Ashley Stapon

Revision as of 21:54, 6 December 2020 by Amstapon (talk | contribs) (About Me: My biographical information)

Return to: ETAP 623 Fall 2020 (Zhang) | Guided Reading in the Elementary Classroom

About Me: My biographical information

Ashley Stapon.jpg

Hello, my name is Ashley Stapon and I am currently entering my 8th year teaching as a Kindergarten teacher. In 2012, I graduated from Hofstra University with a BA in Early Childhood and Childhood Education with a focus in Psychology. In 2015, I graduated from Concordia University with an MA in Literacy. Most recently, I became certified in TESOL and now I am working towards earning a certificate in Online Teaching and Learning.

About Me: My personal information

During my free time I enjoy spending time with my family and my 16-month-old son, Declan. We enjoy biking, walking and spending time outdoors. I also enjoy reading and have a long-distance book club with my sister who is currently active duty military overseas.

My Topic and Purpose

The purpose of this course is to share with the educators the purpose and roles for guiding reading in the elementary classroom.

Topics that will be covered:

  • What is guided reading?
  • How is guided reading implemented?
  • What is the role of the teacher during guided reading?
  • What is the role of the student during guided reading?
  • How to build reading success through reading strategies.

Needs Assessment

  • Instructional problem: The need for professional development programs for teachers who may not have the knowledge, information or skills on how to facilitate effective guided reading groups to help ensure reading success and progress in the classroom.
  • The nature of what is to be learned: Instructors will learn how to effectively facilitate guided reading groups to boost confidence and understanding of reading in the elementary classroom.
  • About the learners: Workshop participants are certified teachers with at least a bachelor’s degree. They come from a variety of states with varying degrees including bachelor, master and doctoral degrees.
  • Instructional content: Participants will complete a pre-course questionnaire about teaching experiences and confidence with guided reading. Once the course begins, each topic unit will follow a uniform layout. Each topic unit will begin with participant learning objectives, followed my a mini-lesson regarding the topic. Each topic unit will also have a multimedia component with helpful links, articles, blogs, etc. Participants will end each topic unit with a personal journal entry and public class question regarding the topic. These questions will be answered by the professor for all students to view. Lastly, participants will complete a post-course questionnaire rating their confidence of guided reading. Both questionnaires will be compared post course for data. The instructional content of this lesson will also include the use of KNILT for access to the course, Google Forms for the questionnaires and Google Slides for the presentation of units.
  • Explore instructional problem/solution: Participants may be located in different locations globally. Participants may not follow the same curricula standards and goals for their students.
  • Generate goals: Goals for this course will be for participants to leave the course confidently with new knowledge about guided reading. This will be measured by a comparison of pre and post questionnaires given at the beginning and end of the course.

Analysis of the Learner and Context

Analysis of Learners

  • Participants will be certified teachers whom have practiced guided reading in the classroom before and are looking to improve their practice. Although the course will cover basic guided reading principles, the course is intended to boost confidence and sharpen skills of current guided reading practices.

Analysis of Context

  • Participants will be expected to participate in the course via online. Participants need a computer, internet connection and a login with Google to assist with the use of Google forms and Slides.

Performance-Based Goals and Objectives

Course level goals and objectives for this course are:

  • Course participants will be able to identify key features of guided reading.
  • Course participants will be able to identify 3 key roles of the teacher during guided reading.
  • Course participants will be able to identify the key role of the students during guided reading.
  • Course participants will be able to identify and design successful guided reading strategies in the elementary classroom.
  • Course participants will be able to reflect on the implementation of guided reading strategies in classroom.

Task Analysis

'Performance Based Objectives

Module 1: What is Guided Reading?

a) Participants will be able to identify the purpose of guided reading.

b) Participants will be able to identify key features in guided reading. For example, running records and text levels.

Module 2: Guided Reading Strategies

a) Participants will identify key roles of the teacher during guided reading.

b) Participants will identify key roles of the student during guided reading.

Module 3: Building Success in Guided Reading

a) Participants will be able to design successful guided reading groups and implement strategies such as:

  • vocabulary front loading
  • fluency activities
  • reading strategies
  • phonics strategies

b) Participants will be able to reflect on guided reading strategies pre and post course.

Curriculum Map

Attached is a guided reading curriculum map. Beginning with prerequisites and ending the process with next step directions.

File:Guided Reading Curriculum Map.pdf

References and Resources