In the last episode of our Mentoring New Teachers podcast, Laura and I talked about how to begin the (often overwhelming) task of facilitating guided reading groups with young students. I explained to her how the original intention of guided reading has become somewhat lost due to the nature of many of today’s existing guided reading programs, and I offered some advice for how to begin this challenging, but often necessary, work.
In our fourth episode, Laura shares with me how her mid-year literacy assessments led her to conclude that she needs to invest more time in helping her kindergarten students to practice decoding and encoding words. We discuss how to do this by modifying some of what she already does with her students, and I also suggest some ways to incorporate additional multisensory work with letters and sounds to help students create even more neural pathways in the brain than they’ve already created over the past several months. Finally, I share with Laura some common missteps that many teachers make–myself included!–when working to help students become more independent readers and writers. A tip: you may want to listen to this episode in small chunks–there’s a lot to absorb!
RESOURCES & INSPIRATION:
Cleaveland, Lisa. (2016). More About the Authors: Authors and Illustrators Mentor Our Youngest Writers. Portsmouth, NH: Heinemann.
Dehaene, Stanislas. (2010). Reading in the Brain: The New Science of How We Read. New York, NY: Penguin Publishers.