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I'm going to use the Warsaw website to check for Guided Reading plans and resources with the books that I choose to use, after making sure that I know their level.

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I've been spending too much time on the word work part and I want to reduce that and focus more on my mini-lessons, by choosing instructional focuses from the charts provided.

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I need help in choosing books for my different groups that are interesting and meets my student needs.

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I spend too much time in whole group instruction and would like to shorten this time and spend more time with small group instruction.  I do meet with all groups, but feel rushed at times.

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I also need help in choosing books that interest my students.  It's hard to find books at the lower level that interest students.

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I am going to implement the chart provided that lists instructional focus for each level of reading. I find this to be very user friendly and it helps me plan intentionally for my students.

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All of my groups are small groups and I do guide all of my students. The new Read Well program that I use with 3rd and 4th graders have really helped my students be excited and eager to read. The stories are funny and capture their attention. It also builds on what we have read about in previous units.

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I find it easier to locate interesting books for my on grade level and above grade level groups.  Sometimes it is a challenge to find interesting books for my lower level group.  This is the area that I need the most help with.

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I enjoy guided groups and love selecting books that they will enjoy.
Sometimes I spend too much time reading the text and discussing and run out of time to complete a mini lesson. I feel rushed to complete the four groups I have so I am looking at trying another schedule to better my guided group time.

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I thought the chart that list instructional focus for each group was great. It will help to keep the chart handy when planning to make the process easier for me and meaningful for my students.

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I need access to quality books for my students that are on the lower levels. It is hard to find four copies of the same book. We have some of these in the book room but most are not library quality or a book they are interested in reading

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I need implement additional enriching activities that correlate with the groups' reading materials.

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I hope to watch more carefully for behaviors students exhibit during guided reading as well as the content of the conversations held at the small-group level. That way, I will be more aware of the students' level of understanding and will have a "road map" of skills they need.

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New ideas/philosophy on effectively teaching reading...I found the research about fluency very intriguing--specifically the statement, "The way reading fluency has been measured has influenced practice and in some places had a devastating effect on reading itself."

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As a former English/Language Arts teacher, I need to stay more up-to-date with the research on reading and evidence-based reading strategies. The interactive read-aloud was my favorite part of the 4 block model we followed when I taught Language Arts. Now I love to read aloud books tied to the subject of my guidance lessons. Any ideas about how I can further support the reading instruction the students receive in the classroom?

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I would love to start meeting with all my groups, create a schedule, and target some of lacking items through new data. I do at times feel rushed with whole group, portfolio items, and other "stuff" we have to do. I want to manage better.

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I love how the chart shows how readers are at certain levels and ideas of what other students can be doing, while you are able to meet. So, I am going to try to implement ideas from the charts and suggested material..and see how that helps with guided reading.

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I need help with what books and materials they should be reading. It is hard to find multiple copies of books, not sure if read works would be good. I just want this time to be fun and educational for my students. I want them to be excited about guided reading. :)

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I will be utilizing shared resource: Warsaw Community Schools. This resource is beneficial when planning with a purpose.

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I liked  that guided reading is a great way to expand language development by having "lively conversation." If done correctly, that conversation needs to be taking place every day. I plan to work on the "lively discussion" aspect of our meeting times so students are actively involved with the text.

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I feel that I spend too much time in whole group.  When I receive my new data I will regroup, reevaluate and plan for a shorter time for whole group. I also want students to include more writing in their ELA timeframe.

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I will select a variety of texts for the different levels and skills for new groups.  For now, I am planning to use ReadWorks and novels.

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I want students to have ownership of their learning in their guided reading time.  I possibly will need help to acquire texts for groups.

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I will be using the Reading Level Conversion Chart and the Warsaw Lesson Plan Bank resources that were shared.

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I find that I make the planning for guided reading more complicated than it needs to be. I want to find a helpful template or use the site that Mrs. Compton gave us that had ready-made lessons to use. I want to have more focus during this time and have children have more ownership of how this time flows.

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Reading group dynamics. Not just creating groups by reading level, but by student interests and specific needs such as comprehension. Diddo Mrs. Roe.

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I will implement my own leveled library into small group guided reading. This way I am adding to our basal level text stories the kids seem to really enjoy for example Biscuit books, Henry and Mudge, and other books I have multiple copies of or can borrow from fellow teachers.

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I need help organizing my day.  I have always struggled with the give and take of student needs.  Organizing appropriate activities for students to work on while I work with students in a small group.   I also would like more sets of readers (books) that interest kiddos.

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I need to spend fewer days on skills with whole group. I can assess and just work in small groups with those that need more help and move on with whole group instruction.

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I will make more time for small group instruction. I also really liked the Pause and Ponder . I really need to reflect at the end of the day about what has been taught that the students can use to use in different text. I also am going to be more aware of what the student "does at a difficulty or the end of an error". I guess what I will implement is also using somewhat more difficult text to challenge the students. Last year I had book boxes at each table with all varieties of reading that the students could choose from when work was complete and I would like to get this started again this year

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I ned help with finding maybe more interesting books for my boys. I want all the students to get excited about picking out books. My goal is for them to enjoy books so that they will become life long readers!  I still talk with many of my former students and they still remember some of the books that we read!  Also I probably need to include more writing to go along with the text we are working on.

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Looking at data for Mclass to determine what individual skills to teach during groups.  I would like to focus more of my time in reading groups to this.  Also I would like to look at the amount of time spent with a text in a group.

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I plan to spend a little less time with whole group and more time with individuals during small group guided reading time. I also plan to be more flexible making ongoing adjustments to groups and attending to their individual interests.

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I plan to include each part of the structure of a guided reading lesson in daily lesson plans.

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I know that I need to spend more 'quality' time with small groups, especially with my average readers according to my EVAAS data. I enjoy the time I spend with small groups but for that time to be most productive, the biggest part of my reading block needs to be devoted to these groups. These groups should constantly change if I help each student reach their potential.

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I want to use the Guided Reading Suggested Teaching Point slides to help me pick one focus skill to use each time I meet with a small group. This way I know I will challenge them enough to step up to the next level when assessment time comes. The Warsaw link will be helpful too when using classroom library texts to 'level' instruction and to use for lesson plan ideas.

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I need multiple copies of lower level books for my EC/struggling readers. Keeping my students who are not working with me in small groups actively engaged and excited about independent learning is another area I could use help with. They work quietly but it's not always quality work.

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I need to locate books that are based on interest & abilities & allow some reading groups for reading, not just test.

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I'm going to implement more multiple reading groups. I can teach & focus goal of student needs, but also allow flexibility in groups and let students lead learning.

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Multiple copies of  good books, that create learning & a love for reading.