This clip is of an example of a guided reading lesson in a first grade classroom. For this particular lesson the children had read the book three times prior to the beginning of the lesson. In the beginning the teacher reviews with the children what they should be doing/not be doing when reading a book. For this particular lesson the teacher had five students in the small group. Each child had a buzzer, the teacher then read a question that dealt with the reading and the children buzzed in if they knew the answer. Once the first child buzzed in and said their answer the others had to say if they agreed or disagreed with it. For some of the questions they would find where in the book the answer was found, read parts of the book, or ask additional questions related to the main question. For the most part the children seemed engaged throughout the lesson, although the full lesson is not shown.
This video clip supplemented the video we watched in class because it showed a different aspect of guided reading. Although the children’s main task in this video was not reading, it showed their comprehension over their readings of the book. From the video from class I did not realize that there were other ways children could respond to the text besides writing. However, this lesson showed a different kind of oral response, like those listed in the article. It was helpful to see that throughout their response to the text the children relied on the text for answers (when prompted by the teacher). It was beneficial to see this video because it made me realize that guided reading does not have to follow a set formula, and there can be variation in the way children respond to the text.