This idea of using challenging (not impossible texts) is important. Students do need texts that they can read, but they also need to stretch. Towards that end, I suggest the following.
What does research have to say about working on reading fluency development with older students? Is it appropriate for secondary teachers to spend instructional time on it? Dr. Shanahan shares his insight as he reviews what the science is telling us. Reprinted with permission from Shanahan on Literacy.
Instead of front-loading the first reading, you could try front-loading the second or third — after the kids have had a chance to “pedal the bike themselves” — even if that pedaling isn’t perfectly successful.
Only part of guided reading is under challenge by Common Core. Small group instruction should afford teachers opportunities to observe student problems with reading and interpretation, and this insight should be used to shape instruction.
When kids get the opportunity to discuss something with a partner before responding to a teacher question, positive outcomes have been seen in the primary grades in reading and in the upper grades with second-language learners.
Vocabulary learning is incremental and there are more words that kids need to learn than we can teach. Kids need lots of opportunities to confront words in their reading and listening.
Having classes/groups of students read common texts with teacher scaffolding is a good idea, whether we are talking about the reading of a short story in an English class or a chapter from a science book. They can promote mature interpretations of particular texts or the development of comprehension strategies.
