As a reading specialist in New York City, Miss Brave spends more time filling out paperwork than teaching.
When I meet with my students for guided reading, I have to fill out a checklist where I note whether they have “mastered, attempted or not attempted” a list of about 15 behaviors. I also have to fill out a sheet where I write down what I observed, what I coached them on, what focus question I asked them before they read and what teaching point I left them with after they read.
In addition, she’s required to teach second-grade “teaching points” to students who read at the first-grade level.
For example, next month’s unit is all about characters, and one of our teaching points is something about noticing when the characters in our books “go on internal journeys.” Like, am I really going to teach these kids who are reading C level books (sample text: “I kick the ball. I pass the ball”) about their characters going on internal journeys?
If students can’t describe the internal journey of the ball kicker, she’s supposed to “base my strategy lessons off the checklist I completed for my mini lessons.”