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Created for EE 324 - Reading/Language Arts in the Early Years at DePaul University

Project Title: A How-to in Guided Reading for the Pre-service Teacher
Topic: Guided Reading

Message: Guided reading is an essential instructional practice in classrooms with early readers; students receive support from a teacher and work in a safe setting to practice reading strategies and fluency. Teachers are able to check for comprehension and assess students' reading levels and growth.

Audience: Pre-service teachers

Purpose: To explain and model effective application of guided reading practices in the classroom for pre-service teachers. To give pre-service teachers a basic knowledge on using guided reading with small groups of students.

Rationale: We chose guided reading for our topic because this instructional practice is essential in the classroom, and thus, an essential practice for pre-service teachers to learn comprehensively. Through guided reading, teachers are able to monitor students' progress, differentiate instruction for the different levels of readers, and provide a safe space for students to practice and learn new skills and strategies.

Theoretical Basis:

Ford, M.P.; Opitz, M.F.; (2008). A national survey of guided reading practices: What we can learn from primary teachers. Literacy Research and Instruction. 47(4), 309-331.

Gabl, Kari A.; Kaiser, Kristi L.; Long, Julie K.; Roemer, Jessica L.; (2007). Improving Reading Comprehension and Fluency Through the Use of Guided Reading. Online Submission. 93pp.

Guastello, E.F.; Lenz, C.; (2005). Student accountability: Guided reading kidstations. Reading Teacher. 59(2), 144-156.

Iaquinta, Anita.; (2006). Guided Reading: A Research-Based Response to the Challenges of Early Reading Intervention. Early Childhood Education Journal. 33(6), 413-418.

Schwartz, R. M.; (2005). Decisions, decisions: Responding to primary students during guided reading. Reading Teacher. 58(5), 436-443.

Smith, C.B.; (2003). Guided Reading: Topical bibliography and commentary. 5pp.

Suits, Betsy; (2003). Guided Reading and Second-Language Learners. Mutlicultural Education. 11(2); 27-34.

Taberski, S.; (1998). Motivating Readers: Make guided reading groups flexible and independent. Instructor (Primary). 107(6), 83-84.

Tobin, Kevin G.; Calhoon, Mary Beth; (2009). A Comparison of Two Reading Programs on the Reading Outcomes of First Grade Students. Journal of Direct Instruction. 9(1); 35-46.

Presentation Exposition:
I. Introduction of Guided Reading and its importance in the classroom.
a. Knowing students' reading levels
b. Support for students in their reading
c. Practice strategies and fluency (Meaning, visual cues, real-life connections, etc.)
II. Model book introduction/book walk & explain
III. Model students' read-aloud and teacher monitoring/assessing & explain process
IV. Discuss story; check for comprehension & explain
V. Closure: reinforce importance and impact of guided reading in the classroom.

Ancillaries:

1. Conducting Guided Reading Lessons - http://www.teachersnetwork.org/ntol/h...
2. Guided Reading for Kindergarten: Introducing the Story -    • Видео  

3. Guided Reading in the Primary Classroom - http://www2.scholastic.com/browse/art...

4. Modeling Guided Reading FAQ -    • Modeling Guided Reading FAQ