Details Vs. Main Idea Graphic Organizer
Graphic organizers of all sorts are used in every classroom. Guided Reading should be no exception. This strategy is not meant to focus on one type of graphic organizer, but rather on how a graphic organizer can be used to support students in accessing the text to make meaningful connections and form meaningful conversations about the text.
Front Loading gives my students an opportunity to preview skills or information in advance of it being taught to them. I used to only do Front Loading in the opening of my lessons, but now we have blended learning programs that allow my students to front-load information whenever they start reading. Some examples of Front Loading using online programs are iReady, which has additional lesson assignment capability, and MyOn, which allows my students to preview text about upcoming topics.
I make sure that my students have heard the directions I've given using this simple but effective check for understanding strategy. Having students repeat directions or an expectation provides them with an opportunity to re-state or clarify their understanding. For example, if a student responds incorrectly, I don't just move on to another student all the time. I ask the same question in a different way so that my student who initially responded incorrectly, unclearly, or incompletely has another opportunity to answer with more clarity. Thumbs Up, I Get This! is another way to hold students accountable during their independent time.
I teach students how to read by focusing on the use of phonics rules to decode words of all types. Phonics Word-Coaching is a strategy where students refer back to the various strategies they've learned. Through the use of diacritical marks to label specific sounds in words, students take apart words and reblend them in order to read the words. The idea behind it is that eventually students will recognize these strategies without having to actually write the diacritical marks and are able to do it by sight. It's fact fluency for the reader.