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 Back To Module ListModule Main | Introduction | Module Description | Instructional Outcomes | Instructional Proficiencies | Instructional Events | Instructional EvaluationGuided Reading Author Susan Tancock, PH.D., Ball State UniversityIntroduction 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. Module DescriptionGuided 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. Instructional OutcomesAfter completing the module, the user will be able to:
This module will improve professional development of teachers in that by completing the Internet-based module the teacher will increase awareness about the topic, develop conceptual understanding, and gain skills that will help in the teaching of guided reading. The teacher can then apply these skills when working with children with the goal of improved student achievement. 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 EventsTo complete this module, the student will need to:
Instructional Evaluation
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