|Instructional Decision-Making||Before Reading||During/After Reading||Letter/Word Work||Reading/Writing Connections|
The books we choose deeply affect our struggling readers’ success in developing as readers. In the first part of Book Choice, teachers explain the most important factors they consider in choosing books, with examples spanning from emergent to transitional text levels. In the second part, we delve deeper into this topic, as one teacher weighs the effectiveness of her book choice and explains how she made adjustments based on running records and lesson observations.
See also Video: Using the Analysis to Choose a New Book Example 1 and Example 2, in the Instructional Decision-Making Section of this module.
How do we choose appropriate books for struggling readers?
How do we use observations and running records to adjust book choice?
Reading Recovery/intervention teacher, Katie Babb, Springfield Elementary School, Greenwood, SC, has been meeting with a group of first grade children for 4 weeks, 5 days/week, since the beginning of the year. On their initial assessments, they could not read a Level 1. They used meaning and structure, but did not attend to the print when they read. Ms. Babb has worked with them on making a 1-1 match, on letters and sounds, and letter formation, all of which have improved but are not yet firm.
How did the teacher evaluate her book choice based on observations of her children’s reading?
What did the teacher learn from examining previous running records that further influenced her decisions about book choice?
Watch the excerpts of the Level 3 lesson. Then examine a student’s running record.
How did it help the teacher evaluate her decision to drop down to Level 3?