Literacy is essential to learning. My goal is to create life-long learners and readers by providing: meaningful experiences with a variety of texts in reading and writing choice to drive student engagement differentiated instruction to meet the needs of each child
In order to provide you with the highest quality professional development regarding guided reading instruction in the classroom, please complete the following needs assessment. Please complete and email response by July 1, 2010 or mail to the provided address. The responses will be used to guide future literacy professional development. All responses will remain anonymous to others. Strongly Disagree Unknown/Unsure Strongly Agree 1 2 3 4 5I know what guided reading is.1 2 3 4 5I have received sufficient professional development regarding guided reading.1 2 3 4 5I have been provided with a sufficient amount of research material regarding guided reading.1 2 3 4 5I conduct daily guided reading lessons in the classroom.1 2 3 4 5I feel confident in my ability to perform a guided reading lesson.1 2 3 4 5I feel that guided reading is beneficial to my students.1 2 3 4 5I feel that guided reading easily correlates with the school curriculum.1 2 3 4 5I feel that teachers have adequate materials and supplies to conduct guided reading lessons.1 2 3 4 5I feel confident in sharing my knowledge in the area of guided reading.1 2 3 4 5Provide additional comments or concerns you have about the implementation of guided reading.
Strongly Disagree Unknown/Unsure Strongly Agree 1 2 3 4 5I know what guided reading is. 1=0% 2=0% 3=0% 4=78% 5=22%I have received sufficient professional development regarding guided reading.1=36% 2=21% 3=0% 4=29% 5=14%I have been provided with a sufficient amount of research material regarding guided reading. 1=0% 2=36% 3=21% 4=43% 5=0%I conduct daily guided reading lessons in the classroom.1=29% 2=0% 3=14% 4=36% 5=21%
I feel confident in my ability to perform a guided reading lesson.1=14% 2=14% 3=36% 4=29% 5=7%I feel that guided reading is beneficial to my students.1=0% 2=14% 3=29% 4=43% 5=14%I feel that guided reading easily correlates with the school curriculum.1=43% 2=14% 3=29% 4=14% 5=0%I feel that teachers have adequate materials and supplies to conduct guided reading lessons.1=0% 2=0% 3=29% 4=42% 5=29%I feel that professional development regarding guided reading would be beneficial to me.1=58% 2=14% 3=14% 4=0% 5=14%
How and why should guided reading beimplemented in prekindergarten thru firstgrade classrooms?
The implementation of Guided ReadingProviding teachers with the why and the how.“Guided reading is an instructional context inwhich a teacher actually shows children how toread andsupports them in processing novel texts” (Pinnelland Fountas, 28).
Teachers will be able understand and discuss research based knowledge about guided reading. Teachers will be able to have beneficial support to conduct guided reading lessons. Teachers will be able to have adequate materials for guided reading lessons. Teachers will be able to demonstrate students‟ reading growth and patterns.
Allows children to read at their instructional level.“Children have a circumscribed zone of development, a range within which they can learn” -Vygotsky 1978. (Graves, 440)
Guided Reading lessons allow opportunities for scaffolding.“Over time, the teacher must gradually dismantle the scaffold and transfer the responsibility for completing task to students” (Graves, 440).
Allows teacher to prompt for strategies and to direct problem solving.Examples:“Does that make sense?”“Does that look right?”“ Does that sound right?”“These are only brief detours and children quickly return to the main task of reading the text mostly by themselves” (Clay, 199).
Offers opportunities for children to use reading strategies at points of difficulty self monitoring self correcting searching predicting confirming
Curriculum: Guided reading can be a beneficial component to an integrated approach towards literacy. Guided reading lessons allow for differentiated instruction Guided reading allows growth in meaning of text, fluency, comprehension, word solving, and numerous other literacy skills.“Following the reading, incorporate writing to help children analyze words… select examples to teach for effective word- solving strategies… draw attention to how to take words apart…” (Pinnell & Fountas, 28).
Assessment:Running records allow the teacher to record studentreading strategies and behaviors for analysis.The analysis of the running record offers the teacherinformation on how to guide future instruction.“In a quality literacy program, teachers use systematicobservation and assessment to identify children‟sunderstanding and to inform teaching” (Pinnell & Fountas, 15).
Instruction:Before: make connection to text give introductionDuring: students have opportunity to read independently observe strategies and behaviors teacher can prompt and scaffoldAfter: confirm meaning or predictions and discuss support comprehension teachers can focus on strategies used and neglected Kucer S.B. & Silva, C. (2006). Teaching the dimensions of literacy. New Jersey: Lawrence Erlbaum Associates Inc.
“Guided reading practices as part of a balancedliteracy program conform to therecommendations on literacy as suggested inposition statements by the International ReadingAssociation/The National Association for theEducation of Young Children(1998), and theNational Council of Teachers of English (2002)”(Iaquinta, 6).
“If student teachers, and experienced teachers, can bepersuaded that questions need to be genuine, and thatexploratory dialogue considers all viewpoints in a questfor common understandings, perhaps guided readingwill be seen as a learning opportunity rather than„„twenty minutes for listening to readers” (Fisher, 9).
“ To meet the diverse needs of all children, teachers will need to know how to effectively implement many instructional interventions and management techniques ( Tomilson, 1999)” (Gambrell, 315).
Parents continue Students Teachers at home have reading implement success support guided reading within withProfessional classroom readingDevelopment &Support withteachers andadministrators.
Professional Development Study Support inSessions/ the Monthly classroomMeetings Students Teachers benefit from implement in guided classroom reading
Address identified teacher wants and needs regarding GR. GR research information and materials will be provided. Bi-monthly study sessions scheduled during school day. In- class support with GR lessons will be offered. Data will be collected by teachers to illustrate reading growth patterns. Monthly meetings will be conducted to discuss observations and concerns.
In classroom support, study sessions, and monthly meetings will continue. Teachers will share their lessons amongst colleagues. Voluntary videotaping of lessons will be shared and discussed. Guided reading running records will be analyzed during meetings to provide teachers with knowledge regarding guided reading prompting and analyzing miscues.
AUGUST. NOVEMBER Meet with During facultyteachers to meeting, shareidentify GR initiative. Discuss wants and and answer needs questions. SEPT.-OCT. DEC.-MAY Meet with Begin monthly administrators to meetings, stud address needs. y session and Meet with teachers classroom to address outcome support.
AUGUST. NOVEMBER-EOY MAY Meetings During meetings and Analyze growthresume with study sessions, we will patterns and focus on discuss peer plan for running observations and upcoming year. records. running records. SEPT.-OCT. DECEMBER Sharing of Volunteers will lessons with videotape peers begins. themselves Each teacher will during a GR share with at lesson to share least one other teacher. at mtgs.
Study sessions Conducted by the teachers for the teachers on a voluntary basis. Monthly meetings Will provide a more systematic approach towards discussions, analysis, sharing, and developing solutions to literacy concerns. District Professional Development Will allow for teachers to share knowledge and lead professional development to other grade levels. In addition, outside sources can offer PD.
During meetings and study sessions, a suggestion box will be offered to provide a secure environment for sharing feedback anonymously. To promote engagement, study sessions will be offered during school day through an allotted time to be covered by a partner teacher. Monthly meetings will be conducted in lieu of faculty meetings to promote engagement and will include administrators. Year one will offer plenty of observation time before teachers are asked to volunteer and share during year two.
Clay, M.M. (2005). Becoming Literate. Aukland, New Zealand: Heinemann Education.Fisher, A. (2008). Teaching Comprehension and Critical Literacy: Investigating Guided Reading in Three Primary Classrooms. Literacy, 42(1), 19-28. Retrieved from ERIC database.Ford, M., & Opitz, M. (2008). A National Survey of Guided Reading Practices: What We Can Learn from Primary Teachers. Literacy Research and Instruction, 47(4), 309-331. Retrieved from ERIC database.Gambrell, L.B., Morrow, L.M., & Pressley, M. ( 2007). Best practices in literacy instruction. (3rd Ed.). Guiliford Press.
Graves M.F. ( 2004). Theories and constructs that have made a significant difference in adolescent literacy. In Jetton & Dole, Adolescent literacy research and practice (pp. 433- 452). Guilford Publishers.Iaquinta, A. (2006). Guided Reading: A Research-Based Response to the Challenges of Early Reading Instruction. Early Childhood Education Journal, 33(6), 413-418. Retrieved from ERIC database.Kucer S.B. & Silva, C. (2006). Teaching the dimensions of literacy. New Jersey: Lawrence Erlbaum Associates Inc.Pinnell, G.S. & Fountas, I.C. (1998) Word Matters.Pourtsmouth, NH:Heinemann
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