This video clip was short however it showed many parts to a guided reading lesson. This clip put up the label of the specific component while the teacher or the students were doing it. First, the clip showed the teacher “setting the purpose for reading.” The teacher explains what book they are reading and asks the students to think about the author’s intent when she wrote the book. Then the teacher tells them to start reading allowed and “assesses the fluency.” The teacher listens to each student in the small group reading out loud. When they are done reading the teacher allows “talk to clarify ideas” by having them talk to a partner about the author’s intent which she asked in the beginning for them to think about while reading. The clip labels this part with “on-going assessment” which shows that the teacher is constantly listening to each students’ ideas and talk with their partner. Then the teacher “checks for comprehension” by asking various “probing questions” pertaining to the book and the author’s intent which allows the students to explain their thinking. In this clip the teacher also focuses on the writer’s strategies or “highlights writer’s craft.” I think this is great, because the video we watched in class focused on the main points of the book, reading skills, and the overall comprehension of the book and not writing strategies as well that would assist in their writing skills. Pointing out these skills also helps the students “connect to prior learning.” The teacher reinforces these strategies by having the students write down examples for each strategy they see. This also allowed the students to connect reading and writing. This clip also showed what other students were doing at other centers during this time which was helpful for me as I’m learning to be a teacher because it shows exactly what method and classroom set-up I could use.
This clip was only part 1 of a guided reading session. I looked at part 2 which was the teacher explaining her reasoning for what she did. For instance, she explained her reason for having “flexible grouping” which I felt was important to point out. She also discussed that “routines are established” so the students know what is expected of them in this center. This clip was very helpful and enhanced the steps we learned about in class. I think that this example was a similar if not the same system and components that we have learned about and was a great way to show each and explain when each was happening.
http://www.youtube.com/watch?v=MD_zW0Rd3HU
Showing posts with label guided reading. Show all posts
Showing posts with label guided reading. Show all posts
Wednesday, October 7, 2009
Tuesday, October 6, 2009
Meredith Monserez's Guided Reading Video
The YouTube clip that I found is titled, Guided Reading For Elementary Classrooms, and was created by Kelly Mikesell. Her video is directed towards teachers or future teachers that may be questioning the usage and overall importance of guided readings in the elementary classroom. She begins by sharing with her viewers how she organizes her guided reading resources. She shows how she has designated a small tub to each child in the classroom. On each tub the child's name and the days of the week the child does their guided reading. In each child's tub is an assortment of books for their reading level. This not only keeps the teacher organized, but it also provides the child with a nice routine that will help keep them organized as well. She also shares that she separates the children into three different reading levels. These levels are non-readers, pre-readers, and readers. These levels are quite different than the five levels we have been learning about in class.
Although the children are separated into different reading levels, she still follows the same plan of all of them. To begin, she has them read a review book. This gives them a nice "warm up" and helps to boost their confidence in reading. While the children are reading their "warm up" books, she as the teacher takes a running record of their reading. After they have finished their "warm up" books, she now introduces the new story. She introduces the new story with a discussion about the cover and a picture walk. The cover discussion gets their minds moving and thinking about what they are about to read. The picture walk is useful because this is the time that the teacher can point out any key words or any vocabulary that the students may need for reading the story and also prepares them for reading.
Opposed to what we have been learning in class, Kelly Mikesell strongly believes that children should read at their own pace, and should absolutely not read together. While the students are reading, the teacher is supposed to walk around and listen carefully to each of the students. The teacher is supposed to pay close attention to the strategies that the child is using and the strategies that still need to be discussed.
After the reading many different engaging activities can take place. Some examples are to practice phoneme blending and segmenting with words (like the activity we did in class with the letter cards), writing with shaving cream, beginning sounds review game, and creating books based on stories. She concludes that it is important to always end with a smile and excitement to hopefully make the children excited to come back to the table to read.
http://www.youtube.com/watch?v=17mnwPrCTFQ&feature=related
Although the children are separated into different reading levels, she still follows the same plan of all of them. To begin, she has them read a review book. This gives them a nice "warm up" and helps to boost their confidence in reading. While the children are reading their "warm up" books, she as the teacher takes a running record of their reading. After they have finished their "warm up" books, she now introduces the new story. She introduces the new story with a discussion about the cover and a picture walk. The cover discussion gets their minds moving and thinking about what they are about to read. The picture walk is useful because this is the time that the teacher can point out any key words or any vocabulary that the students may need for reading the story and also prepares them for reading.
Opposed to what we have been learning in class, Kelly Mikesell strongly believes that children should read at their own pace, and should absolutely not read together. While the students are reading, the teacher is supposed to walk around and listen carefully to each of the students. The teacher is supposed to pay close attention to the strategies that the child is using and the strategies that still need to be discussed.
After the reading many different engaging activities can take place. Some examples are to practice phoneme blending and segmenting with words (like the activity we did in class with the letter cards), writing with shaving cream, beginning sounds review game, and creating books based on stories. She concludes that it is important to always end with a smile and excitement to hopefully make the children excited to come back to the table to read.
http://www.youtube.com/watch?v=17mnwPrCTFQ&feature=related
In the video titled, Modeling Guided reading FAQ, Candace Bookman brings up a number of good points and activities that she uses with her students. This strategy of teaching reading provides extra support from the lowest level reader to the highest level. There were several things in this video that I liked and found interesting. The first thing she discussed was the different ways that she presents the words she is teaching. A lot of teachers usually only have their one way of showing the words, and that is either on a note card or on a white board; she uses both. I think this is a good strategy because children can easily become very bored if you keep using and doing the same technique. I also liked that each student had their own personal book bag, it contained books that were required but also of interest, which encouraged further reading.
The instructor in this video had a unique way of arranging her centers. She states in the video, that she does not have them rotate centers because each of the centers has plenty of activities which keep them from getting bored. I think this is a good idea because there are some groups that finish the task they are trying to complete early and then just sit doing nothing. Having plenty of activities at the centers allows each student to work at his/her own pace. It also makes the students responsible for their work.
The next interesting point that she brought up was how she changes the groups. There are many classrooms that often keep the same groups the whole year, regardless if the strengths of the children change. I think basing the groups just on the strengths is still not the best way to do it. I think a better way to group the students is to have some students who do well with students who struggle. This allows the students to learn from one another as well as from the teacher. Sometime it takes the direction from your peers in order to truly understand. However, I do like that she does change student groupings to get different students working together. This video answered many of my questions on guided reading. It showed me some different approaches to doing it as well as confirming some I already knew.
http://www.youtube.com/watch?v=txC-Qo_8GiU
The instructor in this video had a unique way of arranging her centers. She states in the video, that she does not have them rotate centers because each of the centers has plenty of activities which keep them from getting bored. I think this is a good idea because there are some groups that finish the task they are trying to complete early and then just sit doing nothing. Having plenty of activities at the centers allows each student to work at his/her own pace. It also makes the students responsible for their work.
The next interesting point that she brought up was how she changes the groups. There are many classrooms that often keep the same groups the whole year, regardless if the strengths of the children change. I think basing the groups just on the strengths is still not the best way to do it. I think a better way to group the students is to have some students who do well with students who struggle. This allows the students to learn from one another as well as from the teacher. Sometime it takes the direction from your peers in order to truly understand. However, I do like that she does change student groupings to get different students working together. This video answered many of my questions on guided reading. It showed me some different approaches to doing it as well as confirming some I already knew.
http://www.youtube.com/watch?v=txC-Qo_8GiU
Guided Reading
Guided Reading Video
The video that I watched did not show an example of how the teacher does guided reading. It was informative and I liked that she broke it down so it was easy to follow. She had all the steps and strategies she uses when she does a guided reading lesson. She has her students spilt into three levels. She meets with her advanced readings at least twice a week and the readers that need more help everyday. The lessons are between fifteen and twenty minutes. Guided reading is so important because you can see what the students know, what needs to be worked on, which reading strategies the students use when reading and what other strategies could be taught to help the students more.
The students start out by reading a review book that helps them warm up their reading skills and the teacher can assess their reading by using a “Running Record.” She can see how far the students have come and where they still struggle. She keeps the books in bins that are labeled with the student’s name and what days they meet each week. When she introduces a new story, they always discuss the front cover and they do a picture walk where they talk about the pictures in the story. This helps them prepare for the reading. She also goes over key words and new vocabulary that is introduced in the story. Finally the students read the new story out loud. She has the students read by themselves so they can go at their own pace. She listens to each student carefully to see what strategies they use when they come across the new vocabulary or other hard words. When the children are done reading she goes over a mini-lesson that addresses the main issue the children had. For example if they had trouble with beginning or ending sounds or they revisit sight words. She makes this interesting by using a game or fun activity. At the end the students reread the story using their new strategies. She ends the guided reading with a smile and compliments so the students are happy when they get to come to the reading table.
The teacher uses some of what we talked about in class, like the front cover discussion and the picture walk. These are great things to do with the students to help them read more efficiently using the pictures to help. She does a mini lesson between reading the book the first and last time, which I think is good because the story is still fresh in their minds.
The video that I watched did not show an example of how the teacher does guided reading. It was informative and I liked that she broke it down so it was easy to follow. She had all the steps and strategies she uses when she does a guided reading lesson. She has her students spilt into three levels. She meets with her advanced readings at least twice a week and the readers that need more help everyday. The lessons are between fifteen and twenty minutes. Guided reading is so important because you can see what the students know, what needs to be worked on, which reading strategies the students use when reading and what other strategies could be taught to help the students more.
The students start out by reading a review book that helps them warm up their reading skills and the teacher can assess their reading by using a “Running Record.” She can see how far the students have come and where they still struggle. She keeps the books in bins that are labeled with the student’s name and what days they meet each week. When she introduces a new story, they always discuss the front cover and they do a picture walk where they talk about the pictures in the story. This helps them prepare for the reading. She also goes over key words and new vocabulary that is introduced in the story. Finally the students read the new story out loud. She has the students read by themselves so they can go at their own pace. She listens to each student carefully to see what strategies they use when they come across the new vocabulary or other hard words. When the children are done reading she goes over a mini-lesson that addresses the main issue the children had. For example if they had trouble with beginning or ending sounds or they revisit sight words. She makes this interesting by using a game or fun activity. At the end the students reread the story using their new strategies. She ends the guided reading with a smile and compliments so the students are happy when they get to come to the reading table.
The teacher uses some of what we talked about in class, like the front cover discussion and the picture walk. These are great things to do with the students to help them read more efficiently using the pictures to help. She does a mini lesson between reading the book the first and last time, which I think is good because the story is still fresh in their minds.
Guided Reading
http://www.youtube.com/watch?v=-2jckrzhwYo
In this video there are a lot of things the teacher talks about which I feel would be very useful. In relation to the article she talks about doing a picture walk (for her students it is mandatory) as well as activating prior knowledge. The most interesting aspect of this video is how the teacher uses comprehension cubes to get her students thinking and discussing the book before they have even read the words. I like the idea of having an interactive activity involved in the reading process because I feel like it helps cement in the children’s minds that reading itself is an interactive activity. Also, the cubes may bring up (and are likely intended to) questions that students would not have thought of on their own or allow them to share ideas with others who are not having the same though processes. Although the video does not show the entire lesson, I would imagine that this teacher would use similar interactive processes throughout the reading of the story and also the reflection. This cube idea is especially innovative to me because I think oftentimes teachers get so caught up in the actual reading of the words that they forget how to introduce texts and create intrinsic motivation for their children to want to read and be involved in the text in front of them. Yes, this activity may take more time, but as we have read before, there is always time for literacy if you make the time.
While the video we watched in class showed an exemplary job on the teachers part of the during and after aspects of the guided reading lesson, compared to this video, it was lacking in the before area in some respects. True, the teacher did do a picture walk and asked the students what they knew about the subject, but she did not get them really critically thinking about the text. The questions on the cubes are meant to go a little bit deeper than just observation questions (i.e. what color are frogs) to make the students see that to get the most out of what they are reading, they need to think about it on a deeper level. I thought the cubes were a fun way to make reading active and desirable for all students.
In this video there are a lot of things the teacher talks about which I feel would be very useful. In relation to the article she talks about doing a picture walk (for her students it is mandatory) as well as activating prior knowledge. The most interesting aspect of this video is how the teacher uses comprehension cubes to get her students thinking and discussing the book before they have even read the words. I like the idea of having an interactive activity involved in the reading process because I feel like it helps cement in the children’s minds that reading itself is an interactive activity. Also, the cubes may bring up (and are likely intended to) questions that students would not have thought of on their own or allow them to share ideas with others who are not having the same though processes. Although the video does not show the entire lesson, I would imagine that this teacher would use similar interactive processes throughout the reading of the story and also the reflection. This cube idea is especially innovative to me because I think oftentimes teachers get so caught up in the actual reading of the words that they forget how to introduce texts and create intrinsic motivation for their children to want to read and be involved in the text in front of them. Yes, this activity may take more time, but as we have read before, there is always time for literacy if you make the time.
While the video we watched in class showed an exemplary job on the teachers part of the during and after aspects of the guided reading lesson, compared to this video, it was lacking in the before area in some respects. True, the teacher did do a picture walk and asked the students what they knew about the subject, but she did not get them really critically thinking about the text. The questions on the cubes are meant to go a little bit deeper than just observation questions (i.e. what color are frogs) to make the students see that to get the most out of what they are reading, they need to think about it on a deeper level. I thought the cubes were a fun way to make reading active and desirable for all students.
Guided Reading-Alex N.
The clip that I chose to watch was a clip of a first grade teacher who was answering questions regarding guided reading. I chose this clip because I thought it would give me more knowledge about guided reading, and I also thought it would be interesting to see what types of questions would be asked. I really enjoyed this clip and got a lot out of it. One of the things that I really liked about this clip was how the teacher explained how many times you meet with the guided reading groups. This was a question that I had been thinking about and was glad I got it answered. The way she explained it was that you are to meet with guided reading groups everyday, and depending on what level the groups are at reading-wise you are to meet with them more or less frequently. The teacher had several good ideas which she uses for her guided reading times. One of them was this idea of "book bags", these are Ziploc baggies that students fill with their guided reading books as well as note cards with information about what they are learning this week, for example long and short vowels. I like this idea because, as the teacher explained, it allows the students to work on their weaknesses throughout the day as well as at home with their parents. Therefore it gets the parents involved in their child's learning which I think is really nice bonus.
The teacher explained her procedure for placing students in their ability groups and I thought her idea was beneficial to the students. She uses different colors for her groups, but she has different kids in different colors all the time. Also, when she calls groups over to her for guided reading she does not call them by color, she calls each student by name. I think this is a good way to avoid any stigmas that could be created by having students in the same groups all the time. While this video did not show a guided reading session in progress, I still thought it was really helpful. It gave me a better understanding of guided reading through answering questions that I had, as well as questions I did not know I had. It also had some nice ideas that I might want to use in my classroom.
Here is the link: http://www.youtube.com/watch?v=txC-Qo_8GiU
Guided Reading Clip-Courtney S.
The video clip I chose has a teacher answering questions about her guided reading process and illustrates what the classroom looks like during such a time. I chose this clip because I liked its organization. It was easy for me to follow because it showed the questions when they were asked, and the teacher stayed on topic for each question. Also, it was very specific. The teacher did a good job explaining how she does guided reading and provided examples of how she goes through the process. I liked how she said she changes the groups often, and has them made up by colors, but that when she calls the students over for guided reading she doesn’t call them by group name, but calls their names. I thought this was a small but important detail because some students may get upset about being in a certain group, or if a student stays in the same color for an extended period of time he/she may be embarrassed if the teacher calls them up by color. This way, students don’t pay attention to what groups they are in and learn in a comfortable environment. I also liked how she made all her students “book bags” which are Ziploc bags the students can put books they are reading or notes that the teacher gives them during guided reading time.
I also liked how the clip discusses the centers as well. The teacher explained how she keeps the other students occupied and on task while she is doing guided reading. She talks about how she taught the students what to do at each center for the first 8 weeks of class. I like how the students don’t rotate at the centers too. Rotating could lead to confusion, or disruption with the students. If they are at one center, they can choose from several different activities and then they are on task the whole time.
I would say that the clip doesn’t supplement the reading but that it does help clarify and it is helpful to hear a teacher’s perspective about guided reading. Listening to how a teacher implements the program shows us examples of how we can do it in our classrooms.
The link to the clip: http://www.youtube.com/watch?v=txC-Qo_8GiU
I also liked how the clip discusses the centers as well. The teacher explained how she keeps the other students occupied and on task while she is doing guided reading. She talks about how she taught the students what to do at each center for the first 8 weeks of class. I like how the students don’t rotate at the centers too. Rotating could lead to confusion, or disruption with the students. If they are at one center, they can choose from several different activities and then they are on task the whole time.
I would say that the clip doesn’t supplement the reading but that it does help clarify and it is helpful to hear a teacher’s perspective about guided reading. Listening to how a teacher implements the program shows us examples of how we can do it in our classrooms.
The link to the clip: http://www.youtube.com/watch?v=txC-Qo_8GiU
Guided Reading Video (Leanne)
I chose a video that specifically addressed guided reading in the elementary school. This teacher used pictures and examples from her own classroom as students experienced guided reading. I liked this video because it walked me through the teacher's viewpoint of how to implement a guided reading session. I noticed that this teacher used a slightly different order of events in her lesson. She started with a review of a previously read book in order to warm the students up. Then she went straight into an introduction of a new book. She based her mini-lesson off of the students' reading and strategies in the moment. In this way, she listened to the students' reading during their independent time and left time to discuss and address any issues. This way, it is fresh in her mind and perhaps students can work on practicing a particular problem. After this mini-lesson, the students reread the book - hopefully incorporating the mini lesson information. This all takes approximately 15-20 minutes and the teacher meets with the students at least twice a week (or daily for pre-readers or those struggling the most).
I like this strategy of incorporating the mini-lesson during the guided reading instead of before going through the story. I think students might be able to make the connection between a struggling area and problem-solving in the moment. The mini-lesson might seem more relevant to the student if it is addressed as the problem arises. I think this works well on an individual basis. However, it would be very difficult to address 4-5 mini-lessons in one given time if each student struggles with a different area. Implementing individual mini-lessons would be ideal, but might not be practical. Overall, it would really depend on the needs in each classroom.
I think the practice of guided reading needs to be incorporated in the classroom. The only time I remember doing anything like this was when I was first learning how to read. I think this exercise should still be used after having the basics understood. Even if students are reading successfully, perhaps their comprehensive skills are lacking. Also, this would be a great opportunity to introduce new genres or authors that students may not be aware of. Teachers can make guided reading what they want and should tailor it to students' interests and needs.
Video Link - Guided Reading in Elementary Classrooms
I like this strategy of incorporating the mini-lesson during the guided reading instead of before going through the story. I think students might be able to make the connection between a struggling area and problem-solving in the moment. The mini-lesson might seem more relevant to the student if it is addressed as the problem arises. I think this works well on an individual basis. However, it would be very difficult to address 4-5 mini-lessons in one given time if each student struggles with a different area. Implementing individual mini-lessons would be ideal, but might not be practical. Overall, it would really depend on the needs in each classroom.
I think the practice of guided reading needs to be incorporated in the classroom. The only time I remember doing anything like this was when I was first learning how to read. I think this exercise should still be used after having the basics understood. Even if students are reading successfully, perhaps their comprehensive skills are lacking. Also, this would be a great opportunity to introduce new genres or authors that students may not be aware of. Teachers can make guided reading what they want and should tailor it to students' interests and needs.
Video Link - Guided Reading in Elementary Classrooms
Monday, October 5, 2009
Jess's Guided Reading Video
I chose a YouTube video titled Guided Reading. I found this video interesting because it showcased the basic summary of a guided reading lesson. I also chose this video because it was posted very recently. A lot of the guided reading we are exposed to in class is outdated, and I was interested to see if any differences were evident between an older and more new example of guided reading.
One main idea I liked in this video was the idea of keeping a "running record". A running record is a list of 2-3 teaching points that the teacher notices and jots down while working one on one with a child, or observing pair reading, or small group meeting. The teacher then uses these notes to zero in on activities that they want to work with that particular student in a guided reading lesson. I personally have never heard of a running record but can see how it can be very helpful. Each student in the class can have their own private running record that the student keeps. This will allow the teacher to keep track on what the student is working on and the progress that they have made, which is really important when constructed any lesson, even a guided reading.
Other things I found important from this video was that the teacher provided an oppurtunity for students to get up and move around in the middle of the guided reading. She had the student use magnetic letters for a lesson. Different activities will keep the students more engaged and excited about guided reading. Another thing that she stressed in this video was the importance of a written activity to connect to the reading. I noticed she didnt just have the student write but prepared sentence strips that the student made and had her rebuild the sentences once they were cut apart. Overall this video was short but informative and really highlighted some important things all teachers should introduce through guided reading.
Video: http://www.youtube.com/watch?v=6jUS0W_H0Y4&feature=PlayList&p=8E81508FB8670A17&playnext=1&playnext_from=PL&index=3
One main idea I liked in this video was the idea of keeping a "running record". A running record is a list of 2-3 teaching points that the teacher notices and jots down while working one on one with a child, or observing pair reading, or small group meeting. The teacher then uses these notes to zero in on activities that they want to work with that particular student in a guided reading lesson. I personally have never heard of a running record but can see how it can be very helpful. Each student in the class can have their own private running record that the student keeps. This will allow the teacher to keep track on what the student is working on and the progress that they have made, which is really important when constructed any lesson, even a guided reading.
Other things I found important from this video was that the teacher provided an oppurtunity for students to get up and move around in the middle of the guided reading. She had the student use magnetic letters for a lesson. Different activities will keep the students more engaged and excited about guided reading. Another thing that she stressed in this video was the importance of a written activity to connect to the reading. I noticed she didnt just have the student write but prepared sentence strips that the student made and had her rebuild the sentences once they were cut apart. Overall this video was short but informative and really highlighted some important things all teachers should introduce through guided reading.
Video: http://www.youtube.com/watch?v=6jUS0W_H0Y4&feature=PlayList&p=8E81508FB8670A17&playnext=1&playnext_from=PL&index=3
Jamie Oberg Guided Reading
My reaction to the clip was that the lesson was very short. It only took a few minutes and the article made me feel that it should be at least about fifteen minutes. However, the teacher seemed to be doing mostly as the article says. She completely set the scene of the book by having a student read the information on the back of the book. They also talked about whether or not they thought the book was non-fiction or fiction, the children choosing fiction. She then skipped to the oral read instead of going through the pictures. I think it is important to go through the pictures so the children can focus on the text while reading and relate it to the pictures they already viewed. The teacher is next supposed to lead the students back to the text and then get a response but it does not show whether or not she (the teacher) received a response. The clip ends which makes me believe she does not do much at this time with the guided reading lesson, possibly referring back to the story on a different day. Her strategy of having the students in a group of three is small but efficient and having the other students in the classroom reading independently is also beneficial. After watching the clip and reading the article, I agree with the idea of guided reading. It seems to guide the students into making a connection with the context and helping with their reading and vocabulary skills.
http://www.youtube.com/watch?v=ofUOywdg1p8
http://www.youtube.com/watch?v=ofUOywdg1p8
BreOnna Byers Guided Reading
I choose the clip, Guided Reading Example. I choose this one because the child was reading a bigger book than, and seemed to be middle school aged which I have not seen yet. The instructor in the video started out much like the one in the video we watched in class. Asking the student what they thought the story might be about based on the books cover. She then had the student read aloud. At certain points throughout she would stop the student and ask her if she could tell her what was going on at that point in the story. She would focus in on a particular sentence or paragraph and ask why the author might have used that wording, or technique. She then stopped her about a third of the way through. I found it very interesting that they didn’t read the whole book, however, the instructor did point out that they would come back to it just not finish it all in one setting. Then the instructor said the student would do some kind of literary task to connect with the book. This task did not always have to be writing a story, as she pointed out, but could be making a poster or something similar. I thought this was a good alternative to doing a worksheet like shown in the video in class. There were times when the student stumbled on words or didn’t know the word and the instructor never really gave the student any strategies to use or help her in anyway which I found fairly odd. Even at the end she never came back to the words she had trouble with. It seemed that this guided reading was more for comprehension, which in upper grades I guess is a bigger problem.
Guided Reading Video Clip- Kate Neal
The video I watched showed a teacher’s strategies on how she implemented guided reading in her classroom. The teacher believed that guided reading was the most important part of her students’ day. She mentioned that guided reading is a time where you can see how much a student knows, what skills they use consistently, and what needs to be worked on. This is basically what we have learned in class about guided reading. However, she goes on into detail about how she uses guided reading. The teacher has set up 3 different reading levels in which she uses the same plan for in each level. The first level is the non-reading level, the second is the pre-reading level, and the third is the reading level. The teacher has a goal of meeting with each student at least 2 times a week. She was very well organized in the fact that she has specific bins in tact for each student to place their reading items. The bins have their names on the outside of them and also states the day in which the teacher meets with the specific student.
At the beginning of the guided reading activity, the teacher has the children read a review book for a warm up. Then she introduces a new book and does a picture walk so the entire class can look at the pictures; this is how she prepares them for the upcoming reading. After this, the children start to read on their own. As we have discussed in class, the children should read at their own pace. After the reading, the teacher conducts a mini lesson that could deal with beginning and ending sounds, phonemes, sight words etc.
Another activity that she has the children do that’s pretty neat is using their fingers to write in shaving cream. This gives them the opportunity to look at one letter at a time and is fun for them to do. Lastly, she has the children reread their story before they join back as a class. When they join back as a class, the children are excited to share interesting things about their readings.
A lot of this stuff is very similar to what we have been learning in class over the past several weeks. I liked how the teacher was very organized and she gave the children a set schedule on when she would be meeting with them during guided reading. I will also plan on using the shaving cream as an activity in my future classroom.
Here is the website you can find my video on:
http://www.youtube.com/watch?v=17mnwPrCTFQ
At the beginning of the guided reading activity, the teacher has the children read a review book for a warm up. Then she introduces a new book and does a picture walk so the entire class can look at the pictures; this is how she prepares them for the upcoming reading. After this, the children start to read on their own. As we have discussed in class, the children should read at their own pace. After the reading, the teacher conducts a mini lesson that could deal with beginning and ending sounds, phonemes, sight words etc.
Another activity that she has the children do that’s pretty neat is using their fingers to write in shaving cream. This gives them the opportunity to look at one letter at a time and is fun for them to do. Lastly, she has the children reread their story before they join back as a class. When they join back as a class, the children are excited to share interesting things about their readings.
A lot of this stuff is very similar to what we have been learning in class over the past several weeks. I liked how the teacher was very organized and she gave the children a set schedule on when she would be meeting with them during guided reading. I will also plan on using the shaving cream as an activity in my future classroom.
Here is the website you can find my video on:
http://www.youtube.com/watch?v=17mnwPrCTFQ
Guided Reading Video Clip- Kelly Reeder
I chose the video, A Guided Reading Lesson, because I noticed the teacher was guiding students who seemed to be a little older than the students I am used to watching on guided reading video clips. I have seen how a lesson is demonstrated for children who are in their early stages of reading and I wanted to view a video where older students were guided. In the beginning of the video the teacher, who was leading the guided reading lesson, begins by asking the students different questions about the book they are about to read. Some of these questions related to whether the book was fictional or nonfictional, the time period the plot took place in, and the age range of the characters. The students were able to answer these questions by looking at the front of the book, as well as reading the description on the back. The group then took a deeper look into the summary on the back cover of the book and integrated their previous knowledge from other subjects to help break down what some of the more difficult words meant. From this one student was asked to begin reading the first chapter to the rest of the group.
This video was not very long, but I figured that the students are old enough and to the point where their reading doesn’t have to been as guided as before. The teacher did ask them many questions in the beginning to start their reading off, but overall the guided reading seemed to be presented more so that the students could stay on task and focus on what was being read. The students answered the questions asked by the teacher and paid attention to each other’s comment. The one student that was asked to read was a strong reader.
Through this video I learned that the older the students are, the less guided the reading lesson needs to be. I thought that it was very important that the teacher made a point to ask about the era of the book, as well as gave some insight to different events that were taking place at that time. This helped the students to better understand the type of book they were about to read, instead of jumping into a book that they knew nothing about.
The part that I did not like about this video was how short it was. I would have liked to see what the teacher would have done next in the lesson, after her student was finished reading. It was very interesting to see the differences between instructing a guided reading lesson with older students as opposed to younger students.
http://www.youtube.com/watch?v=ofUOywdg1p8&feature=related
This video was not very long, but I figured that the students are old enough and to the point where their reading doesn’t have to been as guided as before. The teacher did ask them many questions in the beginning to start their reading off, but overall the guided reading seemed to be presented more so that the students could stay on task and focus on what was being read. The students answered the questions asked by the teacher and paid attention to each other’s comment. The one student that was asked to read was a strong reader.
Through this video I learned that the older the students are, the less guided the reading lesson needs to be. I thought that it was very important that the teacher made a point to ask about the era of the book, as well as gave some insight to different events that were taking place at that time. This helped the students to better understand the type of book they were about to read, instead of jumping into a book that they knew nothing about.
The part that I did not like about this video was how short it was. I would have liked to see what the teacher would have done next in the lesson, after her student was finished reading. It was very interesting to see the differences between instructing a guided reading lesson with older students as opposed to younger students.
http://www.youtube.com/watch?v=ofUOywdg1p8&feature=related
Stacy Toedter's guided reading video
I chose Modeling Guided Reading FAQ simply because it had the most views and I wanted to see why that was. The clip was fairly short, only 9 minutes, but it answered a lot of questions about guided reading. It is in interview format and starts out asking why is it important for teachers to do guided reading. I was interested in hearing this answer because in class it has become known that guided reading is important to do in our classrooms. The teacher's answer was that it provides extra support to struggling readers. As teachers, we can differentiate instruction til we find a strategy that works for the particular student. With guided reading we can introduce new skills to students who may be ready to move on in the group but still be able to provide explicit instruction to those who are not ready to move on. When asked how often and how long should guided reading be done, she answered every day and she normally does it for 45 minutes a day, meeting in groups for 15 minutes each (3 groups a day). But from my understanding, guided reading should be done for longer than that, like 45 minutes per group..im a little unclear about that. She answers that in guided reading, they introduce reading strategies and practice skills that have already been taught. The books are in levels and depending on what level the student is in, that is the level in which they choose their books from. It is individualized to help each student become better readers. The teacher knows each student's strengths and weaknesses and thats how they decide what to work on in guided reading, and that is also how they can group the students. She also mentioned book bags, which are just clear plastic bags that children can choose books based on their interest and level and they can take these books home with them to read with their parents. I think parental involvement is a very important part in a child's education. http://www.youtube.com/watch?v=txC-Qo_8GiU
C. Caron Guided Reading
I chose the YouTube video, Modeling Guided Reading FAQ, simply, because I had numerous questions myself. This video featured a first grade teacher, Candice Bookman, who responded to everyday questions regarding guided reading such as why it is important for teachers to do guided reading, how often and how long it should be done, what it incorporates, and how students are grouped in guided reading. I thought this video was informative, providing examples of what guided reading actually is and how it is carried out.
I liked watching the video and feel that I learned more through watching it than when I read the Saunders-Smith article merely because Bookman described similar notions as the article, yet, surpassed the examples and explanations because I could actually see guided reading occurring and children benefiting from each aspect of the instruction. I feel that Bookman provided more concrete answers that I could comprehend and was more meaningful to me when considering my own classroom than the article. She answered questions directed towards teachers such as how to group students, how to know what to do in guided reading, how a teacher can both manage behavior and guided reading in centers at the same time, and organizational advice.
The only problematic aspect I found in the video was a disagreement between the Saunders-Smith article and Candice Bookman’s standpoints regarding how often students and which students receive guided instruction. The Saunders-Smith article explains that all students are to receive guided instruction and Bookman describes the idea that struggling readers need more intensive and frequent guided reading instruction. I agree with the Saunders-Smith article with respect to the IDEA’s provisions regarding equity in classrooms. Guided reading was illustrated as a positive aspect for all children to receive, not only struggling students. Thus, for all students to reach higher levels in comprehension, all students must receive equal opportunities with an educator who uses guided reading.
http://www.youtube.com/watch?v=txC-Qo_8GiU
I liked watching the video and feel that I learned more through watching it than when I read the Saunders-Smith article merely because Bookman described similar notions as the article, yet, surpassed the examples and explanations because I could actually see guided reading occurring and children benefiting from each aspect of the instruction. I feel that Bookman provided more concrete answers that I could comprehend and was more meaningful to me when considering my own classroom than the article. She answered questions directed towards teachers such as how to group students, how to know what to do in guided reading, how a teacher can both manage behavior and guided reading in centers at the same time, and organizational advice.
The only problematic aspect I found in the video was a disagreement between the Saunders-Smith article and Candice Bookman’s standpoints regarding how often students and which students receive guided instruction. The Saunders-Smith article explains that all students are to receive guided instruction and Bookman describes the idea that struggling readers need more intensive and frequent guided reading instruction. I agree with the Saunders-Smith article with respect to the IDEA’s provisions regarding equity in classrooms. Guided reading was illustrated as a positive aspect for all children to receive, not only struggling students. Thus, for all students to reach higher levels in comprehension, all students must receive equal opportunities with an educator who uses guided reading.
http://www.youtube.com/watch?v=txC-Qo_8GiU
Guided Reading-Lauren Flaspohler
The guided reading lesson that I watched on You Tube was from a first grade class. They had already read the story three times. At the beginning of the lesson, the teacher reviewed what a good reader does. One student mentions that a good reader visualizes what they read. All students are then given a buzzer. Then she asked questions to see about the story that they read. They were encouraged to listen to the question and all of the answers before buzzing in. This way they wouldn’t just press the buzzer and guess. They actually had to pay attention. Once a student buzzed in with the answer they thought, the teacher asked if the students agreed or disagreed. When everyone had given their opinion she told them the correct answer. She even referenced the pages in the story a couple times.
Although this was not a video of the entire guided reading lesson, it still supplemented what we had watched in class last Wednesday. It helped to see the way a teacher would incorporate something fun into guided reading. The video in class looked like it would get boring after a while. It was nice to see something else that could be done in guided reading. The main focus is to get students to understand what they read. This video was a way to see if children are getting the main ideas of the stories they read. She had taught them the “picturing” strategy for reading. However, I didn’t feel like every student was engaged. Even from the beginning, they are all playing with the buzzers and looking around the room. One student was almost always the first to buzz in and another didn’t buzz in at all. I think this is a good idea, but I’d definitely modify it so that all students are engaged.
http://www.youtube.com/watch?v=HytE0pGoKw4
Although this was not a video of the entire guided reading lesson, it still supplemented what we had watched in class last Wednesday. It helped to see the way a teacher would incorporate something fun into guided reading. The video in class looked like it would get boring after a while. It was nice to see something else that could be done in guided reading. The main focus is to get students to understand what they read. This video was a way to see if children are getting the main ideas of the stories they read. She had taught them the “picturing” strategy for reading. However, I didn’t feel like every student was engaged. Even from the beginning, they are all playing with the buzzers and looking around the room. One student was almost always the first to buzz in and another didn’t buzz in at all. I think this is a good idea, but I’d definitely modify it so that all students are engaged.
http://www.youtube.com/watch?v=HytE0pGoKw4
Alex Lew
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.
http://www.youtube.com/watch?v=HytE0pGoKw4
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.
http://www.youtube.com/watch?v=HytE0pGoKw4
Michelle Ezrachie
This video clip was very enjoyable to watch. It mainly concentrated on scaffolding reading. I think he did a great job explaining the information. He first started with clearing up what model reading is and breaking down the method to teach guided reading. Not only was he able to relate it to teachers in the classroom, but also targeted parents at home. In addition he explained the purpose of shared reading.
The man in the video clip explained guided reading to be useful in groups of four to six. He later went on to include that while reading, as a teacher it is important to not only concentrate on the punctuation but also pay attention to who the main character is. While reading the story, students should answer questions that help the story come alive. He explains the importance of wanting the students to start to think before reading the story. Teachers also allow the students to read, while the teacher corrects the student when appropriate. As the video continued, they showed a demonstration of guided reading.
The man worked with a boy and guided him through the reading. Starting with the title, he was able to ask questions like what do you think this story is about? Who do you think the main character is? Do you think this will be a happy or sad ending? Will the bears find the honey? These questions helped assess the child’s understanding. In addition they helped the student understand the story better as opposed to if the boy were to read the story by himself. It helped to shape the setting, and promote interest. By posing these questions I feel the child was both encouraged and excited to read.
Overall, I felt this video clip primarily reiterated what was discussed in our readings. An example used was questioning to keep the student’s attention. On the other hand, the video clip was also atypical. It was not in a structured classroom, worked individually with a child, and contradicted the idea that the teacher should not be the reader. Unlike the video clip, the reading included note taking and numerous examples to receive responses from children during guided reading. The reading concentrated and recommended three dimensional responses. I thought this idea was interesting. I feel the idea of “book in a bag” will be a very fun activity for students to participate in as well as learn.
http://www.youtube.com/watch?v=zU-ubH82VzE&feature=PlayList&p=0A4667DA473066CE&playnext=1&playnext_from=PL&index=45
The man in the video clip explained guided reading to be useful in groups of four to six. He later went on to include that while reading, as a teacher it is important to not only concentrate on the punctuation but also pay attention to who the main character is. While reading the story, students should answer questions that help the story come alive. He explains the importance of wanting the students to start to think before reading the story. Teachers also allow the students to read, while the teacher corrects the student when appropriate. As the video continued, they showed a demonstration of guided reading.
The man worked with a boy and guided him through the reading. Starting with the title, he was able to ask questions like what do you think this story is about? Who do you think the main character is? Do you think this will be a happy or sad ending? Will the bears find the honey? These questions helped assess the child’s understanding. In addition they helped the student understand the story better as opposed to if the boy were to read the story by himself. It helped to shape the setting, and promote interest. By posing these questions I feel the child was both encouraged and excited to read.
Overall, I felt this video clip primarily reiterated what was discussed in our readings. An example used was questioning to keep the student’s attention. On the other hand, the video clip was also atypical. It was not in a structured classroom, worked individually with a child, and contradicted the idea that the teacher should not be the reader. Unlike the video clip, the reading included note taking and numerous examples to receive responses from children during guided reading. The reading concentrated and recommended three dimensional responses. I thought this idea was interesting. I feel the idea of “book in a bag” will be a very fun activity for students to participate in as well as learn.
http://www.youtube.com/watch?v=zU-ubH82VzE&feature=PlayList&p=0A4667DA473066CE&playnext=1&playnext_from=PL&index=45
Sunday, October 4, 2009
Hickeye's Guided Reading Idea
Although my clip is not from youtube, instead it is from hulu, I find it supplementing our class reading in a very interesting way. Many times oral reading is considered perhaps the most important part of guided reading. In the video that I watched is a segment on how dogs are helping low-income kids in Chicago improve their reading. It is a program that combines children, dogs, volunteers, schools, and great results. The reason why oral language is such an important aspect in guided reading is it allows teachers a great assessment opportunity. This reading is not completed in a homogeneous context yet it has a larger audience. The goal of the "Sit, Stay, Read" program is to get students to read aloud to the dogs and volunteers in the classroom. Later on these students are accessed on their reading comprehension. This program has opened up a new aspect of reading. Kids love dogs, and many of these students who have struggled in their reading have come to love reading. Because the dogs are non-judgmental and if students mispronounce a word at first they have no reason to feel embarressed. Many critics believe that reading aloud is critical to beginning literacy. This method may not work as well as student's reading matures, even so these needy readers have many substantial progress. Many students that come from low-income families have had very few hours read to them at home. We discussed this in class earlier in the year how important it was to children to be introduced to literacy at a very young age. Since these students were not raised in households that encourage reading, they fall behind in class. It is not necessarily the fact that these students come from low income families, but because they are only read to on average for 25 hours before they enter school compared to average income families that read to their children for 1000 hours.
The students also write about their experience. Teachers are also able to evaluate students not only in their reading and oral skills but also comprehension and writing. Children who participate in this program improve 24 word per minute in their oral reading and children not using the program increased only 9 words per minute. Another important concept to remember is the student's attitudes in the classroom and towards reading. We discussed this in class when referring to our own teaching philosophies. This program changes kids attitudes about reading because they are now motivated to read because they feel comfortable in their surroundings and who they are reading to. Some students work together when writing their experience and interact better than they did during the normal school year. It is important to remember that audience plays a factor in children's ability to learn. Dogs have made a positive literacy experience for many children in Chicago
To learn more... watch this video!
Guided Readiing Lesson
http://www.youtube.com/watch?v=HytE0pGoKw4
When looking through the guided reading clips on youtube I was surprised how different all of them were. After watching the one clip in class I felt that there was really only one way to outline a guided reading lesson. Those were the way that guided reading lessons went for me. Honestly I don’t know why I thought that there was only one way though, because as being in the classes that I have been in, I know that there is no one way to do something. I know however, that the basic outline of a lesson plan is launch, investigation, and summary, which all lessons need to have to be effective.
After watching my video clip, I felt that there was good aspects to the guided reading and things that needed to be improved on. I thought that the activity was good in the fact that it kept the children engaged and interested in the questions that she was asking. In the beginning, it was going very well. The students were answering the questions based on what they read and would tell the teacher the letter and the answer that went along with that letter. However, as it went on, I felt that since it was a game that the children were more interested in winning then getting the right answer. At one point a little boy shouted out the answer “C, it is C!” and the teacher asked, “What is C? What’s your answer?” and the little boy said, “C!”. He did not know what C was; he just wanted to shout out a letter to try to get his team to win.
However, while the lesson started to get out of hand, I think that it presented a lot of good information. In the beginning, she asked them questions and brought them in by what they knew and prior knowledge. Then she introduced the game. If the children just started guessing, she would have them find it in the book and I could see the different strategies that the children put into practice. Therefore, it was apparent that the children knew how to do and understand the tasks, but their competitive side got the better of them. I have to admit that when I was a kid, even today, I am very competitive, so I would have been more interested in winning then what I was learning.
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