| Establishing effective classroom routines and structure will foster independence and provide students with the opportunities they need to achieve academic success.
Literacy Centers and Classroom Management Teachers often set up multiple literacy centers in which to meet with small groups of students. Ideally these literacy centers offer a rich array of text materials and present students with opportunities to practice the skills real readers use. When setting up literacy centers where guided reading will take place, keep these points in mind:
- Establish a manageable number of centers that can be easily changed.
- Plan time to demonstrate how each center works. (You might do this during shared reading time.)
- Consider the physical arrangement of the centers to permit movement.
- Have supplies accessible and labeled for independent student use.
- Develop a plan for the rotation of students through centers.
- Develop a signal or problem-solving technique for students to use while they are at centers and you are working with others.
Scheduling for Guided Reading Once you've constructed print-rich literacy centers that are conducive to guided reading, it is important to establish classroom routines that will effectively incorporate these centers into everyday class time.
The ideal group size for guided reading is four to six students, although groups might range from three to eight. Keep in mind that group sessions are short—10-15 minutes for beginning readers and 15-30 minutes for more advanced readers.
In addition to these time allotments, you'll want to schedule in time to meet with struggling readers (five meetings over a two-week period for each group is typical) and time for assessment, such as taking a running record and jotting down anecdotal notes. Also, allow a few minutes between groups to check in with the rest of the class.
Leading Students to Independent Reading "The ultimate goal of guided reading is independent reading," (Pinnell, 2002). One way to help students achieve the goal of reading comfortably on their own is by using the gradual release model.
This method combines direct instruction with guided and independent practice. Here's how it works:
- Before or during reading, name a strategy you want readers to
use and explain how it benefits them.
- Demonstrate and use the skill during guided reading. As
students practice, engage them in discussion or ask them to
think aloud.
- Gradually release students to use the strategy independently.
Follow up with independent practice.
Some points to remember:
- Students' readiness for gradual release depends on your observations of students at work, reading and writing, and through conferences.
- As you see students who are ready for more independence, slowly turn over the learning to them. For example, instead of using a particular strategy in selected places in a text, stop students and ask them what strategy they would use at these points in the text. Guide them to choose the most appropriate strategies.
- As they improve, have students select places in the text to stop and verbalize their strategy use. In time, students will begin doing this on their own.
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