Blog Post 4 Amanda Maciejewski- Routman Chapter 10

     Chapter 10 of Regie Routman’s book Reading Essentials, is another chapter that spoke to me. I chose this chapter because I feel like this year I have struggled with guided reading. I thought this chapter was going to tell me how guided reading is to be taught, but honestly it made me examine my own guided reading and also validated what I am already doing.
     One section that truly opened my eyes was the discussion on “broadening your groups and shortening the time you meet with them.” This year has been a bit challenging when it comes to our guided reading groups and time. In the years past we have been blessed to have a two push in reading teachers. This allowed us to see four groups in thirty minutes. I now see what a blessing they were to us, because it is hard for me and my assistant to see four groups in thirty minutes. This section made me think about how I could possibly allow my students more independent reading time during that guided reading time. This would also give my readers that need extra help that one on one time they need.
     Chapter 10 had a section just devoted to Kindergarten and guided reading. I must say many of her comments about Kindergarten were exactly how I feel. We have eliminated many of the crucial activities because we are so focused on our students being able to read. When I first started teaching Kindergarten I had centers twice a day. Now I am lucky if my students get ten minutes. Routman gave a list of classroom activities one kindergarten teacher had and stated that her students read just a well as ones with guided reading. Many of those things are present in my classroom today. Some I had to get rid of because I did not have time. This statement made me think about the way I taught when I first started to teach kindergarten. Those students were just as good of readers as the ones I have now. I seemed to have more time to address student’s needs back then too. I do not want to get rid of guided reading in my class, but I want to examine what I am doing so that I continue to, “embrace all aspects of child development.” (159)
     The discussion of what the other students are doing while you are teaching guided reading was also a wakeup call. I should have modeled more during the beginning of the year as to what the students should be doing. I have many students coming up to me during the switching of groups. They know what they are to be doing, yet they still wander over to see what I am doing. Modeling and acting it out would have been fun to do at the beginning. I am keeping a notebook of all the wonderful things I am learning this year that I would like to do next year. This one is the top idea on my list.
     Guided reading has always been one of my favorite times of the day. It is that time of the day when I really get to see my students growing as readers, because they are able to read to me in a small group. I feel like during my guided reading time I learn so much about my students and gives me a time to address individual needs. I have never questioned whether I needed to have guided reading in kindergarten as Routman states many kindergarten teachers wonder. I have always felt like it is a must in Kindergarten. I just need to spend more time examining what I am teaching and the time I am spending with my groups. Many of my students this year need small groups. Guided reading is giving me time to address all their needs.