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1. I learned that intros to guided reading lessons should be quick and that students should be tracking with their eyes and not their fingers.

2.One thing that confirmed my thinking is that students need to be reading independently instead of popcorn reading. This allows all students participate in the text without any passive learning occurring.

3. No questions at the moment.

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1. I learned that I should drop the picture walk and focus on one or two specific parts of the book. This will help set the focus or clarify parts before students read the book. I also learned that some students are fine reading to self.

2. One thing that confirmed my thinking is that students need to read to self and not always be interrupted. It is okay to let students enjoy the book and then discuss.

I also like that I can focus on standards during this time and really teach reading!

3. No questions at this time.

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1. I learned that my job at the beginning of the lesson is to create excitement about the book. Doing a picture walk is something to eliminate from the routine. I also learned that after level D students do not need to use a tracking finger.
2. One thing that confirmed my thinking was that students need to read the book independently and not popcorn or round robin.
3. Questions: What do you do if a student struggles to read quietly in their head then there are other reading out loud around them? What strategy can you use for students who struggle with tracking without having them use a tracking finger if they are reading past level D?

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1. I learned that the students should drop the finger guide after reading level D, read in head after level N for instruction and L for independent reading.  This seems very similar to the LLI lessons which will be helpful.
2. One thing that confirmed my thinking is that while students are reading indepenedently, I may listen to one student read outloud in a quiet voice.  This will help me to focus on supporting their reading by helping them change their voice for questions, pause at commas, etc.  It also will help me learn how and when students choose to sound out words.
3. Do we choose a new book for each lesson?
Thank you for your help! I'm excited to use the new books.

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1.  I learned that I should stop picture walks and concentrate only on spots that may be difficult for my students to understand.  I learned that the guided reading cards will keep my guided reading time focused and purposeful for my students.  I did notice that these guides are very similar to our LLI  program.
2.  One thing that confirmed my thinking was that struggling readers can receive more support.  Teachers do not need to meet with each group every day.

I am excited to have all the new books for students to read!

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I learned to get rid of the picture walks and put more emphasis on previewing the story, specifically the things you anticipate will be a little challenging or confusing for your group. This is something I do but the discussion in the examples was much more explicit.

I also appreciated the syllable segmenting examples in the Riley's Note video. I can see how this can strengthen students' abilities to do this when reading independently. This aligns well with segmenting single-syllable words into sound boxes.

If only we had as much time for discussion as they seem to have...

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1. I learned that picture walks are not something that should be done before reading the book. I also learned about the more beneficial things to do with GR when introducing the text such as: identifying what letter a word starts with or guessing what a vocabulary word means.
2. One thing that confirmed my thinking is that students read the book independently and do not read in a round robin way.

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I learned about the components of  each of the nine steps in the Guided Reading process.  These steps play an important role in teaching and supporting children's reading growth. Guided Reading instruction needs to move at a steady pace.  I also learned that children should no longer use their finger to track print after reaching level D.
This training confirmed my thinking that the Fountas & Pinnell Guided Reading program is a valuable and deliberate process. When implemented with fidelity, it has the ability to greatly impact children's reading growth. The training also confirmed the importance of listening to each child read individually.
I'm looking forward to using the Fountas & Pinnell resources to help my students become the best readers possible. I don't have any specific questions at this time.

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I learned that word work can be closely tied to the text students read during GR to help make this essential learning more meaningful and authentic.  I especially appreciated the deep integration between the text and word work in the level B video as the students made their own connections between the two.

Last fall, I looked at some of the sample F and P GR materials and decided to attempt to model some of my instruction after their recommendations despite not having the F and P GR books yet.  I did a brief text preview and then invited the students to whisper read to themselves while I listened in on individual students.  I was impressed by how well this worked and appreciated that I could hear individual readers during GR each day.  The videos in this training confirmed my understanding of the value of this instructional strategy.

I'm curious about when/how/if the students come back to a book they read previously to practice it again through multiple re-reads.  Last year students did a re-read of the previous day's book when they first came to me in their group, and their increase in confidence was incredible to witness.

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1.  One thing I learned was that picture walks are a thing of the past!  There are multiple books within a text level and they follow a sequence.  I choose which book they will read in their level, I need to preread every single book I want them to read so that I can determine which goals I want them to meet and possible vocab words that may cause difficulty.   Each student will read at their own pace to themselves as I listen to individual students read and take notes on their reading.  The students are the ones who do the reading and I just stay out of their way!

2.  It was great to see that small group reading instruction is as essential as I thought and have been doing in my classroom for a very long time now.  I'm glad we will be implementing the GR this year, now that I am familiar with the F & P structure.

3.  Since we will be doing the hybrid model, I assume it's crucial to meet with every student/group when they are in our classroom, but when we are back to "normal" it's not essential to meet with every student/group daily.

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Picture walks are not recommended during GR.  They can ruin the endings and interest to students reading the text.  Students should discontinue pointing to words as they read after level D.  Debugging words for students is okay during the reading of a text.

How many days should you spend on a text before moving on? What is the recommendation?

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I learned that students should stop tracking with their finger once they reach Level D. I had no idea! I also learned (after watching a Level B video) that Guided Reading groups in Kindergarten can and should be engaging, explicit, and fast paced!

I have always felt that Guided Reading is extremely important and these videos confirmed my thinking; however, my Guided Reading instruction was not nearly as intentional as F&P. I am excited to implement these resources and strategies!

Do students go back and read the text again another day or does each session require the use of a new text? What happens if we run out of books before a student is ready to move up a level?

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1. I learned that when introducing the text to students, the intro should be quick. Students aren't previewing the entire book, the teacher targets a couple important things to bring to the students' attention. I also learned that after level N, students are reading in their heads.

2. Something that confirmed my thinking was that I do not need to meet with every group, every day, for the same amount of time. I might have a group of struggling readers that I will meet with every day, but every group does not need to be meeting each day.

3. Some questions I have:
-How much time is spent on one guided reading text? Are we reading one per day? Spending a couple days?
-Is a small group made up of just one level? Can some levels be grouped together?

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I learned that students should be reading the text to themselves while I check in one at a time with each student.

1 thing that was confirmed ...I feel that  I have always dedicated a lot of time to guided reading groups - it was confirmed that GR instruction is very valuable for all readers. It is time well spent!

I have no immediate questions at this time.

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As simple as it sounds, I learned/gained a better understanding of what a GR lesson looks like, as this is something very new. Although we did not implement GR last year, I tried to incorporate some of the strategies/activities into my small group lessons (i.e. students read silently, then listen to students to read one at a time), but was guessing along the way as to what it would look like/sound like.  The videos helped support my thinking or clarified pieces I was unsure of.

One thing that confirmed my thinking was that the GR card and leveled books will save so much time looking for resources that are engaging and meet the needs of all students - something I have been working toward for a long time!

More observation than question, but the academic words and phrases students used during the discussion and reflection stood out.  I am interested in learning more about/refreshers with Benchmarking and making groups - the differences between student responses and out loud reading within each group caught my attention.

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1. I learned that when introducing the text, you do not need to take an entire picture walk and make this last half of the group time. Introductions to the text are meant to be quick and purposeful. I also found it very interesting that students should drop the use of their tracking finger after Level D.

2. One thing that confirmed my thinking are the Guided Reading Instructional cards. I feel like these cards will help keep my Guided Reading groups purposeful. The steps are reassuring and I am excited to move into small groups using Guided Reading.

3. Lori I'll reach out as the year goes on.. you know you'll hear from me... ;) Love you!

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I learned that the introduction to the text should be quick and purposeful. I also learned that the students should quit using their finger at level D.
Something that confirmed my thinking was that I do not have to meet with every group every day and that students should be independently reading the story and you will listen in every once in a while.
-I'm excited to learn more about the running record part of Guided Reading.

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1. I learned that after Level D, students should drop the finger and after level N, students should read in their heads. I also learned that  you do not need to review all the points when introducing a story but should focus more on the points that meets the needs of the students in the group.

2. I noticed that Guided Reading is structured similar to LLI. When watching the video examples, I was able to envision myself giving a LLI lesson. The videos were very helpful in showing smooth transitions between each step and how each step should look!

3. How do you select one reading level when you have a small  group of students that range in levels.. For example, if I have a group of 5 and 2 are reading at a Level  F, 1 at a level H, and 2 at a level I? I had this issue with my groups as we did not have the time and it didn't work with schedules to pull be able to just pull students that are reading at a Level G for one group, then a group of students reading at a Level F, etc.

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I learned in GR there are no picture walks instead previewing the book with students before they read silently. It makes sense that going over the 'tricky spots' the students might encounter is important. I also learned allowing students to discuss the text after reading is equally important.

Something that confirmed my thinking is the GR process and lessons really support working with struggling readers. Having all the resources in our hands will be so very helpful. (books for each child, cards for each book with questions, etc.) Everything we need will be right there! :)

Question:  How to help students who are distracted while they silently read as they hear one person reading out loud.

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Dustin Lenhoff                                                  

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Dustin Lenhoff                                                  

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After viewing the required videos, I was impressed with the level of conversation in the groups.  The teachers present the suggested questions from the card, and the student provide thoughtful responses.  They are paying attention to the text, which shows they are comfortable with this small group routine.

In regards to confirming pre-existing thought or bias, I saw a familiar Guided Reading structure that I've used before.  Adding or subtracting components to that routine will take some practice, but I will practice along with the students and  become comfortable with it.

Finally, I question how I will be able to skim all of the cards for GR and IR and even SR.  There are hundreds of components to think about.  For me,  the amount of text is overwhelming.  Also, I appreciate the go to cards as guides, but I'm not sure how I will keep them all organized from one component to the next.

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I learned that students should not be encouraged to point to words after level D. I also learned that these lesson guides generally follow the same format at LLI.

I noticed the teachers in the videos called in students one after another to save time and to engage everyone versus calling on volunteers.

It’s okay if everyone does not get the same teacher time.

I have had some difficulty teaching a small group in this way, where I am interacting with one student quietly while others are reading in close proximity. We usually Need to spread out a bit.

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1.  I learned that the reading cards will be very helpful in delivering instruction to my students.  I'm looking forward to keeping Guided reading more focused and beneficial for students.  It was also interesting to learn that students should stop using their tracking finger after level D.  I'm excited not to do picture walks because I always felt it gave away the ending of the story before students had the chance to read the book.

2.  One thing that confirmed my thinking was it is okay not to meet with every group each day if students are independent readers. This was very difficult for me to let go a few years ago and I'm happy to know it's okay.

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1. I learned that students may not need to read all the books on a specific level before they are ready to move onto the next level. I also learned that that students do not preview the book in its entirety (picture walk) when introducing the text to them.

2.  One thing that confirmed my thinking was you don't need to be meeting with all students the same frequency. For example, struggling readers should be meeting with me more often than students reading above grade level.

3. Questions:    Can I choose any book within the student's/group's reading level? -- Is there enough books to do this if we are sharing  kits? Do we have access to a books at a range of levels (A-Z)?  How many days do we spend on the same text?

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1. After watching the videos, I learned that the reading cards will be really helpful to teach guided reading groups, which will keep the conversation on track and the questions meaningful to your goal. I also learned how the teachers in the videos incorporated the word work at the end and it was short but also seemed to teach the students without losing their focus.
2.  One thing that confirmed my thinking was that guided reading is also a time for teachers to gather more information on the students. This can be a time to observe students while they read. I liked how in both videos the teacher had a student reread a part of the book that they read aloud and helped correct how they read it so it would be easier and smoother to understand.
3. I liked a lot of other questions that were asked, especially "If it is harder for some students to read independently while a student is reading aloud to the teacher?" and " Should we have the reading cards with us while teaching guided reading?"

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1.  I learned a lot about how to use F&P to teach guided reading to my students.  The reading cards will be beneficial to use to keep guided reading time focused, quick and purposeful.  After watching the videos, I have a better understanding of what guided reading should look like.  I also learned that I will not always meet with all guided reading groups every day.
2.  One thing that confirmed my thinking was that the students seem to all be engaged.  Most of the students were raising their hand to share an idea.  I could tell that the students were listening to each other because they would share an idea and say they agreed with another student's idea also.
3.  I am wondering if it is hard for some students to read independently while a student is reading aloud to the teacher?

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1. I learned that the running records are the primary source for gathering hard evidence of students' reading abilities relative to each GRL.  Additionally, students may not need to read all the texts within a GR text set; rather, when they have demonstrated proficiency in the reading skills expected of that GRL, they are ready to move ahead.  Using both anecdotal observations from time spent in small reading groups, as well as evidence from the running records, teachers can feel even more confident about students' reading abilities within the scope of each GRL this year.

2. I appreciated how clear the expectation is for this component of Tier I instruction: it is varied in terms of time, text, and intensity.  We will already be hard-pressed to meet the needs of our students this school year, so equitable opportunities will be even more important!

3. My questions about GR is in relation to the running records and their relationship to the benchmark assessment... How frequently should we be doing running records?  Do they make the benchmark assessment redundant or should we be treating running records as formative assessments while benchmark assessments are closer to summative assessments, since they are cold reads?  Time will be ever-so-precious this year, but I want to make sure I am gathering ample evidence to keep my guided reading instruction highly targeted!

Thank you for putting the training materials together!

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1. One thing I learned was to keep the introduction of the text short and sweet. Many times I've caught myself using a good portion of my lesson doing a picture walk or some other sort of introduction that is very time consuming.

2. As was stated many times I think struggling readers need the greatest level of support as well as the most frequent meetings. As I've also read through other posts, reading can and should be fun with numerous different story topics.

3.  Will students who are still working with phonemic awareness be apart of GR groups?

With LLI instruction there are pieces of teacher reads and student reads, will that be included in GR groups at all?

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1. I learned a lot about the structure of F&P and the layout of how we should teach Guided reading to our students. The reading cards will be beneficial to follow along with and get to the point of our teaching goals with a given reading leveled group. It will build purpose into our teaching and assessment.

2. One thing confirmed my thinking was that having an open dialogue is very important. Pre and post reading. I noticed it a lot more in the Grade 4 GR but it was also present in the Chesters Cake GR. A big part of the GR lesson will be discussion based on the prompts that are in our F&P reading cards.

3. Will/should we be having the reading cards with us while with the students to guide us through the lesson?

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1. I learned that the reading card will be very beneficial to keep this short guided reading time focused and purposeful.
2. One thing that confirmed my thinking was to work with the struggling readers more often than the other more independent readers.
3. The question I have is with struggling readers at the beginning of first grade who need support with almost every word in a level A or B book. I am wondering how are they able to read independently while you listen to others in the group? I am also wondering what to do so the children in the group don't get distracted by other children reading aloud at a different pace?

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1.  I learned how helpful the Guided Reading cards will be in keeping my small groups focused, quick, and very purposeful. It sounds as through the cards will be very helpful in keeping students progressing through their levels of reading . I also feel confident that they will help me as their teacher to focus on what is best at each level, all while providing them with fun text that they will enjoy and be able to truly engage with during their reading time. It was great to see the short and yet very involved word work that will come along with each card and story.

2. I felt confident that students would be engaged and that they would look forward to small group time in the classroom. The focus, emphasis, and structure over time would be supported to help students move from level to level yet would provide enough differentiation with questioning, text engagement, word work, and writing to keep students eager, attentive, and excited about small groups throughout the year.

3. I am excited to learn more about the reading records and what that looks and feels like during small groups. Will we be getting the app that they mentioned?
Thanks for putting this together, I look forward to having it in our hands with kids!

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1. I learned that the structure provided by F&P for Guided reading will help to keep GR time focused and intentional. I am excited to collect data through the assessments and use that data to help our students reach their reading goals. I learned that although there is a recommended sequence for the GR books, if our students are ready to move on we are encouraged to do so.
2. One thing that confirmed my thinking during this training was that GR is a time for the students to read and us to observe. In each video example, it was clear that both teachers were using this time to gather more information about who their students were as readers and met them right where they were at.
3. Questions: I agree with a lot of the questions that are already out there

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1. After watching these videos, I am starting to have a better understanding of how all of the pieces are fitting together. I learned how the Continuum, the Collection Guide, Reading Records, Reading Notebooks are going to enhance and guide my reading instruction. I also learned that students should not be tracking with their fingers while reading.

2. This training confirmed for me that teaching reading can be really fun. I like the ease with which this can be done because we have the book sets and the reading cards. The students seemed to like the books and the discussions. I look forward to adding this component into my reading instruction.

3. Questions:
* Do we spend just one day per book?
* Do we each get our own set of the Guided Reading cards? Are they available to print off of the website?
* Are there enough books in the reading sets for all of us to use, we won't have to pause our teaching because the book set is already being used?

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1. I learned students do not need to use trackers or their fingers when reading past a level D.  I also learned that once a student reaches a level N, they should read in their head.  This was a problem for some students last year, so it will help with the distraction it caused.

2.  One thing that confirmed my thinking was having students reread the book once they finish if the rest of the group isn't.  I started to use this strategy last school year, and I found the students were more willing to go back in the text or reread in order to find an answer to a question.  This helped them realize it isn't a bad thing to have to reread a text or to go back to it in order to find an answer.

3. Questions:
* If you have a mixed level group, how do you decide which level of book to read?
* What if a student wants to use their finger to track past a level D, should you let them?
* Can you do the extended writing activity the next day? (Thinking about a hybrid model, this is something they can do on Seesaw)
* How many days can/should you spend on one book?
* Are all of these parts completed each day? (The last video was 25 minutes and she did all of the parts, we only have 15-20 minutes)

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1. I learned that I don't have to preview the entire book with my small group. I also learned that small groups need to be SMALL! Groups should not exceed 5 students. So I will have more than 4 groups and I need to remember that I don't need to meet with ALL groups EVERY single day.
2. I really like that there is a writing piece. I know this is optional but I think it would be a great way to have students write about their reading and it would give some insight for teachers to see if students comprehended the text.
I am interested in learning more about the Reading Records. Can I take a reading record while other students are reading the book in small groups?
Another thing I am excited for is that there are cards for guided reading! I don't have to think of my own questions to ask students! Now I know these questions will be thought provoking and help stretch students' thinking.

Questions:
Can I pick ANY book within in the student's reading level?
How will our check out system look since we are sharing Guided Reading books?
Will we ever get to a point where we don't have to share materials- BAS and Guided Reading books? Last year, it was very difficult trying to share kits with teachers and trying to organize with second grade teachers if the lower leveled kit was needed.......
What are the reading levels that can be grouped together? For example, can a level M be grouped with a level O reader?

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1. I learned that the card will tell me all great new ways to introduce the text to the students.  I have stopped the picture walks already so the cards make it really easy!
2. Thing that confirm my thinking was how beneficial it is for teachers to listen to student's reading individually as they do a first read of an on level book.  This gives teachers so much information!
3. Questions:
Would love to see a kindergarten level a/b book done.  K students flip through the pages so fast that you do not have time to listen to students even if they read the story over and over again.  Also as you introduce the text, many of the kids read the words as you discuss.  I know you don't show all the pages but they have the majority read before you begin!  Our stories are so short.
Will we be getting a code to put into computers for online guided reading resources?
Will the guided reading resource cards be shared by all teachers in the district?  Will we have more than one set for planning purposes?
The reading running record app sounds interesting. Will we look into getting teachers that?

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1. One thing I learned was that all the kids should be reading at the same point but not at the same pace. I wonder, though, how this works with my lowest kiddos who are not yet reading words because they don’t know all their letters. Typically I had read the book to them before they read the book independently.

2. These steps mirror the steps in the LLI lessons, so I guess I felt more confident when watching the videos in how I was teaching/using LLI last year for my reading groups.

3. Questions:
-Since it is part of core, that means ALL SPED kiddos should be in guided reading groups within their gen ed classrooms?
-At what point do you start this? How does it work for those kiddos who do not yet know their letters and need more phonemic awareness instruction first.
-Following these steps in an LLI lesson took a long time...we only have 15-20 minutes with our groups. Plus they may need more intensive PA instruction or instruction on individual letters or HFW. How do you find the balance. It seems that one of these lessons could be finished over 3-4 days, but then are you moving too slowly through the curriculum.

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1. I learned about how to use the resources with F&P and what it will look like on the card, with the text, and doing GR. It was reassuring to know that the information is all there for us and the texts will be at each student's instructional level. I am excited for all the texts and that the texts have this resource to use when prepping groups!
I also learned about the readers being able to read in their head past level N! That will help with tuning kids out (like Heidi mentioned, this is a struggle...maybe COVID regulations and being apart from each other will help out with this???)
2.  One thing that confirmed my thinking was the way the instructors used their time! I have always wanted to get the story read and mix in phonics/teaching points. This would be best for the use of our time! Hopefully the text's lengths and this card will help make that happen.

I'm interested in how our check out system will look, but I'm sure that will be easily answered! Also, is there a way for BAS we can get a one kit of lower books for the upper grades to share? We ran into that last year where we were taking and bothering second grade teachers!

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I have not has much success training the children to read the book while I listen to one child “turn up their voice”. My kindergarten students seem to have a difficult time tuning out their neighbor’s voice. Does F&P have any training videos demonstrating a level A/B guided reading lesson? I would appreciate any tips on how I can teach this better!

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One of the biggest changes in my reading instruction the past few years is to meet with my most struggling readers everyday. Wendy confirmed this in her video.

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From watching the videos I learned you do not preview the entire book as a small group and you do not read the entire book together as a small group.

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GR does not include picture walks; it gives away too much of the story and ending for the students.

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I learned that GR lessons need to be quick and purposeful; the teacher needs to "debug" the tricky parts the make it so.

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After completing the GR online training sequence, post the following: 

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After completing the GR online training sequence, post the following: 

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1 Thing You Learned

1 Thing that Confirmed Your Thinking

Any immediate questions that come to mind regarding GR