Difference between revisions of "Angela Esposito"
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== Curriculum Map ==
== Curriculum Map ==
== References and Resources ==
== References and Resources ==
Latest revision as of 21:54, 10 May 2017
My name is Angela Esposito. I am a general education teacher in an Integrated Co-taught kindergarten classroom. I absolutely love teaching kindergarten and enjoy working collaboratively with my co-teacher. This is my second year teaching in a public school in Manhattan. I am currently pursuing my master's degree in Educational Theory and Practice at the University at Albany. I received my BS from SUNY Oswego in Childhood Education. I currently live in Astoria, Queens. When I'm not teaching, I enjoy running, hiking,reading, spending time with my family and friends, and exploring New York City.
For this mini-course, I will be focusing on the instructional method of guided reading. Guided reading is a highly effective method used in elementary classrooms to foster student understanding of reading. With guided reading, students are able to participate in engaging small group instruction that meets students at their level in order to help them grow as readers. Ultimately, the students should be reading independently by using various strategies.
- Define guided reading
- Grasp the importance of guided reading in an elementary classroom
- Analyze a guided reading lesson
- Create a guided reading lesson
Needs Assessment/Learner Analysis
1. Instructional Problem According to Fountas & Pinnell (2011) “Guided reading is a teaching approach designed to help individual readers build an effective system for processing a variety of increasingly challenging texts over time.” Guided reading is student centered, data based, and provides a comfortable environment for students to discuss and practice reading strategies. However, there are many misconceptions regarding guided reading. According to a survey by Michael Ford and Michael Opitz (2008), many teachers view the focus of guided reading being a demonstration of skills. Additionally, based on Ford and Opitz (2008), educators having a misconception regarding the process of creating guided reading groups. Based on these findings, I created a survey for elementary teachers of grades K-3 at the school I currently work at . Through the survey, I found that many instructors felt uncomfortable with planning guided reading lessons and choosing a guided reading book. Furthermore, They appeared to be confused about the process of picking a specific targeted skill for each lesson. Many instructors also seemed confused about the importance of guided reading; they believe the main purpose is to move reading levels. Based on these findings, educators must become familiar with the main goal of guided reading, as well as the proper methods.
2. What is to Be Learned Participants will learn the benefits of proper guided reading instruction, as well as the importance of guided reading instruction.
3. Learners The learners are current and pre-service elementary educators. Learners will have varying degrees of experience designing and facilitating guided reading instruction.
4. Instructional Context This course will take place entirely online. Participants will need a computer with internet connection. Each unit of this course will incorporate media, such as videos and recordings to guide the learners understanding. Each unit will begin by stating the main goal of the particular section. The unit will follow with a description/ model of the main goal. Furthermore, each unit will contain activities so as to check for understanding. In each unit, learners will be able to discuss and share their thoughts. In the end of the course, learners will complete an assessment for data. The data will be used to assess the effectiveness of the course.
5. Exploring the Instructional Problem and Solution Through this course, learners will analyze and try guided reading practices. At the end of this course, learners will review various resources based on guided reading, view the various steps and methods of developing a guided reading lesson, and lastly create their own mini-guided reading lesson.
6. Goals of Mini-Course The goal of this course if for students to understand the importance of guided reading and the proper methods to implementing guided reading in the classroom.
Participants will be able to;
- define guided reading instruction, as well as name at least 3 benefits of its importance in reading instruction based information about guided reading.
- to list at least 3 key components of effective guided reading planning by analyzing example guided reading lessons.
- state whether or not a lesson follows the format and purpose of guided reading instruction by observing 3 example guided reading lessons.
- create their own guided reading lesson based on instructions.
- define guided reading instruction based on the mini course.
'Essential Question: What is guided reading ?
- Learners will define guided reading based on their own prior experiences.
- Learners will name three benefits of guided reading instruction.
- Learners will analyze guided reading lessons and list at least 3 key components of guided reading instruction.
'Essential Question: How can you create a guided reading lesson?
- Learners will create their own guided reading lesson.
- Learners will redefine guided reading instruction based on newly acquired knowledge.
References and Resources
Ford, M. P., & Opitz, M. F. (2011). Looking Back to Move Forward with Guided Reading. Reading Horizons, 50(4), 225-240. Retrieved from http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1027&context=reading_horizons
About Leveled Texts. (n.d.). Retrieved April 10, 2017, from http://www.fountasandpinnellleveledbooks.com/aboutleveledtexts.aspx