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I hope this lesson will provide me with ideas to support a diverse group of learners on different reading levels - Jenny

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How to effectively choose and prompt students learn a transferable skill that they can use on their own.

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How to effectively choose and prompt students learn a transferable skill that they can use on their own.

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Diego: How to best serve the needs of my children that may not be at grade level reading or writing. How can I keep them in the game without altering the lesson too much. 

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Diego: How to best serve the needs of my children that may not be at grade level reading or writing. How can I keep them in the game without altering the lesson too much. 

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Jay: I want to know how to keep all scholars engaged during independent read and check ins especially when they are second language learners with English. They tend to drift away if I’m not engaging them the entire time 

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Jay: I want to know how to keep all scholars engaged during independent read and check ins especially when they are second language learners with English. They tend to drift away if I’m not engaging them the entire time 

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I want to know how to best prompt for higher level thinking for lower step levels as we move away from GBTJ and more into craft and structure. What’s the best way to extract meaning? (Naomi) 

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I want to know how to best prompt for higher level thinking for lower step levels as we move away from GBTJ and more into craft and structure. What’s the best way to extract meaning? (Naomi) 

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I want to know how to scaffold and plan questions that work well with the guided reading lesson I’m prepping.

I will use tonight’s learning to intentionally fill by toolbox by taking the time to create a funneling of questions that get to the skill or idea I’m trying to glean from my students

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I want to know all the things, this is an area I'm beginning to explore and I'm eager to learn! The area I feel is most accessible for me currently is making vocabulary more accessible to students through small group instruction.

Alexandra Sumner

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I want to know how I can give my students effective prompts to improve their reading level. Also, I want to learn the best way to engage my students and manage behaviors while I individually conference with my students.

Molly B.

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How can I provide students with what they want to read but at the same time provide what they need to be reading? I also would like to know more about how to assist multiple students with different reading levels..if I am the only teacher in the room.

Brianna Podkulski

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What questions or prompts to use after reading to make sure students are fully understanding the text -Megan

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More about how to leverage student prior knowledge and experience in text selection. More about how to assess text complexity for developmental age.  -Ariel

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How to select a text for a small group that includes a wide range of reading levels
-Meagan

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Marissa
How to create questions that are engaging and challenging for students while also being manageable for students

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I want to learn how to better invest my students in my content area by leveraging guided reading in the most effective way. More specifically, I want to know how to make the reading feel meaningful and ask questions that will not only check for comprehension, but deepen the understanding of the class.
-Maeve

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The best questions to ask so the students do the heavy lifting

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I want to know more about balancing the outliers and the rest of the class... how to guide/prompt the various levels.

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Jay: Before it’s important to invest scholars with a hook go over and key vocabulary or sight words and give a heads up for any concepts that will help readers find deeper meaning. During: check in for fluency accuracy and (F I C) After: whole group check for comprehension push with the thinking jobs based on the genre and clear up any misconceptions based off discussion

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Throughout the reading process, students can use prior knowledge to guide them through the text

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How to assess students on f&p
How to use f&p to scaffold for growth
How to assess texts for the degree of interests students will have

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Before reading you always want to do a preview of the book. This is basically having students look at the front and back. Flip through the pages. Maybe look at the table of contents. This will activate background knowledge on anything they know first. It also builds the investment to read.

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Students, regardless of reading level still need to be exposed to grade level texts. During the reading, students can identify the characters and the overall story line.
-Brianna

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Before: Give them rationale for why you chose the text, information about the text, necessary vocab, a specific thinking job, and specific skill to practice which can and likely should be different for each student.
-Meagan

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Before

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I know the importance of picking a book that caters to the STEP/ F&P level is crucial. The launch is so important to engage the students from the beginning and get them excited about the book.
-Molly B.

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Before: Select an appropriate text, preview the text, give context, explain the purpose
During: Identify the method(s) of guided reading that will allow all readers to reach the desired outcome of the text
After: Review through deeper comprehension questions, assess comprehension
- Maeve Axtell

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Before: internalizing lessons and thinking through any possible areas of confusion. Addressing those areas of confusion not by giving answers, but by having back pocket questions to prompt my students to get there themselves. 

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Before: internalizing lessons and thinking through any possible areas of confusion. Addressing those areas of confusion not by giving answers, but by having back pocket questions to prompt my students to get there themselves. 

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- diego

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I know that a strong GR session begins with a solid rationale and involves expecting or prompting kids to refer back to the text to support answers or evidence

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For the before it is SUPER important to get the students engaged and excited about what they are about to read as this will help with the other parts of GR
Marissa

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Choose text students can connect to and are excited to read! - Alex B

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Before: give a thinking job
During: ask questions about what they are reading
After: have a discussion to understand if they are comprehending what they read

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I know the launch is important to get the students invested in the text, and giving them a heads up about things to be thinking about 

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I know the launch is important to get the students invested in the text, and giving them a heads up about things to be thinking about 

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KJ

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Before- getting students excited is key. They should have a text to read that is level appropriate, they should be able to read with some challenge, too much challenge will cause them to disengage.
During- students should read on level- have questions prepared and a defined criteria set for reading. monitor fluency

After- retell and comprehension questions
Alexandra Sumner

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I know I should introduce the text and hook the reader, it should be quick and it should be grounded in the skill we want them to use

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Activate prior knowledge at beginning of launxh

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Catch and release! Have the students do the bulk of the work

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introduce a skill to focus on while reading

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introduce a skill to focus on while reading

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Leverage more student voices during the preview of the book
-Meagan

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Before reading should be short and succinct. Heavy lifting is on the students. Needs to be efficient and effective and it tees them up for success

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Need to make sure you include the skill, why we use this skill and how.
Marissa

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Jay: The preview needs to me precise, clear, and short to put the heavy lift on scholars.

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Different ways to apply call and response to guided reading
How much time we should spend on after reading for students in 2nd grade or above. Comprehension is key!

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I learned about how you tell your students your key point but you explain that you do this by... I think that is very clear for them  so they know exactly what their thinking job is during their reading.

Molly

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An easy way to get students engaged is to let them do the heavy lifting. Even just previewing the text can help a student become more interested in what is to come!

Brianna

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Focus skill is everything!

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Previewing a text with students is a great form of assisting our students for reading in class. Ensuring that students understand the why and how for the reading goals. 

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Previewing a text with students is a great form of assisting our students for reading in class. Ensuring that students understand the why and how for the reading goals. 

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-diego

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I now have a better understanding of how to effectively preview the text in a way that is efficient and cues students up for the skill that they will be building while keeping the workload on them.
-Maeve Axtell

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Stamp the skill we are working on and move at an appropriate pace so scholars can get to reading 

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Stamp the skill we are working on and move at an appropriate pace so scholars can get to reading 

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KJ

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Pre work is direct and urgent to set scholars up for success. -Alex B

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Learned that for higher levels most of time should be spent in discussion.

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During: Depending on the reading level, not as much time will be spent here
After: Spend more time discussing comprehension questions with the heavy lift on students. Thoroughly prepare funneled questions to get them to the deeper meaning
-Meagan

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Jay: During reading depending on the level check for comprehension, fluency, or accuracy.

After Reading: whole group discussion checking for meaning stamping main ideas and pushing scholars to make sure they get the objective

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After reading is not a time for 20 minute retell, it is a time to stamp the main idea and let the students lead in deeper thinking/questioning/understanding of the text events/characters. - Alex B

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For upper level student section or even students who are reading at lower levels but are in higher grades we really need to dedicate time to focusing on higher leveraged thibking questions after reading

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Reading should be specialized both before and after to place the cognitive load on the students and prepare them for being their own independent readers. During reading, it is essential to always direct students back to the text for CFU's to ensure that they are able to generate their own evidence, and it is vital to record data so as to monitor progress. After reading it is necessary to push thinking farther for deeper-level comprehension to encourage inference-making.
- Maeve Axtell

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During reading we conference with students to check for understanding. The teacher needs to be the GPS. Not the driver.

After reading is when discussion happens. Plan those discussion questions in order to lead students to the skill you are getting at

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During reading is much less time than after reading as after reading is where the comprehension part of reading is teased out (for older grades)
Marissa

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need to take notes on students to track their progress on skills

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need to take notes on students to track their progress on skills

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We learned to put intellectual lift on the kids during this component and focus on comp

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For students on my grade level, after reading and discussion should be my focus

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I learned that with higher levels, most of the time is spent on the 'after reading' and making those conversations happen. This will allow students to better understand the text and comprehend.

Brianna

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It is important to continue to track your students and have them do the "heavy lifting" during discussion.

Molly

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make sure to stamp learning at the end of the conversation

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make sure to stamp learning at the end of the conversation