I’m welcoming KJ Lott from Just a Thought Creations! Kathy is sharing her insight on how to develop questions and activities that will drive readers to the next text level.
Over the summer, I read a great book that helped me progress in my thinking and strategic planning. As a reading interventionist, I am always investigating new avenues for developing my skill set and instructional knowledge.
If you ever get an opportunity to read, Conferring with Readers, by Jennifer Serravallo and Gravity Goldberg, GRAB the book and RUN! It is an exceptional guide to teacher reflection when planning and developing guided reading lessons. I am always struggling between the lines of determining if my students can move to the next level of text or keeping them on the current level to develop skills.
This book navigated me through guided reading instruction, and I began to ask myself important questions about how to move students forward in their reading progress. I developed a new understanding for the reading behaviors I should target on each level, and created activities that addressed the skills needed to accelerate them. This book, paired with the Fountas and Pinnell’s Continuum for Leveled Literacy, was an instrumental game changer!
In my sessions, I began to target critical questions that allowed my students to build comprehension through book talks and reading responses. My free product, “Pocket Full of Knowledge”, is one example of developing an opportunity for students to dig deeper by connecting reading and writing.
Don’t miss out!!! Grab your FREE Pocket Full of Knowledge here.
Before reading the text, students write down questions, prior knowledge, or predictions on strips of construction paper about the text. During the reading, students write new learning, inferences about text, and connections to text on strips. After reading, students develop and write down thoughts on strips that cover main idea, author’s purpose or theme. After responses are completed and placed in their ‘pocket full of knowledge’, students partner around the room to discuss their text responses. Finally, we come together and participate in a whole group text wrap-up discussion. Before leaving, they jot down one – three pieces of information that stuck with them about the text. Students place their sticky note on my “What Stuck with Me” anchor chart; this can act as a quick formative assessment and lead to further text discussions.
This type of activity allows me to see if the student understands how to pull important details for the text, genre, main idea, author’s purpose, and any key targeted skills for the lesson.
The most important take away from this article is to develop questions and activities that will drive your readers to the next text level, which will foster the love of reading. Remember, students are not reading levels; they are readers who need to develop their reading skill set! If you concentrate on that, the guided reading levels will naturally progress.
KJ Lott is a creative educator who develops activities that address targeted literacy skills. She has 18 years experience in education with a dual major BA in elementary education and English literature, as well as a MA in education administration. She possesses an Ell, principal, and counseling endorsement. KJ has taught at every elementary level.
Currently, she is a reading interventionist in Fort Worth,TX. She spent numerous years working with RTI procedures and coaching other teachers to achieve classroom success.
Thank you for welcoming KJ Lott. Let’s show her some LOVE by giving her feedback on her amazing FREEBIE on Teachers Pay Teachers. I have checked it out myself and it is really great!!
Here is a graphic that will be easy for you to Pin for later.