Guiding Readers- Chapter 1

So why did I choose this book? Well, I taught grades 7 and 8 for a long time, and here in Ontario there is very little guided reading happening in the intermediate grades. Now that I am teaching Grade 4 (and soon to be Grade 3!! Yes, that's right I am moving to Grade 3 next year), I have come to realize that I need to do some PD in this area so I can integrate this into my literacy program. 
I did start using the Daily 5 this year in my grade 4 class and loved it....but the guided reading component of it just never took off. Once the school year started it seemed like I never had the time or opportunity to read about how to do guided reading or start implementing it in my class. Maybe that is just an excuse, but seeing as there are only 7 days left it's pretty obvious it's not going to happen this year! BUT, next year...watch out!

Misty over at Think, Wonder, Teach is hosting the first chapter of our Guiding Reader's Book Study. 







Head on over to her blog to read all about her thoughts on the start of our book study.
Chapter 1- Guided Reading: What We Know Now
I picked up this book back in February when I attended Reading for the Love of It in Toronto and heard the author, Lori Jamison Rog speak. I was hooked from the start and went straight to the publisher's display to buy the book!
I really enjoyed reading through this chapter because it makes me feel as though I really do know something about guided reading! There was lots of highlighting and stars happening over here. 
Some highlights for me were:
- guided reading is a time for student reading, not teacher talk- to remember to listen twice as much as I talk when meeting with my students ( I always feel pressured to fill the empty space)- to see it as a way of consistently using the gradual release of responsibility and that guided reading becomes the "we do" - using a system, like the Daily 5, to make sure that independent learning component is self-directed, not teacher dictated- I love love LOVED the analogy for just-right reading as standing on their tiptoes (I think I may have to make it into a poster for my room!)- I also didn't really realize that reading easy texts provided more learning opportunities that challenging texts, but once I read what Lori wrote it really makes a lot of sense, if it's too tough it won't help students grow
A goal for me for next year is to "understand the strengths and needs of [my] students and [be able to] match them to the supports and challenges of a particular text, fiction, nonfiction trade books, chapter books, novels, environmental print" (page 13).
I really enjoyed the pace at which Lori writes. It makes the text very easy to follow and understand. 
I find myself excited to incorporate more student talk and to re-visit texts with my students through our guided reading groups. I re-read books that I love all the time, it makes sense to re-read books in our guided reading lessons as well.  AND...the reading-writing connection! I am just in love with this book so far and I can't wait to read what you all are writing about this book. 
UPDATE: The book is available on Amazon  but it does say that the book is temporarily out of stock.
Have you posted about Chapter 1? Link up below so we can all share in the learning together.