Assessment - Teaching Decisions

Leveled Books for Guided Reading—What’s in a Number?

Thinking Critically About Text Complexity When Selecting Leveled Books for Guided Reading...There’s no way around it—when selecting leveled books for guided reading instruction, sooner or later you’re going to have to consider levels. Leveled books aren't a new concept. Grade level, Lexile level, DRA level, Fountas and Pinnell level — all of these “readabilities” exist to support teachers as they scaffold students as they read increasingly complex texts. [...]

Leveled Books for Guided Reading—What’s in a Number?debracrouch2024-08-05T10:18:57-07:00

Grouping Students for Guided Reading—The Importance of Observing Students Beforehand

Teacher Observation is Key in Grouping Students for Guided ReadingGrouping students for guided reading first requires that teachers ‘know their students.’ Teachers assess their students, using the tools they know—letter/sound checks, a fluency passage, a benchmarking kit. Yet somehow, when teachers put the students together, the grouping just doesn’t seem to be quite ‘right.’ Something is missing—and the missing piece is teacher observation. Teacher observation is [...]

Grouping Students for Guided Reading—The Importance of Observing Students Beforehanddebracrouch2024-08-05T06:47:18-07:00

Managing Guided Reading Groups with “Warm” Running Records

What Difference Would a “Warm” Running Record Make in Your Guided Reading Groups?Managing guided reading groups often generates a multitude of questions about flexibility: How do I know which children go in which group? Which books do I use in a particular level? How do I know when my students are ready for the next level? One tool often used in answering these questions is a record [...]

Managing Guided Reading Groups with “Warm” Running Recordsdebracrouch2024-08-05T06:45:07-07:00