MODULE DESCRIPTION:

     Guided reading is at the heart of the reading program. As a part of a balanced literacy program, guided reading can offer targeted instruction that enables readers to successfully interact with texts at their instructional reading levels. With careful book selection and skillful planning, effective lessons can be implemented that follow a lesson framework offering before, during, and after reading experiences for children that maximize opportunities to meaningfully use word recognition and comprehension strategies.

     This module will provide a basic course in guided reading as a part of a balanced literacy program. Key topics highlighted in the module will include a definition of guided reading and lesson components, criteria for determining book levels, planning effective lessons, and assessing students’ use of reading strategies and cues.

INSTRUCTIONAL PROFICIENCIES:

Instructional Proficiencies: Teachers of Students with Exceptions Needs: Mild Intervention

Standard 2 - The educator of students with exceptional needs is knowledgeable of human growth and development and uses this knowledge to provide meaningful learning opportunities.   Performance – #1

Standard 4 - The educator of students with exceptional needs possesses a repertoire of evidence-based instructional strategies and knowledge of technology, and selects, adapts, and uses these strategies and technologies to promote positive learning results.  Performances – #1, #2, #6, #10, #13

Standard 5 – The educator of students with exceptional needs is cognizant of the importance of active learning environments and collaboratively designs settings that foster an enriching, nurturing, and safe climate where diversity and risk taking are valued.  Performances - #4, #6, #15

Standard 8 – The educator of students with exceptional needs I competent in selecting, administering, and interpreting a variety of formal and informal assessment tools and utilizes this information to design, implement, and evaluate instruction and to guide students in self-assessment.  Performances - #1, #2, #7

Developmental Level:  Early Childhood (3-8 yrs.)  Middle Child (7-12 yrs.)

Indiana Academic Standard - English / Language Arts

Standard 1 - Reading: Word Recognition, Fluency, and Vocabulary Development.

Standard 2 - Comprehension

INSTRUCTIONAL OUTCOMES:

After completing the module, the user will be able to:

1. Define guided reading, describe how it is different from other modes of reading, and discuss its role in a balanced literacy program.

2. Determine the major parts of a quality guided reading lesson

3. Describe the characteristics of books appropriate for guided reading at various levels

4. Write quality guided reading lessons

5. Assess readers’ use of cues and strategies using running records and determine appropriate mini lessons given the results.

INSTRUCTIONAL EVENTS:

To complete this module, the student will need to:

1. Task #1 - Define guided reading, describe how it is different from other modes of reading, and discuss its role in a balanced literacy program.
2. Task #2 - Based on review of several guided reading frameworks, create a template for a quality guided reading lesson.
3. Task #3 - Review and critique several guided reading lessons on the Internet.
4. Task #4 - Choose an online story and write a quality guided reading lesson for the story.
5. Task #5 - Select 5 pieces of children’s literature, and using the book leveling criteria, determine their levels.
6. Task #6 - Assess two readers’ use of cues and strategies using a running record and plan appropriate mini lessons.