This summer has been a whirlwind of teaching and learning! So far, I have been fortunate enough to be able to teach a week-long class to a small group of teachers who are getting their ESL endorsement, plan and deliver a Spanish camp to a group of passionate educators, and plan several more presentations that I will be giving in the near future! So lucky! 🍀
Today I sit here reflecting as I popped into a colleague’s guided reading workshop all impromptu-style and am marveling about how much there still is to learn about something I thought I had already mastered in my first two years of teaching in Texas! It is true that the art of teaching and learning is constantly evolving and to be the best educator, a person must never stop. 🤔
- Today I have learned that teaching guided reading really involves understanding the initial assessment (in this case, TRC). This means when designing guided reading groups, just because a group of students may appear to be at the same level, (level B, for example) if you probe deeper into their running records, you can find out a LOT more that may make you decide to put one of these students in a level C group, or move another to a level A group!
- Another nugget for our ESL crew: using the Jan Richardson book “The Next Step Forward in Guided Reading” is going to open up lots in the way of PD! Looking through and thinking about how to differentiate it for English Learners, I stumbled across an article that comments on how to teach sight words: http://www.ernweb.com/educational-research-articles/ells-rate-of-learning-of-sight-words-depends-on-oral-proficiency/
The idea is this: teaching sight words to ELs in guided reading may need to be done quite differently depending on their language proficiency level.
What do you think of this? What about some of the ideas in the article? How do you teach sight or memory words to students? I’d love to hear your thoughts below! 😊