Our job as teachers is by no means easy. People outside the education field often comment that teaching first graders must be fun. Well, yes. At times we have great fun, and I enjoy and love my students dearly. I wouldn't do this job if I didn't absolutely love it because in order to be effective, teaching is time consuming and very hard work. Plain and simple.
Take guided reading for example. Planning for 4 different groups is where I spend a great amount of my planning time. I spend so much time here because everyday I see the benefits of the prescribed, targeted plans I have created for each group.
Just like most teachers, I have a wide range of readers in my 1st grade classroom. I have students in my class who struggle with sight words and are still not automatic with their blending. But I also have students who are reading 140 words per minute and can retell what they have read in order and with great detail.
YIKES! How do we effectively meet the needs of all those readers with such varying needs?
Students reading 50 words per minute or higher probably don't need sight word review or sound by sound blending practice. Students reading below 25 words per minute may still lack phonemic awareness or need drilling of vowel discrimination. All need comprehension instruction, but what should the main focus be for each group?
One size does NOT fit all when it comes to guided reading.
Prescriptive, targeted instruction is what each student in each group needs in order for students to progress with their reading.
So, how are the needs of each group determined?
Well, just like at the doctor's office, a diagnosis is essential before treatment can be prescribed.
Our school relies heavily on DIBELS progress monitoring assessments once or twice per month to determine reading progress and needs of individual students. We also assess sight word fluency regularly as well as the notes we take during guided reading time. Other teachers rely on running records, reading inventories or other regular reading assessments to determine what our readers need most to become proficient readers.
So after progress monitoring or regular reading assessments, the first step is to record the reading assessment data. I like to use a spreadsheet with student names to record testing data.
Next I dig into the data, looking for red flags and areas of need. I then group students with similar reading needs. I try to focus on no more than two or three targets or needs for each group.
Once I have the groups made based on similar needs, I am ready to start planning my targets and activities for each guided reading group.
After many revisions over several years, I have simplified my
Grades K-5 BUNDLED Targeted Guided Reading Plan and Activities Resource to one simple sheet (plus activities flip books that will be discussed below):
Once I have determined the target for the group, I fill out the student names for the group and their current scores that reflect the target. The scores should match their target.
I select just the activities and materials that will help my students meet the target using the NEW Activities Resources Flip books shown below.
This helps me to stay focused on their greatest need(s). I also record how much time I should spend on each activity. Time management is very important so all activities are completed in the time allowed for the group.
Here's a valuable resource for selecting targeted activities for each group!
I've made this SUPER SIMPLE for you!
With the help and guidance of over a dozen experienced colleagues and administrators,
I've created Targeted Guided Reading Activities Resource Flip Books that are organized by skill level.
All you need to do is identify the group skill level, flip up the page and select activities for your group!
|Targeted Guided Reading Plan and Activities Resources K-2|
|Targeted Guided Reading Plan and Activities Resource 3-5|
Record your targeted activities for each group on your Targeted Guided Reading Plan and you're ready to go!
Over a 2 week period, I have my plan out in front of me as I teach each group. I follow the plans to fidelity. I trust that I wrote the plans with the target of the group in mind.
Trust your judgement. If an activity you listed is not working, change it, or make a note at the bottom that for the next cycle, that activity should be modified. Modify as needed to better help your students meet their target.
Each day I make notes on the plan and record how the students do with the activities. Y=Yes, the student did well with the activities N=No, the student did not do well or it was too hard A=Absent B=Behavior or focus. Or, use check marks, + or - markings, or whatever works for you.
These notes are helpful for reflection on why the students met or did not meet the target for the 2 week period. When creating a new plan for the next 2 weeks, modifications can be made based on the notes taken.
The example below shows a completed K-2 Targeted Guided Reading Plan and Activities Resources
or Grades3-5 Targeted Guided Reading Plan and Activities Resource that has been filled out and used for a 2 week period.
You may notice that the 1st activity in the plan is using focus boards (drills) to practice vowel discrimination. I use focus boards daily, depending on the skill(s) the group is working on.
2-3 minutes daily is what it takes to get students fluent with these sounds or words.
Here are some of the drills/focus boards I use:
Get ALL of the above in a BUNDLE: Speed Drills Big BUNDLE For Guided Reading and Centers
This next plan shows a group with different needs. Their target is a fluency target because they are beginning to blend more automatically and they are ready for fluency skills. Notice they still need some sight word review because their sight word testing shows they are not completely fluent with their sight words (not noted on this plan, but spotted when doing data analysis). The daily sight word review will help with their overall fluency.
Notice the minutes listed after each activity. Because I only have 15-20 minutes per group, I need to help myself stay on track and manage my time. Again, I must trust the plans I have written and follow them to fidelity.
Another strategy I use to stay on track and manage time is to have all materials at the ready. All I have to do is grab the bin and go. Time is precious, so every delay in gathering materials takes away from instruction.
I purchased tall bins (Reallygoodstuff.com) so materials and book titles were easily visible. These bins also don't take up much space on my already crowded shelves behind my guided reading table.
Organization and preparation are key for successful guided reading groups. Yes, it takes tons of planning time, but your efforts are well worth it because your students will show more growth!
Get your K-2 Targeted Guided Reading Plan and Activities Resources with instructions and suggestions HERE.
Get your Grades 3-5 Targeted Guided Reading Plan and Activities Resource with instructions and suggestions HERE.
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