Guided Reading in the Elementary Classroom

Revision as of 18:14, 18 November 2020 by Amstapon (talk | contribs) (Created page with "'''<u>Navigation Links</u>:''' * ETAP 623 Fall 2020 (Zhang) * Ashley Stapon Portfolio Page == '''Overview and Purpose''' == File:1864307.png|thum...")
(diff) ← Older revision | Latest revision (diff) | Newer revision → (diff)

Navigation Links:

Overview 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.

Performance 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.

Course Units

This mini-course includes the following units. Click the title of a unit to go to its page.

Unit 1: The Purpose and Key Features of Guided Reading

Unit 2: xxx

Unit 3: xxx


Extended Resources