Choice in guided reading.
After working with my inquiry learner in ECI 645, I began to see the impact of choice in a small group reading setting. This made me wonder how much choice would drive learning within the structure of guided reading. I looked into flipping some of my guided reading groups to try out my inquiry model with these students. I ran the guided reading group much like an adult book club. Students began with a goal that I gave them, an overarching theme for our learning that quarter. We then brainstormed ideas for books that could push them in their learning of that theme. I came with ideas, they did their research, they used the librarian, and we would choose a book. They would then, essentially, run guided reading through various jobs. I didn't make them rotate jobs, though some of them did. I allowed them to choose where they thought they would thrive. Some students paired up to lead discussion and developed our questions for the week. Some students recorded vocabulary to note and use and shared it's importance. Some students tracked articles or news sources that related to our text and kept us related to real world events. Students chose, students lead, and the students had a voice. I found engagement at an all time high. I would assign chapters and they would advocate to read more. So that became their job too! I didn't have ONE child come to group without work finished or reading complete. Discussion thrived, and students had proof for what they claimed in the text because they had spent so much time owning the text. Once again, when students know the goal they feel capable to choose. When students choose they begin to own their learning.