomorrow with my groups
Yes! We ❤️ stickies! https://t.co/7PgFbY8AAY
.Good strategy for Comp is having Ss flag the most important page. Good way to discuss, too.
A3 Asking questions, what did you learn from what you read, what makes you say that, tell me about the movie in your head etc..
Great point. With a 1-3 combined class I really see this in my different readers and the reflections they make.
.STP means Stop Think Paraphrase. IT is imp for Ss to retell using their own words.
A3 I teach my students to think while they read. Making prediction is a good start. Ss get hooked to find out right or wrong.
A3: Used Wow! & Wonders when reading. Marked pages and discussed w/partner & shared with small group. https://t.co/3J5PAMLLqb
A3 Prep chat before a read and follow up questions are key for dev comp. We do WG comp ?s practice with books on CD with ?s at end.
.When you don’t know what to say to a S, ask What are you thinking?
I have my students leave "thinking tracks". Engage with text. As questions, leave connects etc as they read.
When reading Fiction use the somebody wanted but so then model to help students organize their retelling
I agree! Such a powerful question whether during GR or any time!
I love - "What strategy can I show these students today that will help them be better readers tomorrow?"
I use the same format. Easiest way to summarize a text at our level. https://t.co/pwvTnc61MF
When reading Fiction use the somebody wanted but so then model to help students organize their retelling
.Be intentional. Tell Ss what they are learning and why they are learning it.
awesome! could you possibly e-mail this to me?! :) (if i was on my phone that would b the all teeth emoji)
I find when I have them leave thinking tracks I am better able to see what they understand or don't understand.
Either that or have them ask questions, what do they wonder...they want to find their answers. https://t.co/vdNNmrYluE
A3 I teach my students to think while they read. Making prediction is a good start. Ss get hooked to find out right or wrong.
. SWBS is a great strategy for summarizing fiction. I used it teaching MacBeth in HS
.Q4: How do your center/workstations help protect your guided instruction time? How do you promote fluency in GR?
I like STP.... https://t.co/ePdibdXCSr
.STP means Stop Think Paraphrase. IT is imp for Ss to retell using their own words.
Everyone needs to know the purpose for learning:) https://t.co/N6GNwETKb5
.Be intentional. Tell Ss what they are learning and why they are learning it.
That was eye-opening for me this year. Tell students the "why".
A4 My centers are independent, predictable, but serve a purpose. This allows me to have uninterrupted groups.
.A4: Engage Ss in purposeful practice activities. Connect to whole group instruction.
A4 lots of time spent at beginning of year teaching routines and expectations to make the most of GR time.
A4 - I put a small orange construction pylon at the GR table and Ss know not to interrupt. "Under Construction for reading". GLIT261
A4: Provides dedicated time for small group instruction- stations can reinforce/demonstrate concepts while GR develops concepts
A4: Reading the book for 2 days has been an important part of fluency. We focus on it day 2. Also a confidence boost!
A4: My Ss know GR time is sacred. Activities are engaging and meaningful. During Daily 5 launching, I list it as my responsibility
. I think day 2 is essential for both fluency and comp.
A4 My learners love participating in Readers Theatre to improve fluency.
A4: Daily 5 now 6 with Seesaw all the way! We do fluency practice with sight word type poetry daily!
A4: students work on fluency after reading Day 2 to for an additional practice.
A4: I do one GR session during independent reading and another while Ss are engaged in a modified Daily 5. Engaging tasks are key.
We use this as well. https://t.co/T2v8Ejas3y
A4 My learners love participating in Readers Theatre to improve fluency.
.A4: No worksheets. Doug Fisher calls them shut-up sheets. Research shows no benefit.
We use instruction so groups can be pulled as soon as Ss independent w the 5 components https://t.co/NDFSbi3MSn
.Q4: How do your center/workstations help protect your guided instruction time? How do you promote fluency in GR?
A4: Rereading text on Day 2 is key to fluency. Ss used to groan to reread, now it's exciting as they notice their fluency improving
My ABC center starts with sorts that mimic those from our G.R. group and then move onto stretching words in boxes
A4 Daily 5 & GHO buddy reading with for fluency.
A4 I send the book home after the 2nd day. Sts are so excited to share learning with parents. Another opp to practice fluency.
A4 I have Ss record themselves on the iPad then play it back to hear themselves for fluency. They "hear" the importance of fluncy
A4: PRACTICE! routine is key! Ss work independently on hands on meaningful activities or read indep. while I meet w/ groups
A4 Use a 2-sided wkly menu for my K Ss. Have all wk. Do in order they want. I call groups during work. https://t.co/wAHs7nQaGj
A4 Promote fluency by practicing with a familiar text. Teacher models, read it together, Ss read independently.
.Ss who can do wksheets, don’t need them.Ss who need the skills,can’t do the wksheets.
That is the most imp. part at the beg. of the year! Not to rush into the groups before Ss are ind.
A4 Have set procedures & expectations for what stations look like. Also give Ss choice in activities.
Do you use an app or camera for that?
SO TRUE!!! https://t.co/OI52ZqWkPj
.Ss who can do wksheets, don’t need them.Ss who need the skills,can’t do the wksheets.
A4: Ss video themselves reading. So engaging & hearing themselves read is great for fluency. Green screens are cool!
A4: Daily 5 creates independence & more time for GR & conferring
A4 The best way to grow as a reader is reading! Reading real books.
. Agree. Invest in the time to teach routines and it will pay big dividends.
I have Ss record on ...share with Ps too!
A4 Promote fluency by having Ss re-read during read to self AND at home each night. Have students listen to books of their choice
I use an audio app. Ss love doing this
A4 my ss love search words with spelling patterns in their books & record on SMART board.
A4:Having a consistent/dependable routine; having intentional/applicable/meaningful learning opportunities
A4 - quality read alouds everyday help students hear fluency. GLIT261
Proud to be worksheet free!
.Model&practice routines. Don’t look at Ss who come to your table.They will eventually go away.
A4:Have"Ask 3 before me"sign on table when meet w groups so Ss don't interrupt&learn are each others resources too.
I have a "touch light" that I says "I'm Invisible"...works like a charm!
A4 My first graders read independently during my guided reading. They are reading for 40 min. Hugh accomplishment!
3 B emergency: Blood, Bones, Barf
gosh I forget what it's called but it's a free one. I'll have to look tomorrow.
Read it again and again! https://t.co/T36a4tnUHr
.Ss who can do wksheets, don’t need them.Ss who need the skills,can’t do the wksheets.
A4 Teach/mode stamina of independent work in addition to the rule of "No interruptions unless you are bleeding or puking"
Set a collaborative classroom enviroment so students can and do rely on each other! Create a room full of teachers.
My sts are reading or listening
So true! Sometimes I have to put up my hand. Mostly their peers remind them. https://t.co/kR5iOgqyxR
.Model&practice routines. Don’t look at Ss who come to your table.They will eventually go away.
I wear a pink tiara. If I'm wearing it, GO AWAY! :-)
A4: weekly poem 4 added fluency practice w/ sight words & familiar phrases, Ss highlight sight words/nouns/verbs/adjectives/etc
Yes the not looking at Ss technique works really well with my group.
.A4: Disruptive kids can sit in observation chair by GR table.Read from personal book box or write on white board
A4 We have been using for accountability and to move away from recording sheets and worksheets.
.Ss should be speaking, listening, reading, and writing—keep them engaged in purposeful practice and learning.
Problem solving has been a huge focus in my room. Great to hear ss saying "do you need help?" to each other https://t.co/5eOuGSsGwI
Set a collaborative classroom enviroment so students can and do rely on each other! Create a room full of teachers.
A4: We use instruction so groups can be pulled as soon as Ss independent w the 5 components
A4 Another Aha for me this year. Sts need at least 15 books in their reading baskets to sustain reading for longer periods of time.
.A4: FluencyTip:Lots of engaging,easy reading.Know Ss interests.Motivate, excite, entice.Readers’ theater.Buddy reading.
For us it's if your clothes are on fire or you're going to wet your pants! LOL!
A4 GR centers should be more opportunities for students to read/write in authentic manner,Ditch anything that doesn't promote this
Yes! Explicitly teach those skills. Many don't naturally have them.
A4: Two words that excite my readers - Readers Theater.
A4 My student love using their Poetry Notebooks for fluency practice. It includes poems and songs.
A4 I do daily 5 and Ss are do not earn other choices unless they can effectively read to self
Those are great ideas. Some disruptive Ss just need to do their work close to me. https://t.co/OlHmf0fsMm
.A4: Disruptive kids can sit in observation chair by GR table.Read from personal book box or write on white board
love this "create a roomful of teachers" that's a wonderful classroom environment especially if you have no extra help
A4 Buddy reading has been so motivating! My ss r lucky to have buddies within classroom & in Florida via GHO!
A4 - I often have disruptive students sit in on lessons. They are quiet and listening (they will learn something) GLIT261
My ones read with students in 's class.
. I had one “high-spirited” student who “sat-in” on several GR groups each day.By June he was a great reader.
Mine too. They will read them over and over.
Success!! https://t.co/yrDTsk5WRD
. I had one “high-spirited” student who “sat-in” on several GR groups each day.By June he was a great reader.
This is a great idea! A great solution that provides learning!!
It was great for my 2nd graders to really apply strategies and see themselves as models. They loved it. https://t.co/4nPp1SBOPw
A4 Buddy reading has been so motivating! My ss r lucky to have buddies within classroom & in Florida via GHO!
.Q5: How do you connect the reading + writing process in guided reading? What do you do if a student isn’t accelerating?
LOVE this idea. Never thought to try!
A4 Last year we did "The 3 Piggy Opera" which provided great fluency practice. Parents loved it! Students were so engaged!
A5: I try and do guided writing on Day 2 in response to reading
Thanks for that. I need to move their notebooks to their book bins to promote reading them more!
Unfortunately I have seen Ts replace worksheets with tech based Ws on the Ipad. Not in my room!!!
A5: Using guided writing with my beginning readers has helped build the sight word fluency too.
I hadn't heard of this before but a grade once class is doing it this week.
.A5.Connect Rdg&Wrtg in your GR lesson.All my plans integrate Reading, Writing & Word study. https://t.co/vyYt6cu2j3
I send them home every Friday too. Parents report how much they love using them.
A5: After reading, The Next Step in Guided Reading, I want to start response journals.
Do you have any favorite apps that aren't Ws?
A5> My Ss will respond about text, but I find it more effective if I "teach" writing outside the reading block.
A5: Provide authentic moments in GR to have Ss respond to their reading
.I’ve witnessed acceleration when I thread the focus into word study and writing. E.g. break big words, reread, etc.
.A5: Guided writing is the link btwn writing wrkshp and ind. Writing.Student write about the book with support.
poetry is a wonderful way to practice fluency....I don't do enough of this....I'll get some poetry books out this week.
Worksheets done on iPads are just digital worksheets. But there is a lot of great things that CAN be done on iPads.
I think that using your template has improved writing even more than reading for my Ss. They go hand in hand
Do you have "Stuffies" in your room? They are nice option for Buddy Reading too.
Q5: By utilizing questioning strategies&practicing searching in book for answers & writing them down.Write as if the story teller.
. Absolutely, Erin. I've seen the same thing.
A5 The Ss will write their thinking/evidence/wonders before, during, and after reading the text.
A5: We have a writing station but I need 2 work on connecting reading & writing more! Need ideas!
This is when I can really watch ss convention also. During writing wrkshp they focus more on content. https://t.co/Ev9LhwsCIr
.A5: Guided writing is the link btwn writing wrkshp and ind. Writing.Student write about the book with support.
A5 assess where S needs support: decoding, rapid naming, etc and tailor GR lessons/interventions.
Our school has a therapy dog. She is a really good listener for buddy reading
.A5: Struggling reader?Analyze the rdg process. Use my problem-solving chrts to pinpoint the problem. https://t.co/8XNTqwiDiv
A5 My students write sentences during GR based on the text they read. They have their own writing notebooks for that purpose.
A5 - for little ones learning to write, I am happy when they are connecting their pictures to their writing.
A5 Ss feeling more confident writing about books and using word work strategies while writing
. Link the written response for guided writing to your comp. focus for reading.
A5 We work basic writing skills during G.R. that can carryover to W. Worksop and allow us to focus on ideas and org. for each genre
A5: When not accelerating, take a step back & problem solve. A flow chart to help me navigate those resources in "Next Step"
Broken link?? I cannot open this doc.
A5: When a S stalls, I really try to figure out the cause and target that. That is really the teaching part for me.
A5: Authentic writing is key! When Ss aren't accelerating I rethink my next steps to make sure they are appropriate.
A5: allows Ss to make reading/writing connection on own bc can write about what read or publish similar genre.
A5 If not accelerating I go back a book level to see what they can do well and build on that before going up to higher level.
I love this! Unfortunately this link won't open for me. : /
.A5: Poor visual memory & visual scanning? Use my 4 steps to teach sight words. slide card across sight word left to right.
A5 The Reading Strategies Book is an awesome tool for helping all readers
. I LOVE to analyze struggling readers. So rewarding when you see the leap forward.
Agree, but they also need more explicit instructions. Many need more support on PA & phonics https://t.co/vhqVxTXPfx
Yes! Put p n's in b tubs. I started doing that and they love it. We illustrate our poems to show under and interpret.
I need to do this for my own daughter!
.A5:Struggling reader?Ask colleague to observe S in GR.Engaged or hitchhiking?Waits for T?Too hard?
We have a poetry center- they read, add, and illustrate poems, but in the bins they will get more practice
I was just talking to my principal about having one, Ss trauma could be helped
A5: I use interactive journaling w/ my Ss; not only are they writing @ reading but they also write @ themselves...awesomeness!
Your 4 steps are the BEST! Use them each day in my intervention classroom. Quick and effective!
A5: Teach students who have very low visual memory scores and their increase in sight words has been amazing with those 4 steps.
She has helped so many Ss in crisis. It is amazing.
I'm seeing more and more ss with tracking difficulty. My son went through vision therapy Now a great reader https://t.co/TlEFK1tahW
.A5: Poor visual memory & visual scanning? Use my 4 steps to teach sight words. slide card across sight word left to right.
Are these 4 steps on your website, I have some memory issues w struggling readers
.There is a video of the four steps on my website.
the Ss love these 4 steps. Some days I think it's their favorite part of GR.
A5 Haven't tried writing connected to GR book in K. Did when in 1st. Great idea. Will try this week!
has great resources for this!
.Struggling?Analyze running record w/colleague. describe the S’s reading process.Look beyond the level.
A5 We analyze for meaning, structure & visual. We can only infer child's processing but analysis gives us great info.
So jealous.... I want a MIlli!
Use google form as a way to keep track of reading behaviors and sight words worked on
so often we don't include this piece of the RR. It offers so much information to us about Ss strategies.
Total sidenote- we do the same- I cut notebooks in 1/2 & we call them Think Books. https://t.co/AWk8q5QnRr
A5 My students write sentences during GR based on the text they read. They have their own writing notebooks for that purpose.
Every school should have a Milli.
. Be wary of only looking at the numbers on a run record. I’ve seen kids miss the same word 5 times and get a low score.
