Professional Development Action Plan: Guided Reading

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by tghedi1044
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Language Arts
Reading Comprehension

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Professional Development Action Plan: Guided Reading

Guided Reading for Teachers Survey (Anderson, 2002, p. 50)Please read each question and answer yes or no.1. Do you use guided reading in your classroom?2. Do you group your children according to reading ability level?3. Do you use a phonics program in your classroom?4. Do you have a word wall in your classroom?5. Do you introduce new vocabulary, related to a story, before the first reading of the story?6. Do you use picture clues as a way to teach new vocabulary?7. Do you teach your children to utilize context clues to understand unknown words? 8. Do you use end of selection tests to assess reading comprehension?9. Do you give a vocabulary pretest to determine a baseline for your children? 10. Do you track your children's vocabulary retention through annual assessments?

PD Sessions

1) September 10th: The Effect of Guided Reading on Students2) October 8th: Leveled Texts and Flexible Grouping3) November 5th: Strategies for Teaching Guided Reading4) November 19th: Group Share/Reflection

Session 4:This session will serve as a time for discussion, reflection, and sharing of the guided reading strategies taught. Teachers will talk about what has been going well in their guided reading groups and what they would like to work on. It will be a time to discuss what participants have learned and what further questions they have. Teachers will complete this information on a ticket to leave after the discussion. This information will be used as a guide for individual teacher needs. In-class coaching and/or lesson modeling will be set up as necessary.

Session 3:Teachers 3-5 will report back about flexible grouping and leveled texts. This session will teach what research says are effective guided reading strategies. Participants will first have a chance to discuss what they already know and want to learn about guided reading strategies using a KWL chart. Some strategies they will learn about include graphic organizers, open vs. closed questioning, student-led and teacher-led discussions, anticipation guides, as well as the teaching of decoding, sight word recognition, and structural analysis. Discussion will also take place about meeting the needs of ELL and readers above the 5th grade level. They will then have an opportunity to begin planning a guided reading lesson utilizing one of the strategies presented. We will share out before the end of the session.

Session 1:First, this Glog would be presented to outline the four PD sessions. All staff 1-5 will break up into grade-level teams to take the "Guided Reading for Teachers Survey." They will then be given time to discuss and the surveys will be collected as a pre-assessment. Participants will view my first "Guided Reading Glog." They will be presented with general information and research about guided reading and the effect it has on students. Each grade level team will have brought a fiction and nonfiction text (passage) from their grade level. In their teams they will create a list of learning opportunities for each text. They will think about demands placed on readers and what they will need to learn how to do. As a whole group, we will compare the opportunities and demands provided by fiction or nonfiction texts during guided reading.

Session 2:Teachers grades 3-5 will report with their Benchmark Assessment data. They will begin by sharing information about assessments and how their classroom is set up to accommodate guided reading thus far. They will then receive information regarding leveled texts and flexible grouping. In grade-level groups, teachers will work together to determine various groups they may use with their students and why. They will share what instructional text levels they will use for each group. We will then share out as a whole group.

Action Plan

Professional Development

Guided Reading Grades 3+

Get Inspired

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Brabham and Villaume state in 2001, "Sometimes we create groups of students who are reading on similiar instructional levels; sometimes we form groups of students who will benefit from a particular strategy focus; and sometimes we group students heterogeneously to provide extended opportunities for sharing similar interests, collaborating and peer modeling"(Gabl, 2007, p.30).

In 2002 Anderson concluded, "researchers would highly recommend guided reading as a teaching method in all grade levels" (p. 43).

Anderson states that "researchers noticed that by consistently using graphic organizers, there was significant improvement in student comprehension" (2002, p. 43).

"Gains validate guided reading" says Massengill in 2004 (p. 600).










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