Guided Reading Faux Pas

Guided reading sessions are a staple in elementary classrooms. Teachers assess their students' reading levels and divide them into groups that share similar reading skills. This gives students an opportunity to read in small groups with children on the same reading level. It also gives teachers an opportunity to help the students with problems specific to their progress and skill level. This sounds like a picture perfect way to conquer the learning gap between students so what could possibly be wrong with this strategy?

According to Burkins and Croft's article, "Handy Helpers for Guided Reading", even teachers who are knowledgeable about literacy are prone to placing their students in reading levels that are too difficult. Teachers tend to do this because they know how to make the difficult text manageable for their students but this takes away from the purpose of a guided reading. Although the teachers can make the children understand the material they have to do all the work instead of the students.

Burkins and Croft created a tool for teachers to determine if the reading level is appropriate for the targeted students. This table is an excellent reminder for teachers to make sure their guided reading sections are accomplishing what they are intended to accomplish. Below is the table from Burkins and Croft's article.

Jan Burkins and Melody Croft

I agree that assigning children to a difficult reading level can be a common mistake in classrooms. This article reminded me of an experience with conducting a guided reading in a 3rd grade classroom. I had the opportunity to hold a guided reading with 4 different reading level groups. The upper level groups were a success and they completed their readings without a problem. However, in retrospect I believe the lower to groups were placed in a reading level that was out of their range. Over the semester we were never able to finish a story in the time given to each group. The students struggle to read a sentence without asking for help yet alone comprehend what they read. I ended up having to read more than the students because they could not complete the material on their own.

Burkins and Croft's guided reading helper would have been a great tool to have had during my experience. The teacher could have assigned easier reading material so her students could get the most out of their guided reading sessions. I am glad that I am aware of this common mistake and I will be sure to consider this problem in the future!

Questions

• Do you think that it is common for teachers to assign students to a reading level that is too difficult?
• Have you experienced an effective guided reading or can you relate to the same problem?