Guided Reading Observation

Guided Reading is a component of a balanced literacy program providing differentiated, small group reading instruction to four to six students with

My early reading experiences reflect the history that Vogt and Shearer (2011) describe in the first chapter of Reading Specialists and Literacy Coaches in the Real World. The basal reading programs of the 1970s and 1980s included “leveled readers, phonics activities, and a great deal of comprehension skill practice, usually found on the pages of the accompanying workbooks. The programs also included highly structured, detailed teacher’s guides, with different lesson plans for each of the three instructional groups” (Vogt & Shearer, 2011, p.13).

Many students were reading below grade level, and Tyner needed an intensive reading model that could fill in the gaps of each student’s literacy. She began using a basal reading program called Early Steps (Morris, Tyner, & Perney, 2000). Tyner decided to use some of the components of Early Steps to develop her own reading model that would focus on the needs of beginning and struggling readers. The Small-Group Differentiated Reading Model consists of a framework specifically designed for beginning and struggling readers so that they may progress through the appropriate developmental stages and become proficient

Author note: This paper was prepared for the American Federation of Teachers by Louisa C. Moats, project director, Washington D.C. site of the National Institute of Child Health and Human Development (NICHD) Early Interventions Project, and clinical associate professor of pediatrics, University of Texas, Houston, Health Sciences Center. Her work is supported in part by grant HD30995, “Early Interventions for Children with Reading Problems,”

On January 30, 2018, at 2:00p.m., my newsletter presentation was given to four teachers in the exceptional children’s department at Douglas Byrd High School. It was important for me to review the newsletter with my coworkers because our work team is currently in the process of gathering new information for the start of the new semester which began on January 26, 2018. The age range of the students in our department range from 15-19 years of age; however, because of their varied learning disabilities and function levels, we use a lot of beginning reader teaching methods in an effort to work more effectively with all of our students.

Reason for referral: Currently struggling to read fluently and apply content of text to correctly answer reading comprehension questions.

This is a very important component in education to be aware of and when you are a teacher. I interviewed a first-grade teacher at my local elementary school to gain more information about the processes that our local schools go through for professional training, interventions, and in the classroom to ensure that students are developing their abilities in reading. My main focus was on what our school’s process was, how support is given, professional training offered, and what more is needed to be done to increase success for students.

(Counselors Affecting Reading Everyday). My plan would involve developing one-on-one counseling sessions where the students would start off by taking a learning style inventory as well as a reading interest inventory. The purpose of the learning style inventory would be to help the students as well as their teachers to understand how each individual child learns and processes information. The reading interest inventory would serve the purpose of helping the students to find a particular type of text that they may enjoy reading. Upon completion of the learning style inventory and reading interest inventory, the students would begin meeting with the counselor to receive one-on-one reading opportunities using books that students self-select based on their interest. This one-on-one meeting will serve to meet the needs of those students who stated that they did not have anyone at home to read with. The students will utilize the school’s Accelerated Reading program to take quizzes on the books they read with the counselor. After earning their first five Accelerated Reading points, a book will be purchased for the student based on their interest. This incentive plan will serve as a means to provide personal books for those students that do not own any as well as attempting to help them to get over the fear or taking reading tests. During these weekly meetings, the counselor will provide a variety of reading text (based on student

Guided reading is something that I found interesting that I would incorporate in a classroom. The first step, as the book states, is the teacher picking materials for their students to read. The teacher needs to make sure that they give each student a copy of the grade appropriate material. When the students are in the beginning stage of reading the teacher introduces new concepts/ vocabulary. This will help the students when they begin reading the material. Once the teacher has gone through the new concepts/vocabulary they let the students read the material. When the students are reading the teacher show keep I eye out for any students struggling with the material or for students that might have a question. The final stage of guided reading

Over the years, she has persistently worked with teachers and children in grades K-4 to increase the school’s reading scores. She readily tries new teaching strategies, which led to the implementation of guided reading in our school. Gale assisted in the training and execution of this research-based practice with overall success and approval by our entire faculty. She continues to conduct workshops and when asked, enters a classroom to offer suggestions and training for those teachers in need of extra assistance. Gale is swift, structured, and reliable which makes her someone teachers go to when they have questions, need assistance; and when they are new to the school and require further understanding and

Hello Mrs. Rulison I hope you are having an amazing summer and is spending an awesome time with your family. While doing the summer assignment I was having trouble trying to figure out what exactly am I supposed to write about in my first paragraph in the Close Reading Exercise. I read the handout you gave us to help us while we are writing and I understand what each element it is trying to explain. However, what I am having trouble with is making the paragraph flow and not seem segmented or choppy. Thank you for the help and see you in August.

Standard three mentions that educational leaders should promote equity among all students regardless of race, ability, socioeconomic status. Per the school improvement plan (SIP), the D accountability rating, and the STAR Reading results, I collaborated with colleagues, including the administrator, all reading teachers, and the interventionist to determine school-wide weaknesses and strengths. There had not been in depth data released for schools to analyze and identify the deficit areas at this point. However, the strengths and weaknesses were provided through another set of data called STAR Reading. STAR Reading is used as the baseline and universal screener for the district and the school to determine where students’ instructional levels are with each component of reading. It gives suggested starting points for teachers to utilize to develop activities and supports to increase student achievement

This question which is narrowed down by the results in a complicated statistical form does not address the fact that each comparison group that Margo chose was not labeled as deficient in the classroom or on their standardized test as the Team Read readers were when they were chosen for Team Read. These results that were detailed in Margo’s evaluation lacked credibility as the sample comparison group was generally not the same as the Team Read program participants. The participant often took what is referred to as a similar test but differs in comparison which can cause validity issues around the board for the independent evaluator.

As a follow-up to our conversation during your mid-year conference, I consulted your personnel file. You were clearly hired as a reading consultant, as stated in your letter of hire dated July 5, 2011 (see attached). I then consulted the Portland Public Schools job description for Reading Consultant (see attached). Based on my review of your job description, in combination with your statements during our February 8th meeting during which you indicated that you cannot effectively support the implementation of Reading and Writing Workshop because you do not have the skills, I am forced to conclude there is a disconnect between what you are expected to do in your role as a reading consultant and what you claim that you have the skills to

He stated that strategies differentiate within an individual and that a person can use a variety of strategies to achieve his or her goal.