Amanda Fortenberry-Reading Essentials Routman Ch.10: Examine Guided Reading

Reading Routman's Chapter 10 guided me in the how to of "Guided Reading" and confirms the way it's been working in my classroom also fits into the "Optimal Learning Model" of reading.  Something I read that differs from my classroom is that the grouping of students is not grouped according to similar reading proficiencies (ie STAR data that we use) but rather Routman believes readers need to vary in grouping because they can learn from each other (especially in elementary upper grades).  The chapter clarifies grouping, reading strategies, and gives model lessons for different grade levels K-4 for guided reading before, during, and after.  Guided reading is an important step in "moving the child toward independence" but Routman conveys that independent reading is most important in our reading schedules of the day and students need to read more than practice skills.  I am seeing that same important statement through lots of professional development books.  In this particular one, the chapter reiterates the students' independence is gained through help of teachers knowing when to teach and when to let go.  This process kind of reminds me of what people say in parenthood...from toddlers pulling up to walking, driving, going on the first date, etc.  In doing this independence evaluation, Routman suggests ways we need to discuss with the students on how to become independent through teacher talks, text connections, literature circles, and if we must, minimize guided lessons in order for students to practice reading to self and for us to strategically plan the best use of time in teaching language and reading independently or in small groups during guided reading.  Routman gives many thoughts on ability grouping and believes it should definitely stop in the grades above 2nd grade as he says, "I worry about the message such grouping sends to students-a message that they are somehow less capable.  If you group by ability, make sure you keep it short (ten to fifteen minutes) and provide daily opportunities for more-varied groups-whole class shared reading, heterogeneous small groups, partner reading, and independent reading."  I like the different models of the reading block in this chapter and the cautions Routman gives when grouping students, choosing book quality, scheduling, planning, and ways of assessing.  Ideas he mentioned, I've heard before, but reading again for myself and making a note and plan to do these ideas, will help my readers grow in their independent reading practices also.  Such ideas of guided reading involve literature circles, conversations, and journals to name a few.  These help with making connections, understanding texts, and being actively engaged in the reading process.  Similar to Moss and Miller's book, Routman gives a framework for guided reading lessons, how to evaluate oneself as a student during a lesson, and how to assess as the teacher.  Final thoughts on my classroom framework: I plan to work on a daily morning message, MORE read alouds, and increase daily teacher talks.