Preventing Misguided Reading: New Strategies for Guided Reading Teachers

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Prevent guided reading from going astray in your classroom! Through the 50 years of collective experience of authors Jan Burkins and Melody Croft, you'll resolve confusion about guided reading and improve your instruction.

Burkins and Croft present personal clarifications, adaptations, and supports that helped them work through their own tricky spots as they guided readers. The book's six chapters clarify misunderstandings about guided reading instruction in the following areas:
• The teacher's role and the gradual release of responsibility
• Instructional reading level
• Text gradients
• Balanced instruction
• Integrated processing
• Assessment

With 27 strategies, you're sure to find the help you need to work through your own tricky parts as you guide groups of readers.

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Product Details

  • ISBN-13: 9780872078284
  • Publisher: International Reading Association
  • Publication date: 4/21/2010
  • Pages: 130
  • Sales rank: 363,313
  • Product dimensions: 7.00 (w) x 9.10 (h) x 0.40 (d)

Meet the Author

Jan Miller Burkins is currently completing her sixth year as a full-time coach at Chase Street Elementary School, Athens, Georgia. She has worked as a language arts consultant for a regional educational service agency, a district-level literacy coordinator, a reading specialist, and an elementary classroom teacher. Her work as a consultant has taken her into elementary, middle, and high schools where she has helped school leaders examine their reading instruction, modeled lessons, and facilitated professional learning.

Burkins is also a part-time assistant professor at the University of Georgia, where she teaches classes to students pursuing graduate degrees in literacy education. She has also developed a series of courses for educators interested in becoming literacy coaches. Burkins is the author of Coaching for Balance: Meeting the Challenges of Literacy Coaching.

In 1989, Burkins received her undergraduate degree in early childhood education from Birmingham-Southern College in Birmingham, Alabama, and in 1993 her master’s from the University of Alabama. She later earned her reading specialist certification and her doctorate from the University of Kansas in 1999. Her dissertation, which was a meta-analysis of the research on phonemic awareness, was the Dissertation of the Year for the University of Kansas School of Education and one of three finalists for the International Reading Association’s Dissertation of the Year.

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Table of Contents

About the Author Foreword Preface Introduction
1. Reframing the Gradual Release of Responsibility Strategy #1: Connect Literacy Instruction Across Instructional Contexts Strategy #2: Describe Guided Reading as a Session Rather Than a Lesson Strategy #3: Establish Routines That Require Children to Assume Control Strategy #4: Teach Children in Guided Reading Groups Only When It Meets Individual Needs
2. Revisiting Instructional Reading Level Strategy #5: Teach Children From Books in Which They Can Practice a Balanced Reading Process Strategy #6: Increase Your Sensitivity to Reader Distress Strategy #7: Select Guided Reading Texts Based on Student Reading Processes Strategy #8: Clarify Confusions When Problem-Solving Efforts Prove Unproductive
3. Reconsidering Text Gradients Strategy #9: View Students’ Reading Levels as a Range or Cluster Strategy #10: Employ Flexible Grouping Strategy #11: Engage Independent Students in Tasks With Scope Strategy #12: Use Controlled Vocabulary Texts Judiciously Strategy #13: Linger at Level E Strategy #14: Reject a Vocabulary of Convenience
4. Realigning With Balanced Instruction Strategy #15: Engage All Students, Regardless of Instructional Reading Level, in Thinking Deeply About the Text Strategy #16: Teach Children to Look Closely at Print, but Not at the Expense of Story Strategy #17: Encourage Students to Talk About Their Thinking, but Not Too Much
5. Recommitting to Integrated Processing Strategy #18: Teach Children to Notice the Ways a Text Supports Itself Strategy #19: Prompt Less and, When You Do, Prompt Toward Integration Strategy #20: Consider the Efficacy of Each Student’s Self-Correcting Behaviors Strategy #21: Help Students Break Inefficient Reading Habits Strategy #22: Provide Massive Practice
6. Redesigning Literacy Assessment Strategy #23: Move Beyond the All-or-None Systems Strategy #24: Analyze Comprehension Holistically Strategy #25: Use Fluency to Help Determine Instructional Reading Level Strategy #26: Consider the Ways Children Integrate Cues Strategy #27: Look at Shifts in Students’ Reading Processes Across Texts Epilogue Appendix References Index

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