Guided Reading Instruction

Through the action research, I have experienced the benefits of well-planned daily guided reading lessons.  Preparing purposeful and intentional lessons using research-based techniques increased my confidence and overall success in implementation of the lessons.  The guided reading lessons I taught prior to research were rushed and unorganized.  I incorporated a two-day plan with specific times and structure for each component of the lesson.  I found that this enhanced pacing, efficiency, and organization.  The structured lesson plan designated time for each part of the lesson.  Following this template, I was able to ensure enough time for each component without feeling rushed.  Student engagement and interactions with word work and writing about reading were more effective due to preparation.  Preparing whiteboards, magnets, and writing prompts in advance allowed for the entire time to be utilized for instruction, rather than collecting materials.  Creating a binder was helpful in organizing both lesson plans based on text level and running records for each student.  Using the Fountas & Pinnell Literacy Continuum, I was able to determine developmentally appropriate focus targets that students should meet at each reading level.  After identifying priorities for each group, I monitored student mastery of them using running records and anecdotal notes.  This impacted lesson focus and book choice.  Using running records and anecdotal notes, additional practice with specific skills or strategies were planned.  I purposefully chose books that allowed for practice on those skills and strategies, rather than choosing any book on that group's text level.  

 

My instruction benefited from the action research as well.  I have a better understanding of developmentally appropriate skills and strategies that second grade students should be learning and utilizing while reading.  The Fountas & Pinnell prompting guide helped me prompt students to use effective strategies while reading and provide the appropriate amount of scaffolding. Through the action research, I became more confident in my professional decisions by using data to inform my decisions.  I compared running records and anecdotal notes to the Fountas & Pinnell Literacy Continuum to identify if students had mastered skills at their text level and were ready to advance.  

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There were several people who were instrumental in the success of my study.  The literacy facilitator at my school was extremely helping in locating and choosing resources, as well as in lesson plan development.  My principal observed a lesson at the beginning and end of research. Prior to research it was noted that student talk across and after the lessons was not enhancing the lesson.  Additionally, my principal suggested that the pacing of the lessons may be too slow, inciting a need to rush near the end of the lesson to fit in all components.  At the beginning of the study, I completed a teacher perception survey to indicate areas that I felt confident in and areas I needed to improve in regards to guided reading instruction.  When reflecting and comparing my principal's observation to the areas I felt needed improvement, I noticed that I rated myself low for student talk and pacing as well.  These became two areas I heavily considered while reflecting on each lesson and preparing for the next.  This led me to preplan questions and focus on pacing.  Preplanning questions using the Fountas & Pinnell Literacy Continuum led to asking higher-level thinking questions and therefore deeper discussions were occurring.  The targeted questioning technique from Teach Like a Champion, learned from a Cadre seminar, was another beneficial tool used when planning questions.  The preplanned questions were able to pose beyond and about the text questions, rather than surface-level within the text questions.  The planning process became easier when I chose books for a specific purpose, focused on specific skill targets, and planned appropriate questioning.  The pacing strategy from Teach Like a Champion was also helpful to consider ways to liven up the pace, without compromising comprehension.  At the end of research, these were areas that my principal saw growth and I felt more confident about.  We agreed that students were engaging in rich discussions throughout the lessons and were taking ownership of their understanding of the text.  Additionally, we both noticed that the pacing of the lesson became more efficient and structured.  However, pacing will be a skill I continue to work on, as the need fluctuates depending on the group, the book, and the day.  Beyond resources as my own school, collaboration with my Cadre cohort was helpful as well.  Other students researched topics similar to mine, so I was able to discuss my research with them, as well as receive feedback, suggestions, and ideas to enhance my study.  Having other professionals and peers to collaborate and bounce ideas off of, made a significant impact in my confidence and the overall success of the study.

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The nature of guided reading is differentiated small group instruction, which led to some challenges during action research.  In order to efficiently group students, small groups consisted of students from all three second grade classrooms.  Transition times between groups decreased the amount of time for the lesson.  Student absences and tardies to group shortened the amount of time allotted for each component of the lesson, or required repeating components upon arrival of tardy students. Another challenge was sticking to the running record schedule.  Occasionally students were absent on the day scheduled for their running record, so last minute switches had to be made.  It was difficult to keep an organized, updated schedule when switches were made to ensure timely monitoring of each student.  Another challenge was incorporating books that students were interested in.  My research indicated that students are more engaged in books focused on topics they are interested in. Throughout the action plan, I focused more on choosing strategic texts that highlighted the skill or strategy I wanted to emphasize during that lesson.  I think incorporating at least some texts with topics of interest may have increased students' perception of reading more and would have encouraged more participation of all students.  In the future, I would like to have students complete an interest survey that describes the topics and type of books that they enjoy or would like to read about.  I think using this in combination with choosing books for specific purposes would encourage student investment in text.

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Student learning was impacted by the action research.  Students received data-driven and evidence based instruction.  They read strategically chosen books with developmentally appropriate skills emphasized in each lesson.  They were also engaged for longer durations due to preparation of materials and preplanned activities and questioning.  Furthermore, students were participating in deep, rich discussions of the text, allowing them to draw conclusions, make inferences, and consider different elements a book may include.  

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NEXT STEPS

My instruction has also been impacted by the research project.  I realized the value and importance of preparing materials, questions, and activities in all subject areas.  There is a specified amount of time allotted for each subject area, so having to collect materials or think of questions during the lesson wastes valuable teaching and learning time.  Preparing tools in advance allows for efficient use of the entire block of time.  I also recognize the necessity to have a data-driven classroom. Oftentimes, teachers must make professional decisions.  Having evidence indicates and supports what decisions need to be made.  Using data also encourages consistent student-monitoring to determine if students require additional practice or enrichment.  This action research project has inspired me to teach a data-driven class to ensure all students' needs are being met.

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The next steps in my guided reading instruction are to continue following the Fountas & Pinnell structured guided reading plan with guided writing on Day 2.  I will continue to follow the procedures and process for choosing books, preplanning word work and writing prompts, incorporating prepared targeted questioning, and focusing on pacing for each group.  One area indicated by my self-assessment survey that needed work was the use of an efficient and workable system for running records.  For the action research project, I created a binder organized by group.  I also began recording the running record data for each student on a document that denotes date of record, accuracy, comprehension score, self-corrections, and whether the text was hard, instructional, or independent.  The organizational system has made a huge difference in coding and analyzing student data and I will continue to use it for the remainder of this year and future years.  On student running records, I documented words omitted, added, or misread.  However, I did not document whether the errors changed the meaning in the text.  My goal is to begin tracking this data on future running records.  

 

Overall, the action research project has impacted both student learning and my teaching and will be used as a foundation for future instruction.  Student learning was improved and my confidence was enhanced throughout the process.  It also demonstrated the positive influence that collaboration within and beyond my school can have on my instruction.