On their notecard I request students to write: their name, the book title, and answer one of the questions from the three headings. I also ask them to, when applicable, provide evidence from the book to support their thinking. Below are a few examples of what students have written so far:
Students who responded to “What I Learned About Myself as a Reader” wrote about genre preferences and one student wrote about how he learned to access nonfiction text by using text features.
Under the heading, “What I Learned from my Reading,” this student responded to what she learned about heredity from an expository nonfiction text. She summarized her findings in her own words and included the page number where she found the information.
This student who responded to, “What I’m Still Wondering About after Reading Today” is questioning why the mother in the classic, Sounder, doesn’t seem affected by her husband’s arrest. It’s an extremely high level thought that will generate some great discussion in our next guided reading group.
So there you have it, a quick and effective idea on how to quickly access guided reading, make learning generative, and have a visual for students to see and constantly be thinking about. If you teach guided reading, I highly recommend giving it a try!
Kasey
