Guided Reading Group Host or Hostess - The Ideal Intervention?

As a classroom teacher, do you have a child who is reading a couple levels below the expectation? Do they work hard, but never quite seem to catch up? 

Would you like to implement a 1:1 (or even small group) intervention for him or her - but find there just aren't enough minutes in the day?  Or are you already implementing this intervention, but finding that it is still not enough? 

Here's something to try. . . 

1) Keep that student in his/her own guided reading group. Continue to carefully select text at just the right level and provide solid instruction, as you do for each of your little sweeties. 

2) Look carefully at what this child is doing during the time he or she is not in your guided reading group. Consider an alternative to one of the reading rotations:

Invite that child to be your Guided Reading Host or Hostess! 

Have your Host or Hostess join a group one or two levels above his/her instructional reading level (as a helper and a guest). 

The Guided Reading Host can hand out the books and supplies for you. He/she will hear your book introduction and experience any word work activities you share with the group. The Host or Hostess gains exposure to any vocabulary you discuss with the group. Then the Host or Hostess simply chooses a partner to sit with. As the group member reads, the Guided Reading Host (or Hostess) silently follows along.

Surprisingly, they often offer help or pop in with the correct word when their partner is stuck! 

What is happening?  They are experiencing on-level instruction, free of stress. Many students learn best when they can relax and enjoy. They take pride in their genuine role as your helper. Participating as a Host or Hostess helps this reader build confidence and develop a special relationship with you. 

From my experience, it's both a joy and a huge academic boost for the child involved. In all honesty, my students sometimes gained more from simply helping me host another group than they did from the quick interventions I could fit into the day.  

As the group wraps up, the Host or Hostess can collect materials and put them away, helping prepare the area for the next group. 

** Note - This is never in place of their own leveled group.  It is in addition to it! **

If you try this idea, would you be so kind as to share your experience?  Just choose a student to help you host groups.  Record his/her reading level prior to becoming a host or hostess and after a period of time. Compare the growth with the average growth of the readers in your room. Help teachers take back research by sharing your results!  (To do so, just email me at Annegardner4@gmail.com.) 

P.S. - This routine works as well for students with impulse control/behavior issues as it does for students who need a little extra boost with reading. In this case, have your Host or Hostess go and gently give reminders to other students to stay on task and/or to keep the noise level down. You might even consider having him/her observe and take notes regarding students who are staying on task. What we teach, we learn. It's likely that your slightly behavior-challenged student(s) will internalize the behaviors they have the opportunity to help others learn. 

Thanks so much for stopping by!  

:) Anne Gardner (NBCT, Literacy)

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Graphics by Tiny Graphics Shack. 

  

Growth Mindset and Daily News

Recognize Positive Character Traits and Teach Growth Mindset with Daily News

Would you like a powerful no-prep way to start the day? What if it supported multiple ELA standards and also encouraged positive character traits as well as growth mindset?

What kid doesn't want to be a super hero? Help them see positive character traits and growth mindset as superpowers!

Here's a really simple way to start. . . Introduce one of these posters designed to encourage positive character traits and growth mindset. Give students a moment to turn and talk about what this means to them. Some days, challenge them to think of a way they can display the trait. Other times, ask them to think of a time they noticed a classmate displaying the trait. 

Write, using Interactive Writing, with the class about ways students can show these traits. As you write, reinforce the concept of using complete sentences, with a capital letter at the beginning and punctuation at the end. Take time to model stretching words to hear the sounds. Chant the spelling of sight words the group is learning.

There are many ways to manage this. I always like the craft sticks with kids' names. After kids have had a chance to turn and talk, you could pull a couple sticks. Or - if you hear something during turn and talk that you'd really like to highlight, call on that child to share!  

When you're done, you'll have some authentic text to use for shared reading with the group. Some kids will read along throughout the text. Others may just be excited to recognize their own name in print.

Want to help parents understand some of your social-emotional goals?  Print this sheet out, perhaps at the end of the week - and send it home!  In doing this, the entire class grows to see themselves as collective authors.  

Here's a sample of what a page of daily news might look like:

The posters, which are available in my TpT shop, include 18 topics to get started. You can find the Kindness Counts posters here and the Growth Mindset version here. 

In writing this daily news, there are so many ELA standards that can be addressed.  Here are just a few examples: 

• Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (CCSS.ELA-LITERACY.W.K.2)
• Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CCSS.ELA-LITERACY.SL.K.1) 
• Speak audibly and express thoughts, feelings, and ideas clearly. (CCSS.ELA-LITERACY.SL.K.6)

Want to carry the learning a bit further?  These daily news charts can be the foundation of an amazing class memory book! As you create these with your class, add them to a simple 3 ring binder. I'm guessing this will quickly become a favorite.

If you ask for supplies, consider asking for a 1 inch binder with a clear pocket on the front. As you approach the end of the year, three hole punch these and place them in the binder. Give kids blank sheets as well, and have them add more examples of ways they display these traits and/or see their classmates display these traits. These can easily become an amazing memory book!

Wishing you a wonderful year!

Anne Gardner (NBCT, Literacy)