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

this way. Readers’ notebooks replace worksheets. Beautifully written and illustrated books relevant to students’ lives and interests replace the class novel, a basal, or computer program. Reading volume matters, and students can boost their reading mileage and skill when they do the reading and problem solving on their own (Allington, 2002, 2012, 2014; Burkins & Yaris, 2018; Krashen, 2004). Your students are the script; their interests, abilities, and needs are the recipe. And the professional reading and conversations you have with colleagues about teaching and learning enable you to support the diverse learners in your classes. It’s impossible for a pre-made program or one-size fits all scripted reading curriculum to know your students’ unique needs. Only you do! And the guided practice reading lessons in this book can help you capitalize on your knowledge and relationships with the students you teach.

      Readers’ Notebooks Improve Comprehension

      The research by Graham, Harris, and Santangelo (2015) makes a strong case for students writing about reading. The authors show that when students write about texts they can read, “their comprehension of that text jumps 24 percentile points.” That’s why having students write about reading should be an integral part of instructional reading lessons. Further, research shows that adults and students can only write what they understand (Murray, 1984; Self, 1987). So students’ notebook writing is your window into their thinking processes, their comprehension, and their ability to use language to express ideas. Reading students’ entries has a huge benefit; their writing informs your instructional decisions: to move on because students get it, to rewind and review, or re-teach.

      Model how to respond in your notebook using your interactive read-aloud or another common text. Providing this mental model for students enables them to complete a task with understanding. See pages 26–27 for more on readers’ notebooks.

      Chapter 1 What Developing Readers Need

      Independent reading needs to happen every day.

      This day was a first for me! I had worked with students reading one to two years below grade level but never with students entering fifth grade reading from an early first to second grade level. Most had never read a book; they listened to teachers read books aloud and worked on computer reading programs. To bring these fifth graders into the reading life, I knew they had to read, read, read, because volume would be key to their progress. Even though teachers had a daily 60-minute ELA class, it wasn’t enough time to change many students’ reading trajectories because there were 24 students reading from kindergarten to sixth grade instructional levels.

      To solve the problem of time, the fifth grade team at Daniel Morgan Intermediate School in Winchester, Virginia, lobbied for an extra class. In January, the district funded a daily 73-minute class for 24 students reading from an early first to beginning third grade level; Stacey Yost, Bridget Wilson, and I team-taught the class. During the 15−20 minutes of guided reading, I supported the six English language learners (ELL) students reading at a beginning first grade level. They had been in the school system since kindergarten and spoke English well. But they couldn’t read.

      At our first meeting, I asked the group, “How do you feel about reading?” No responses. I followed up with two questions: “Do you enjoy listening to teachers read aloud? Do you have a favorite book you’ve listened to?” Still, no one shared. Eyes focused on the table, they avoided looking at me. During the remaining time I started reading aloud, I Can Be Anything! Don’t Tell me I Can’t by Diane Dillon (2018). Students’ silence, shrugging of shoulders, and quizzical looks when I asked them to share their dreams told me that their hopes-and-dreams tanks were on empty.

      The next day, during guided reading I asked, “Why do you think it’s important to learn how to read?” And Kendra blurted, “So others don’t make fun of us!” Silence. Nods of agreement—a door had opened. Three of the six students shared their feelings that day. They talked about times they had to read aloud and classmates laughed as they stumbled through a short passage or times when they couldn’t answer a question because they couldn’t read and understand the material.

      After each class Stacey, Bridget, and I discussed what we had learned from students. Most carried negative reading baggage and covered up their lack of progress by checking out, from the school’s library and our class library, books they couldn’t read. They were desperate to look like grade level readers and avoid the comments about having to read baby books from peers.

      How to choose a good fit book was a lesson Stacey, Bridget, and I repeated several times a week. We took turns modeling for students (see box). Six weeks later, we noticed some students selecting books they could read and enjoy. We celebrated these changeovers and gave students the gift of time they needed to choose books they could read and enjoy.

      How to Teach Students to Choose a Good Fit Book

       Think aloud and show what you feel and think when you choose a book that is too difficult: can’t say many words, don’t know many word meanings, and can’t recall details.

       Think aloud to model how you know you’ve found a good fit book: it’s easy to read, enjoyable, and you can retell.

       Keep modeling and emphasize that independent reading should be enjoyable.

       Reassure students that they are safe in your class and can select a book they can easily read. Explain that the more they read accessible books, the faster their reading will improve.

      Daily, the three of us took turns sharing this mantra during guided reading and when we modeled how to choose a good fit book: In this class you are safe. No one will make fun of you or criticize you. We are here to learn together and support one another. It might seem like a small thing. But for these students who lived with failure for such a long time, we hoped that by repeating these words, combined with their reading successes, students’ self-confidence and trust in our community would continually improve.

      We became dedicated kid-watchers and listeners, eager to learn as much as we could about our developing readers (Owacki & Goodman, 2002). We met frequently to share literacy stories and what we noticed during daily interactive read-alouds. Observations of and conversations with students continually deepened our knowledge of their feelings and beliefs about learning to read.

      Characteristics of Developing Readers in Middle Grades

      Year after year when students make little to no progress in reading, they can develop characteristics that prevent their growth and progress. Stacey, Bridget, and I identified ten characteristics based on the middle-grade developing readers we taught. These students:

       lack self-confidence

       feel embarrassed reading easy books in front of peers

       have difficulty decoding multi-syllable words

       choose challenging books so peers think they can read

       have learned the art of fake reading

       don’t read at school or at home

       can’t read grade-level materials and don’t receive alternative materials

       have developed an “I can’t do it” outlook

       become quiet, silent, and hope no one will call on them

       don’t dream of what they want to be or do beyond school years

      One of our goals was to teach students about the Power of Yet (Dweck, 2007), explaining that they might not be able to reach a goal yet today, but with practice, hard work, and our support, they could achieve it. During our bi-monthly study group, we discussed personal and collective efficacy, the belief that