Guided Practice for Reading Growth, Grades 4-8. Laura Robb

(Eds.), Handbook of reading research, volume IV (pp. 286−319). New York, NY: Routledge.

       Rasinski, T., Rikli, A., & Johnston, S. (2009). Reading fluency: More than automaticity? More than a concern for the primary grades? Literacy Research and Instruction, 48, 350−361.

      Acknowledgments

       From Laura Robb

      My deepest thanks to three exemplary and skilled fifth grade teachers: Wanda Waters, Bridget Wilson, and Stacy Yost. Each one has used several of the guided practice lessons with their developing readers. Their feedback and unflagging dedication to support students have shaped the lessons in this book as well as let me know how much students enjoyed reading, discussing, and writing about the poems and short texts.

      Thanks to award-winning poet, David Harrison, for his thoughtful collaboration as we both researched and then figured out topics that would appeal to middle grade and middle school students. How joyful for me to develop lessons using the engaging, motivating, and accessible poems and short prose texts that David wrote.

      To Jennifer Harrison, my thanks for taking photographs and video of your students performing David’s poems! Thanks, as well, to my son Evan Robb, a middle school principal and author, who read early drafts of the chapters and lessons and gave me invaluable feedback. And to Tori Bachman, my editor, who has my sincere thanks and appreciation for her depth of knowledge and her unique ability to communicate with authors. This book has developed over several months because of your outstanding insights, editing skill, and never-ending willingness to field my questions and provide valuable feedback.

      And finally, my thanks to all the developing readers that have helped me see the need for guided practice lessons and provided valuable feedback by trying early iterations of the shared reading and partner discussion lessons.

       From David L. Harrison

      Now and then a teacher expresses appreciation (and, I think, surprise) for my grasp of what goes on in the classroom and the skill and dedication it takes to reach every student at his/her level of learning and support continued growth. Of course, I make no claim to be a scholar of education, but it has been my pleasure and honor for more than two decades to co-author books for the classroom with some of the most knowledgeable professors and teachers in education. Once again, I have been privileged to work with one of the best—Laura Robb. Laura, thank you. It has been a wonderful learning experience writing with you and watching you at work.

      I also learned from the teachers in our book. I loved how you somehow made time for us when we came to you to “test drive” subject matter and activities. Laura has already named you so I add my gratitude here.

      Tori Bachman, at last we got to work together. Hooray! And it was just the way I knew it would be—great! I’ve been impressed from first to last by the Corwin team. This, I believe, is a good book. And the result is in no small measure due to your caring and careful attention to detail every step of the way. My thanks to all.

      Publishers Acknowledgments

      Corwin gratefully acknowledges the contributions of the following reviewers:

       Dr. Carmen Gordillo

       Rutgers University

       Union City, NJ

       Lynn Angus Ramos

       DeKalb County School District

       Decatur, GA

       Judy Wallis

       University of Houston

       Houston, TX

      Part I Why Guided Practice In The Ela Block

      I’ve just completed five guided practice shared reading lessons with my group of sixth graders who are developing readers. I use the term developing readers instead of struggling or striving because I believe that all children, even those who are a grade level (or two, three, or more) below their peers, can develop into competent readers who enjoy reading at school and home! The hesitancy in students about participating I had noticed during the first two lessons recently transformed into full participation. I observed progress in using context to determine the meanings of tough words and students’ ability to infer and visualize. It was time to hear their thoughts, so I grabbed a pencil and notebook and asked, “How have these lessons supported your reading?” I scribbled their answers, which surprisingly, rolled out like water cascading down a mountain:

       I felt good because if I got stuck, you’d ask a question to help me.

       Today, I was able to figure out “mercenary.”

       It helped that we talked [to a partner] and then gave answers.

       I’m getting better at making inferences. I was scared the first time.

       I like that we [students] help each other.

      Students’ responses revealed how much they felt supported by peers and me. Knowing I wouldn’t give an answer but would ask questions to stir their thinking, students told me that they had begun to have confidence in themselves as reading problem solvers. In addition, working together had firmed up their sense of community.

      Guided practice lessons, an interim learning step sandwiched between a mini-lesson and instructional reading, is one way for students to engage in guided practice. Using a short text, students practice what their teacher modeled during the interactive read-aloud. Guided practice spotlights those students who can successfully apply a specific skill and those who require extra practice and support. The beauty and benefit of guided practice is that teachers can provide interventions before students dive into long texts. It’s an opportunity to repair small confusions before they grow into large obstacles that can diminish students’ progress and reading comprehension. The selections in this book are age-appropriate and on topics that motivate and build the background knowledge developing middle school readers need. When students learn with these texts, they not only improve their reading skill, but they also develop the social-emotional well-being that develops when they learn from the poems and short texts appropriate for their grades instead of having to read books written for students in K−2. Though you might feel that finding the time for guided practice is a challenge, know that these lessons can greatly improve the progress of developing to proficient readers in Grades 4–8 by improving their reading skill and developing the self-confidence they need to press forward and work hard.

      So how do you find time for guided practice? Most Grade 4–8 teachers have a block of time from 45 to 60 minutes a day to teach reading and an extra 30 to 45 minutes for writing. I favor ELA classes that open with independent reading, followed by an interactive read-aloud or mini-lesson. Guided practice lessons using short texts are part of instructional reading. Most guided practice lessons last fifteen to thirty minutes over two to three days. The graphic in Figure 1.1 shows how guided practice fits into a 50-minute ELA class. If you have a 42- to 45-minute block, you’ll only be able to complete guided practice and perhaps one conference.

      Figure 1.1: Guided practice can be on any three consecutive days you choose.

      Appendixes A and B show ELA schedules for 45- and 60-minute class periods. Adapt the schedules to your specific needs and keep the guidelines fluid, as some days you’ll spend more time on a task because that’s what students need. Be flexible, for it’s students who inform your instruction. Keep in mind that guided practice builds students’ reading capacity and skill as long as the students do the reading, thinking, discussing, and