Katherine Malmquist- Blog Post 7- Routman Ch. 10

I chose this chapter because guided reading is something that interest me, and I want to move towards a centered library approach where some of the strategies may be incorporated.  I would love to work with all of my students one on one to examine to examine skills we have been teaching in the library, for example, if the books they have chosen are good fit books. 

Right now, when we do group work, students are able to choose their own groups and partners.  Homo/heterogeneous grouping is something that has always been interesting to me, from a teacher and student point of view.  During my undergraduate studies at Erskine, I studied homogeneous grouping at one of the local schools.  Two of the third grade classes were grouped by ability (low/high).  The teachers had opposing viewpoints of the groupings, and how the students viewed each other.  One teacher was convinced that the students did not notice the differences in classes, but the other teacher stated the students noticed and the higher ability students chose not to interact with the other class during recess.   On page 152, Routman states, “Once students are already reading, grouping students so narrowly is unnecessary”.  We need to be aware of what we are saying to students when we do  group them by ability, and I think that Routman hits it on the head on page 153 when she says, “ I worry about the message such grouping sends to students- a message that they are somehow less capable”.   I love the suggestions for flexible grouping provided because they provide ways to group “based on students’ needs and interests… and students are not “stuck” in a particular group all year” (p. 153). 

Guided reading also focuses on choosing the appropriate reading materials.  On page 153, Routman says “Your guided reading lesson will only be as good as the next you use”.  One resource for leveled texts is Reading A-Z, eBooks which are leveled and can be printed or used electronically.  The program also provides lesson plans.  While great things can be done with this and other programs, we have to be careful not to become complacent or dependent on materials provided.  We have to remember to ask ourselves, is this really helping our students and meeting their needs? 

On pages 154 and 155, two things jumped out at me:

“For older students, put more emphasis on interest than on levels.  Once a student is a competent reader, you don’t have to worry so much about exact levels.  In fact, it is not the best use of your time to level every book in your room.” 

“Also be sure that most of the titles in your collection are recent and in good condition.  Too many of us tend to tick with the same titles year after year.  While we of course want our students to read some “classics,” most books for guided reading, shared reading, literature discussion, and independent reading should be current and relevant.” 

As teachers, we need to be identifying students’ interests, and letting them read current and relevant texts. 

I love that Routman makes reading the focus of all of her groups.  Students can complete some other activities (that relate back to reading) or complete small writing assignments, but their focus should always come back to reading.  I also love that students are responsible for their actions, and that Routman says the students are in charge of their behavior (163-164). 

This chapter will also help me when I am conversing with students during RTI.  The end of the chapter (pages 168-182) provides some great questions to use with students, and with myself when I am preparing to work with students, as well as tips and excerpts from a guided reading lesson.  

4/12/16

Over the weekend I was watching The Office with a friend, and this episode really hit home with me about children in guided reading groups.