Preventing Misguided Reading: Next Generation Guided Reading Strategies

by Jan Burkins, Melody M. Croft

Overview

With over 50 years of collective reading experience, authors Jan Burkins and Melody Croft bring their expertise to Preventing Misguided Reading: Next Generation Guided Reading Strategies. The authors present personal clarifications, adaptations, and supports that have helped them work through the tricky parts as they guide readers in the classroom. Inside, each of the six chapters clarifies a misunderstanding about guided reading instruction in the following areas:

• Teacher's Role and Gradual Release of Responsibility
• Instructional Reading Level
• Text Gradients
• Balanced Instruction
• Integrated Processing Assessment

With 27 strategies, Burkins and Croft will help you reframe your way of thinking about teaching reading and act on "revisioning" strategically.

Product Details

ISBN-13:	9781625312105
Publisher:	Stenhouse Publishers
Publication date:	12/04/2017
Edition description:	New Edition
Pages:	130
Product dimensions:	6.80(w) x 9.10(h) x 0.60(d)
Age Range:	5 - 10 Years

About the Author

Jan Miller Burkins is a full-time consultant coaching teachers, coaches, and districts toward improving the literacy learning of children. She is the editor of Literacy Head, a virtual magazine for creative teachers and coaches. Jan resides in Athens, Georgia, USA.

Melody M. Croft retired from teaching after 30 years of service. During her career, she worked as a Reading Recovery teacher and taught first, fourth, and fifth grades. Melody resides in Athens, Georgia, USA.

Table of Contents

About the Authors viii

Foreword x

Preface: The Tricky Parts xii

Acknowledgments xxix

Introduction: A Simple Model of the Reading Process

Chapter 1 Reframing the Gradual Release of Responsibility 10

Strategy #1 Connect Literacy Instruction Across Instructional Contexts 18

Strategy #2 Describe Guided Reading as a Session Rather Than a Lesson 22

Strategy #3 Establish Routines That Require Students to Assume Control 22

Strategy #4 Teach Students in Guided Reading Groups Only When It Meets Individual Needs 26

Chapter 2 Revisiting Instructional Reading Level 30

Strategy #5 Teach Students From Books in Which They Can Practice a Balanced Reading Process 38

Strategy #6 Increase Your Sensitivity to Reader Distress 41

Strategy #7 Select Guided Reading Texts Based on Student Reading Processes 43

Strategy #8 Clarify Confusions When Problem-Solving Efforts Prove Unproductive 47

Chapter 3 Reconsidering Text Gradients 52

Strategy #9 View Students' Reading Levels as a Range or Cluster 57

Strategy #10 Employ Flexible Grouping 58

Strategy #11 Engage Independent Students in Tasks With Scope 60

Strategy #12 Use Controlled Vocabulary Texts Judiciously 62

Strategy #13 Linger at Level E 64

Strategy #14 Practice Mindful Language 65

Chapter 4 Realigning With Balanced instruction 68

Strategy #15 Engage All Students, Regardless of Instructional Reading Level, in Thinking Deeply About Meaning 73

Strategy #16 Teach Students to Look Closely at Print, but Not at the Expense of Meaning 76

Strategy #17 Encourage Students to Talk About Their Thinking, but Not Too Much 78

Chapter 5 Recommitting to Integrated Processing 82

Strategy #18 Teach Students to Notice the Ways a Text Supports Itself 85

Strategy #19 Prompt Less and, When You Do, Prompt Toward Integration 87

Strategy #20 Consider the Efficacy of Each Student's Self-Correcting Behaviors 89

Strategy #21 Help Students Break Inefficient Reading Habits 90

Strategy #22 Provide Massive Practice 95

Chapter 6 Redesigning Literacy Assessment 98

Strategy #23 Move Beyond All-or-None Systems 104

Strategy #24 Analyze Comprehension Holistically 107

Strategy #25 Use Fluency to Help Determine Instructional Reading Level 109

Strategy #26 Consider the Ways Students Integrate Cues 111

Strategy #27 Look at Shifts in Students' Reading Processes Across Texts 113

Epilogue 116

Appendix: Reproducibles 117

References 121

Index 125

Editorial Reviews

Guided reading is not really about levels, benchmark texts, or offering the right prompts to students when they struggle with words. Rather, guided reading is, for us, about supporting children as they develop strategic approaches to meaning making.”

• Jan Miller Burkins and Melody M. Croft

“Going back to reread sections of a book to deepen one’s understanding is a hallmark of a great professional read. Other hallmarks include things like questioning and reflecting and responding to the words written on the page like you’re having an engaging conversation with the authors. As you read this book, you will find yourself doing all these things.”

• Kim Yaris, coauthor of Who’s Doing the Work

From the Publisher