guided reading: an important component in balanced literacy and the school improvement plan
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Guided Reading: An Important Component in Balanced Literacy and the School Improvement Plan. Lisa Guzzardo Asaro Dr. Lisa Rivard June 16, 2011. Today’s Outcomes. Introduce and raise awareness of Guided Reading as a STRATEGY - PowerPoint PPT PresentationTRANSCRIPT
Guided Reading: An Important Component in Balanced Literacy and
the School Improvement Plan
Lisa Guzzardo AsaroDr. Lisa Rivard
June 16, 2011
Today’s Outcomes
Introduce and raise awareness of Guided Reading as a STRATEGY
Introduce a DRAFT template for a TIERED continuous school improvement approach to guided reading
Agenda
What is Guided Reading? What does it look like in the School Improvement
Plan? – Goals– Objectives– Strategies– Activities– Fiscal Resources
Stage Two: STUDYStep 7: Research Best Practice
STUDYAnalyze Data
Set GoalsSet Measurable Objectives
Research Best Practice
Guided Reading a Researched Best Practice
“Guided reading is a teaching approach designed to help individual students in small groups learn how to process a variety of increasingly challenging texts with understanding and fluency.”
(Fountas and Pinnell. Guided Readers and Writers Grades 3-6, Heinemann, 2000)
The Purpose of Guided Reading
The purpose of guided reading is to meet the varying instructional needs of all the students in the class.
The teacher meets with a small group ofchildren guiding them through material at their instructional level, assessing and documenting their progress.
Guided Reading…
occurs in a small-group context teacher selects and introduces both fiction and non-
fiction texts to readers provides support as needed engages the reader in discussion makes teaching points after reading extends the meaning of the text through writing, text
analysis or other learning experiences the lesson may also include work with words has a natural fit with the RTI model
Problem-Solving Model
Guided Reading at least 3x per week is one Targeted students participate in learning that is in addition to Tier 1 component of a Comprehensive Literacy Block
Targeted students participate in guided reading intervention that is in addition to Tier 1 using different resources and additional 30 minutes of time
Guided Reading within the School Improvement Plan
Goals Objectives Strategies Activities
•Goal Source
•Content Area
•Goal Name
• Student Goal Statement
•Gap Statement
•Cause for Gap
•Measures/ Sources of Data
•Criteria for Success
•Person Responsible
Data Elements
FiscalResources
•Objective Name
•Measurable Objective Statement
• Strategy Name
• Strategy Statement
•Target Areas
•Research
•Activity Name
•Activity Description
•Activity Type
•Planned/Actual Staff
•Planned/Actual Timeline
•Resource Name
• Funding Source
•Planned/Actual Amount
Goals
All students will increase their proficiency in reading both fiction and non-fiction texts.
Objectives
Increase Reading Proficiency
Measurable Objective Statement to Support Goal:The percentage of students proficient in reading on the MEAP will stay at 100% for 3rd grade and increase to 100% for 4th grade by the 2011-2012 school year. The percentage of students proficient in reading on the GATES test will increase to 90% for 3rd grade and increase to 88% for 4th grade by the 2011-2012 school year. The percentage of students proficient in reading on the DRA test will increase by 10% at each grade level by the 2011-2012 school year. (78% of 1st, 77% of 2nd, 58% of 3rd, and 83% of 4th graders)
Strategies
Reading Fluency and Comprehension Teachers/staff will utilize reading fluency and
comprehension to teach reading strategies in order to increase the students' capacity for reading fluently and comprehending both narrative and informational texts.
Cite Research
Activities
Define the Activity: Guided Reading – Tier 1- Core Instruction – Tier 2/3- Interventions
List Professional Development needed to successfully implement and monitor progress including time frame and persons responsible
List time frame for implementation including persons responsible
Fiscal Resources
List Resources needed for implementation Ex. – Houghton Mifflin Leveled Readers Grades K-6 (Tier 1) – Early Success – Intervention Tool Kit Grades K-2 (Tier 2) – Soar to Success – Intervention Toolkit with Leveled
Readers Grades 3-6 (Tier 2) – Daily 5 Resource Manual for Teachers by Gail Boushey
and Joan Moser (Tier 1- Supplemental support resource for teacher dialogue in professional learning communities)
Funding Sources used – Ex. General Funds
Resources for You
http://misdrti.weebly.com/
