Annotated Bibliography
Braunger, J., & Lewis, J. P. (2001). Building a knowledge base in reading. (2 ed., p. 59- 60). Newark, DE: International Reading Association.
This book discusses the research behind reading, specifically in areas such as engagement and motivations, classroom learning contexts, and effective instructional approaches. It also includes 13 core understandings on added research support in literacy. I really enjoyed reading the core understandings about reading, which focused on my topic. These 13 understandings focuses on reading as language and that reading is a learned rather than an acquired language behavior. I used the 1st core, Reading is a construction of meaning from text. It is an active, cognitive, and affective process. This core I used in my implementation session and research when I explained the purpose of the during stage of reading (I referred it as active reading). I also used the 2nd core, Background knowledge and prior experience are critical to the reading process. This core explains the importance of assessing and providing prior knowledge before reading. I used this section during my implementation session and research to discuss the before stage of reading. The research says that activating prior knowledge improves the reader’s meaning-making abilities.
Burns, B. (2001). Guided reading. (p.xi-xii, 4-5). Thousand Oaks, CA: Corwin Press.
This was one of my favorite resources to use in my research. It’s a great guide in teaching guided reading. When I implemented my professional development to my staff, my I.L.T was going to purchase it for the staff to use as a reference in guided reading. It has a great definition of guided reading that I used as a quote when I presented to the staff. It also provides the purpose of guided reading and its goals. It offers several methods and techniques for guided reading that have been developed by researchers and specialists to help teachers. It discusses the methods and stages in guided reading and implements them in various grades. Burns discusses the benefits of guided reading and describes guided reading as a bridge that links direct reading skills instruction to independent reading. I used this as my first slide in my PowerPoint, and had my staff discuss what that meant. A lot of my staff told me that they really liked that description of guided reading and the link that leads direct reading instruction into independent reading. This book is a reader friendly book that does a great job laying out the purpose and steps of guided reading.
Fisher, D. (2008). Effective use of the gradual release of responsibility model.
Author Monographs, Retrieved from http://www.macmillanmh.com/connectED/mkt/HTMLFiles/pdf/douglas_fisher.pdf
Throughout my research, I kept reading the key terms: model, explicit instruction, collaborative practice and independent reader. These key terms reminded of the gradual release of responsibility model. I used this article in my PowerPoint to discuss how to use this model when implementing guided reading into a classroom. I really liked the visual that this article had to explain the model. I took the model in the article that applied it to teaching comprehension strategies in guided reading. When reading this article I learned that depending on the level of the student depends on how much the teacher should release the responsibility. For example, for students who do not understand summarizing, the teacher should do more modeling for those students. The model can be adapted to meet the needs of individual students. I also explain to my staff that the model can be used when teaching math as well, not just reading. I provided each staff member a copy of the model which included how to use it when teaching comprehension strategies in reading. The gradual release of responsibility model is a research based practice that improves literacy achievement.
Ford, M., & Opitz, M. (2008). A national survey of guided reading practices: what we can learn
from primary teachers. Literacy Research and Instruction, 309-331. doi: 10.1080/19388070802332895
This study presents the results of a national survey of 15000 k-2 teachers describing understandings and practices in guided reading. Thourgh this survey, they found that educators had confusion about the purposes of guided reading, grouping of students and how to assess students in guided reading. I took this survey into consideration when planning my professional development. I was surprised to read the ranges of answers when asking what the purpose of what guided reading was. One third of the teachers said that they do not connect guided reading to any other content in their classroom (shared reading, writing, S.S.R, etc.). This found to be the same when talking to my principal. She wanted me to give a professional development on guided reading because teachers at me school are not using the same strategies and skills from shared reading into guided reading. I took that into consideration when planning my PD, as well as other misconceptions about guided reading from the article. Teachers from the article also did not see the purpose of scaffolding instruction during guided reading, and saw guided reading as a separate block in literacy. The study also showed that teachers were implementing guided reading less than 1 day per week, while others were implementing it every day.
Fountas, I., & Pinnell, G. S. (1996). Guided reading good first teaching for all children. (pp.
110;26-27;73-89;149-163). Portsmouth, NH: Heinemann.
This resource we had at our school in our I.L.T. room. I used it during my implementation of my PD. I told the staff that it’s a great resource to use at our school when implementing the 3 stages. Again, it provides the purpose of guided reading within a literacy program. It gives a great chart of the 3 stages of guided reading and the teacher’s part during the 3 stages and the student’s part during the 3 stages. I made copies of this chart to give to my staff, which they told me was a great resource! Fountas and Pinnell also provide a scaffold model which shows the teachers release of responsibility in guided reading. I also used this reference when talking about the after stage of guided reading. Chapter six discusses how to assess students in guided reading from informal assessments to more formal assessments.
Harvey, S., & Goudvis, A. (2007). Strategies that work. (2 ed., p. 16-17, 20-21, 23-27). Portland, ME: Stenhouse Publishers.
This is another great resource that I found to help my research on my topic. Harvey and Goudvis use this resource to help teachers apply reading strategies into classrooms effectively. My I.L.T was also very interested in purchasing this book for my school. I used this resource when I explained the 3 stages in guided reading. Harvey and Goudvis describe literacy as “active literacy.” I used this definition in my PowerPoint when explaining the during part of guided reading. I really like when they discussed the difference of showing kids how vs. telling them what to do. I explain this importance to my staff and in a lot of the evaluations of my presentation; the staff said they really enjoyed learning and seeing the importance of showing the kids rather doing it for them. This is the purpose of guided reading, we model and explicitly teach the strategies in shared reading and guided reading is where the students are using these strategies themselves. I also really enjoyed reading about the inner conversation that Harvey and Goudvis describe proficient readers use while reading. The inner conversation should be taking place during guided reading. I also used this book when I modeled various strategies and activities that can be used during the 3 stages of guided reading.
Iaquinta, A. (2006). Guided reading: a research-based response to the challenges of early reading instruction. Early Childhood Education Journal, 33(6), doi: 10.1007/s10643/006/0074-2
The purpose of this article is to determine the significance that guided reading plays in early literacy. It describes guided reading as the “best practice” in a balanced literacy program today. Research states that 1 in 3 children will have difficulty in reading. Guided reading, a research based program, can help eliminate this high ratio. This article provides the purpose and goals of guided reading that I used during my 1st session. It also provides a diagram of a step by step approach to use guided reading, implementing the 3 stages. I also really liked it because it describes the teachers role and students role in guided reading. It states that the teacher acts as the facilitator in guided reading, and the students role is to engage in active reading. Again, this supports other resource that I have found.
Oczkus, L. (2004). Super 6 comprehension strategies. (pp. xiii-7). Norwood, MA: Christopher-
Gordon Publishers, Inc.
I use this resource almost every day when planning my guided reading lessons! It also really helped with my research and topic. This book is available at my school and my principal makes sure that we use in during literacy. It’s a great resource when teaching the comprehension strategies, which is the main goal of guided reading. Each chapter explains the importance of each strategy and how to implement it into your classroom through various activities and strategies. It provides research that supports strategies which improves comprehension. During my implementation of my professional development I showed various strategies and activities that teachers can use during guided reading that is included in the text. This resource also provides how to implement these strategies throughout the 3 stages of guided reading.
Pinnell, G. S., & Fountas, I. C. (2010). Research base for guided reading as an instructional
approach. Guided Reading Program, Retrieved from http://teacher.scholastic.com/products/guidedreading/pdfs/GR_Research_Paper_2010.pdf
This article I used as the research behind guided reading. It provides the background of guided reading. It came first came to New Zealand and Australia in the 1980’s as a new kind of small group instruction. It came to the United States in 1997, and since then research has seen an increase in student learning. It also discussed the importance of the teacher modeling and the collaboration of the students during guided reading. Pinnell and Fountas are big advocates’ of guided reading I used a lot of their quotes to explain the importance of guided reading. I used these quotes in my PowerPoint presentation.
Wangsgard, N. (2010). The before, during and after reading scale. Reading Improvement, 47(4)
This article introduces the before, during and after reading scale as an evaluation tool. The teacher version helps teachers determine which reading strategies, if any, their students use when they read a text. The student version gives students the opportunity to think about their which reading strategies they are using and is used to determine which reading strategies they
think they use when they read a text. The teacher version help teachers plan for instruction when
teaching reading strategies in guided reading and the students version will help the students
become more involved in the reading goals the teacher gives them. I used these evaluations
when meeting with the staff in individual when discussing how they are going to implement the
3 stages into their guided reading lesson. I used the teacher checklist when observing the
teachers give a guided reading lesson. I think these are great resources to use with teachers who
are implementing the 3 stages into their lesson. It provides the teacher with a goal for the next
lesson (depending on the areas of students weaknesses through the 3 stages).
Evaluations
Session 2
How did you implement your guided reading lesson?
Do you need any other resources to help guide you in implementing another lesson?
How did your students respond?
Session 2
Post-assessment
1.
2.
3.
1.
2.
1.
Session 3
How effective was implementing a strategy from the Super 6 book into your guided reading lesson? What worked?
What didn’t work?
Session 3 and 4
Yes I can do (use) it!
Think about a strategy that was presented today. How can you use 1 of those strategies into your classroom tomorrow?
Minute Reflection
Looking back at the pre-assessment, what can you add/change to the purpose of implementing a before, during and after guided reading lesson?
Minute Reflection
Why do you think guided reading is the link between direct reading skill instruction and independent reading?
Minute Reflection
“Comprehension is strengthened when the proficient reader strategies are scaffold with an explicit description of the strategy, teacher modeling, collaborative use, guided practice, and finally independent use of the strategy” (Duke & Pearson, 2002).
Think about…
What parts of our reading instruction do we use these components?
Minute Reflection (after looking at video of a guided reading lesson)
How did Michelle motivate her students? How did you active prior knowledge? How can you implement engagement and activating prior knowledge into your lessons?
Minute Reflection
How do you assess students in guided reading?
Minute Reflection
What guided reading resources at James Craik do you use when planning a guided reading lesson?
Minute Reflection
When and how do you scaffold students in guided reading?
Minute Reflection
When and how can you use the Gradual Release of Responsibility model in math?
Visuals
PowerPoint (see attachment on Wiki)
Guided Reading Lesson Plan Format
Objective: The students will ______in order to ______
Before:
During:
After:
Follow up:
Assessment of skill:
Notes from lesson:
How can I include….
BEFORE READING
Engagement!
Activating prior knowledge
Picture walk/vocabulary
Predicting
Connecting
Asking questions
Modeling/think aloud of strategy
Providing purpose or mission for reading-focus on strategy or skill
DURING READING
Summarizing sections
Thinking about before reading questions
Connect
Adding new information to prior knowledge
Confirming/adjusting predictions