Adam and I have just met to discuss our Videos of Practice. We both recorded a guided reading session, which was great because it meant we could compare strategies and routines, even though we are on different grades. It was really valuable to receive feedback from an outside perspective, as it is very easy to get caught up in your own 'teaching bubble'.
In my own video, I noticed (and Adam also commented) that I revised their prior knowledge well, and linked the current lesson to their previous experiences with the text. I spent 10 minutes building the field and revising vocabulary, before they even picked up the text to read. This was the lowest reading group so I encouraged them to work together and help each other. Adam also noted that I gave explicit & specific feedback to each student when they appropriately utilised a reading strategy, or demonstrated their knowledge.
My challenge during reading groups (especially with the lower ability students) is allowing students an appropriate response time to teacher questioning. I tend to want to jump in and assist students, instead of giving them time to process the information and respond. Adam suggested that I should give them some silent reading/immersion time BEFORE reading, to absorb some meaning, which may make them comfortable with the text first. This reflection time may reduce the response time anyway.
This will be my goal for the next Video of Practice session - to allow a greater response time between teacher questioning & student response.