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We are doing literacy circles with our guided reading groups based on books they chose using the skills we learn in our mini lessons

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I just began with guided reading groups. I have 5 groups each reading different novels and focusing on leveled skills.

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Working on skills since I feel that is missing from my mini-lessons

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I have started mixing ability levels when working on specific skills, so that students can have peer tutors during that time when I am away working with a specific group. It has also given me time to do targeted review of old skills and practice with new skills.

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I'm implementing guided reading during my students independent reading time. We worked to build our stamina in the beginning of the year so that I can work quietly with a group in the back. The students are grouped by reading level, and sometimes work in strategy groups too.

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I love guided reading, it can be sometimes tricky because of logistics, but my kids love it! I wish we use f and p with ours instead of using AR levels, but I love the system of guided reading and have seen huge improvements in my kids’ reading abilities.

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Just starting. There is a reading specialist at my school who is helping me plan this week.

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My biggest struggle with guided reading is making sure the students that are not working with me are staying on task. I look up from working with my group and some of my students are on the other side of the room doing something crazy. Or at the end of our block some of the students didn't do anything I asked of them. I have made checklists and tried different things but I find this to be the hardest thing about doing guided reading.

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Just started. Trying to work on working quietly while I am with each group

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Not sure how the mofe unstructured time spent talking about books is suppose to look in small groups

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Trying to figure out what centers to include and what all needs to be addressed within the small group meetings.

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Not having enough time

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My class is reading one novel with each student having a different "lit" (literature) job. These jobs include skills that we focus on during ela. I read aloud the first chapter, they partner read the second chapter, then we read the last chapter independently. We discuss the book along the way. As they read, I conference with students and listen to them read. We always conclude our guided reading with share time.

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Having a large range of reading levels

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Understanding what I should actually be planning for my students has been my biggest struggle recently. I feel good about the groups but with I had more guidance on how to set up efficient and effective reading plans for each group.

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For my students to become good readers

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My hope is that the small group instruction will allow me to easily identify areas for improvement for each student to better support them as they grow as readers.

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We have had to do A LOT of testing!! It's hard to get in a rhythm and then have it disrupted!

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I️ don’t use guided reading within my classroom. Within my ELA block, students are tasked with reading books that they independently chose. These books are on those students independent reading level. I️ have found that students are much more engaged this way because they can read books that they want to read while applying what we have learned during our mini lessons.

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For my students to feel like they have the tools to be challenged, yet supported as an active reader

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For my students to improve on their comprehension

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We use guided reading three days a week with leveled texts in four groups.

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I struggle to ensure that all students are engaged with a task and practicing the skill when away from me.

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My hope is that I'm able to work with all of my children to strengthen their weaknesses and target other points for future growth. I want to help create self aware learners.

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I would love for my students to become more comfortable with their reading abilities and as well as tying that to their writing!

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For all students to engage with problems and use the knowledge that has been presented to the whole class.

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Holding students accountable at other groups and ensuring students are on task