Gretchen Vogle is our guest blogger for this week. Gretchen is a second grade teacher at Lawnton Elementary in the Central Dauphin School District.
Giving up control is often difficult for teachers. It is natural that we want to step in and help a struggling student. However, this chapter really made me think about how I respond to students during guided reading. Guided reading truly is the “dress rehearsal” for independent reading and students are not always going to have someone telling them which strategy to use. Therefore, using general prompts, such as “What will you do?,” requires students to think independently while the teacher is right there for support. In order to help me become used to this method, I think I am going to put questions from this chapter on a card to keep at my guided reading table. This will serve as a visual reminder until it becomes a habit. How will you incorporate these strategies into your guided reading lessons?
Another point that kept reappearing in this chapter is text selection. Often a lack of resources limits our options. At my school, we have a book room and a subscription to Reading A-Z. I also try to purchase sets of high interest books through Scholastic book orders. How do you ensure the texts you use for guided reading are engaging?