(2019). NAEP Report Card: Reading National. The Nation’s Report Card. Retrieved from https://www.nationsreportcard.gov/reading/nation/achievement/?grade=8
Paige, D. D., Rasinski, T. V., & Magpuri-Lavell, T. (2012). Is fluent, expressive reading important for high school readers? Journal of Adolescent & Adult Literacy, 56(1), 67–76.
Paige, D. D., Rasinski, T. V., Magpuri-Lavell, T., & Smith, G. (2014). Interpreting the relationships among prosody, automaticity, accuracy and silent reading comprehension in secondary students. Journal of Literacy Research, 46(2), 123−156.
Rasinski, T. (2010). The fluent reader: Oral and silent reading strategies for building word recognition, fluency, and comprehension (2nd ed.). New York, NY: Scholastic.
Rasinski, T. (2012). Why reading fluency should be hot. The Reading Teacher, 65, 516−522.
Rasinski, T. (2019). Teaching reading is an art as well as a science. The Robb Review. Retrieved from https://therobbreviewblog.com/uncategorized/teaching-reading-is-an-art-as-well-as-a-science/
Rasinski, T., Padak, N., McKeon, C., Krug-Wilfong, L., Friedauer, J., & Heim, P. (2005). Is reading fluency a key for successful high school reading? Journal of Adolescent and Adult Literacy, 49, 22−27.
Rasinski, T. V., Reutzel, C. R., Chard, D., & Linan-Thompson, S. (2011). Reading fluency. In M. L. Kamil, P. D. Pearson, B. Moje, & P. Afflerbach (Eds.), Handbook of reading research, volume IV (pp. 286−319). New York, NY: Routledge.
Rasinski, T., Rikli, A., & Johnston, S. (2009). Reading fluency: More than automaticity? More than a concern for the primary grades? Literacy Research and Instruction, 48, 350−361.
Acknowledgments
From Laura Robb
My deepest thanks to three exemplary and skilled fifth grade teachers: Wanda Waters, Bridget Wilson, and Stacy Yost. Each one has used several of the guided practice lessons with their developing readers. Their feedback and unflagging dedication to support students have shaped the lessons in this book as well as let me know how much students enjoyed reading, discussing, and writing about the poems and short texts.
Thanks to award-winning poet, David Harrison, for his thoughtful collaboration as we both researched and then figured out topics that would appeal to middle grade and middle school students. How joyful for me to develop lessons using the engaging, motivating, and accessible poems and short prose texts that David wrote.
To Jennifer Harrison, my thanks for taking photographs and video of your students performing David’s poems! Thanks, as well, to my son Evan Robb, a middle school principal and author, who read early drafts of the chapters and lessons and gave me invaluable feedback. And to Tori Bachman, my editor, who has my sincere thanks and appreciation for her depth of knowledge and her unique ability to communicate with authors. This book has developed over several months because of your outstanding insights, editing skill, and never-ending willingness to field my questions and provide valuable feedback.
And finally, my thanks to all the developing readers that have helped me see the need for guided practice lessons and provided valuable feedback by trying early iterations of the shared reading and partner discussion lessons.
From David L. Harrison
Now and then a teacher expresses appreciation (and, I think, surprise) for my grasp of what goes on in the classroom and the skill and dedication it takes to reach every student at his/her level of learning and support continued growth. Of course, I make no claim to be a scholar of education, but it has been my pleasure and honor for more than two decades to co-author books for the classroom with some of the most knowledgeable professors and teachers in education. Once again, I have been privileged to work with one of the best—Laura Robb. Laura, thank you. It has been a wonderful learning experience writing with you and watching you at work.
I also learned from the teachers in our book. I loved how you somehow made time for us when we came to you to “test drive” subject matter and activities. Laura has already named you so I add my gratitude here.
Tori Bachman, at last we got to work together. Hooray! And it was just the way I knew it would be—great! I’ve been impressed from first to last by the Corwin team. This, I believe, is a good book. And the result is in no small measure due to your caring and careful attention to detail every step of the way. My thanks to all.
Publishers Acknowledgments
Corwin gratefully acknowledges the contributions of the following reviewers:
Dr. Carmen Gordillo
Rutgers University
Union City, NJ
Lynn Angus Ramos
DeKalb County School District
Decatur, GA
Judy Wallis
University of Houston
Houston, TX
Part I Why Guided Practice In The Ela Block
I’ve just completed five guided practice shared reading lessons with my group of sixth graders who are developing readers. I use the term developing readers instead of struggling or striving because I believe that all children, even those who are a grade level (or two, three, or more) below their peers, can develop into competent readers who enjoy reading at school and home! The hesitancy in students about participating I had noticed during the first two lessons recently transformed into full participation. I observed progress in using context to determine the meanings of tough words and students’ ability to infer and visualize. It was time to hear their thoughts, so I grabbed a pencil and notebook and asked, “How have these lessons supported your reading?” I scribbled their answers, which surprisingly, rolled out like water cascading down a mountain:
I felt good because if I got stuck, you’d ask a question to help me.
Today, I was able to figure out “mercenary.”
It helped that we talked [to a partner] and then gave answers.
I’m getting better at making inferences. I was scared the first time.
I like that we [students] help each other.
Students’ responses revealed how much they felt supported by peers and me. Knowing I wouldn’t give an answer but would ask questions to stir their thinking, students told me that they had begun to have confidence in themselves as reading problem solvers. In addition, working together had firmed up their sense of community.
Guided practice lessons, an interim learning step sandwiched between a mini-lesson and instructional reading, is one way for students to engage in guided practice. Using a short text,
