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These pages from Jan Richardson's book highlight characteristics of early and emergent readers and describe effective practices to incorporate during guided reading instruction based on student needs.

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After reading, respond to the following: 

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After reading, respond to the following: 

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1. What did you think about as you read this excerpt from "The Next Step Forward in Guided Reading?"

2. What are you still wondering about this topic?

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I loved how this article outlined the continuum of how early readers progress. I focused on the first chapter level A-C. As a kindergarten teacher, I loved seeing the basic foundational skills required before students can move up a level in reading. The outline of how a lesson for these beginning reader groups is a HUGE help with how I will be planning my future literacy acceleration/guided lessons. This is amazing to share with support teachers because it outlines the purpose for each part of our literacy block and how it will build. The prompts for redirecting were so nice and helpful in addressing issues during reading. 

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I loved how this article outlined the continuum of how early readers progress. I focused on the first chapter level A-C. As a kindergarten teacher, I loved seeing the basic foundational skills required before students can move up a level in reading. The outline of how a lesson for these beginning reader groups is a HUGE help with how I will be planning my future literacy acceleration/guided lessons. This is amazing to share with support teachers because it outlines the purpose for each part of our literacy block and how it will build. The prompts for redirecting were so nice and helpful in addressing issues during reading. 

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What I am still wondering is how to encourage that independent reading time during guided reading/lit accel. The article suggest 5-8 minutes which is developmentally appropriate at that A-C level, however, I struggle at times with motivating students to reread a text more than once while still finger-pointing independently...they will try to read it quickly without looking at the words and finish quick.

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When I click the link to read the PDF it says blocked by District. Anyone else?

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This was such a great read! The one thing that stands out to me is how the mentioned the importance of having children encounter challenges and attempts to solve problems. This then prompts teachers to differentiate according to their needs. I loved all the different strategies that was shared and the different ways we can prompt students to help them problem solve. I think it's so important for students to problem solve and important for teachers to give students this opportunity. This is a goal of mine this year so this text was a perfect read for me!

One thing I am wondering about is how to get my emergent readers to read independently. I struggle with this because a lot of my emergent readers have a difficult time reading independently or are not motivated to read.

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1. As I was reading from "The Next Step Forward in Guided Reading" I was thinking about my Kinder readers and each group I work with.  I feel validated that I am doing Guided Reading "correctly" and loved the Lesson Procedures and Purposes outline for my Emergent and Early readers.
2. I am still wondering how to motivate my readers to reread the text - their favorite phrase is "I'm done" and I am constantly saying it's not a race and once we finish we can go back to the beginning and read it again, but most of my kiddos will choose to just sit there...it's a process and this routine is taking a lot longer then normal this year.

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As I was reading, I was thinking about my kinder readers in guided reading and acceleration.  Something that really stood out to me in the article was that it stated the goal is not accurate reading, but active processing.  Just like math or writing, it is about the process.
I am still wondering how to keep my readers engaged after rereading it many times in the group.

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1. As I was reading from "The Next  As I was reading from "The Next Step Forward in Guided Reading," I was thinking about my kindergarten group (level B) and my first grade group (level C).  One quote that resonated with me is that "the goal is not accurate reading but active processing" because this really emphasized the importance of thinking about the words and comprehending the text, rather than just articulating the words correctly. I appreciated the tip that suggested that if two students are reading the same page, you should have one student go to the previous page, as this is something I had never thought of before but seems like a great idea. I also found the tables titled "Prompts for Emergent Readers" and "Teaching Points for Emergent Readers" to be very helpful because they gave some great prompting and demonstrating suggestions for various goals. Specifically, I really liked the teaching suggestion for cross-checking letters and sounds with meaning.
2. I am still wondering how to keep my students motivated and engaged while rereading when they finish the text early.