1. Developed by:Tabitha Vasquez

2. Literacy is essential to learning. My goal is to createlife-long learners and readers by providing: meaningful experiences with a variety of texts in readingand writing choice to drive student engagement differentiated instruction to meet the needs of each child 3. In order to provide you with the highest quality professional development regarding guided reading instruction in theclassroom, please complete the following needs assessment. Please complete and email response by July 1, 2010 or mail to theprovided address. The responses will be used to guide future literacy professional development. All responses will remainanonymous to others. Strongly DisagreeUnknown/UnsureStrongly Agree 1 23 45I know what guided reading is.1234 5I have received sufficient professional development regarding guided reading.1 23 45I have been provided with a sufficient amount of research material regarding guided reading.1 2 345I conduct daily guided reading lessons in the classroom.123 45I feel confident in my ability to perform a guided reading lesson. 1 2345I feel that guided reading is beneficial to my students.1 2345I feel that guided reading easily correlates with the school curriculum. 1 2 3 4 5I feel that teachers have adequate materials and supplies to conduct guided reading lessons. 1 2 3 4 5I feel confident in sharing my knowledge in the area of guided reading. 1 2 3 4 5Provide additional comments or concerns you have about the implementation of guided reading. 4. Strongly Disagree Unknown/Unsure StronglyAgree 1 2 345I know what guided reading is. 1=0%2=0% 3=0% 4=78%5=22%I have received sufficient professional development regarding guided reading.1=36%2=21% 3=0%4=29% 5=14%I have been provided with a sufficient amount of research material regarding guided reading. 1=0%2=36%3=21% 4=43%5=0%I conduct daily guided reading lessons in the classroom.1=29% 2=0%3=14%4=36% 5=21% 5. I feel confident in my ability to perform a guided reading lesson.1=14%2=14% 3=36%4=29% 5=7%I feel that guided reading is beneficial to my students.1=0%2=14% 3=29% 4=43% 5=14%I feel that guided reading easily correlates with the school curriculum.1=43% 2=14% 3=29% 4=14% 5=0%I feel that teachers have adequate materials and supplies to conduct guidedreading lessons.1=0%2=0%3=29% 4=42% 5=29%I feel that professional development regarding guided reading would be beneficialto me.1=58% 2=14% 3=14% 4=0%5=14% 6. How and why should guided reading beimplemented in prekindergarten thru firstgrade classrooms? 7. The implementation of Guided Reading Providing teachers with the why and the how.Guided reading is an instructional context in which ateacher actually shows children how to read andsupports them in processing novel texts (Pinnell andFountas, 28). 8. Teachers will be able understand and discussresearch based knowledge about guidedreading.Teachers will be able to have beneficial supportto conduct guided reading lessons. Teachers will be able to have adequatematerials for guided reading lessons. Teachers will be able to demonstrate studentsreading growth and patterns. 9. Allows children to read at their instructional level.Children have a circumscribed zone ofdevelopment, a range within which theycan learn -Vygotsky 1978. (Graves, 440) 10. Guided Reading lessons allow opportunities for scaffolding.Over time, the teacher must gradually dismantle the scaffold and transfer the responsibility for completing task to students (Graves, 440). 11. Allows teacher to prompt for strategies and to direct problem solving.Examples:Does that make sense?Does that look right? Does that sound right?These are only brief detours and children quickly return tothe main task of reading the text mostly by themselves(Clay, 199). 12. Offers opportunities for children to use reading strategies at points of difficulty self monitoring self correcting searching predicting confirming 13. Curriculum:Guided reading can be a beneficial component to anintegrated approach towards literacy.Guided reading lessons allow for differentiated instructionGuided reading allows growth in meaning oftext, fluency, comprehension, word solving, and numerousother literacy skills.Following the reading, incorporate writing to help childrenanalyze words select examples to teach for effective word-solving strategies draw attention to how to take wordsapart (Pinnell & Fountas, 28). 14. Assessment:Running records allow the teacher to record studentreading strategies and behaviors for analysis.The analysis of the running record offers the teacherinformation on how to guide future instruction.In a quality literacy program, teachers use systematicobservation and assessment to identify childrensunderstanding and to inform teaching (Pinnell & Fountas, 15). 15. Instruction:Before:make connection to textgive introductionDuring:students have opportunity to read independently observe strategies and behaviorsteacher can prompt and scaffoldAfter:confirm meaning or predictions and discusssupport comprehensionteachers can focus on strategies used and neglected Kucer S.B. & Silva, C. (2006). Teaching the dimensions of literacy. New Jersey: Lawrence Erlbaum Associates Inc. 16. Guided reading practices as part of a balanced literacyprogram conform to the recommendations on literacy assuggested in position statements by the InternationalReading Association/The National Association for theEducation of Young Children(1998), and the NationalCouncil of Teachers of English (2002) (Iaquinta, 6). 17. If student teachers, and experienced teachers, can bepersuaded that questions need to be genuine, and thatexploratory dialogue considers all viewpoints in a quest forcommon understandings, perhaps guided reading will beseen as a learning opportunity rather than twenty minutesfor listening to readers (Fisher, 9). 18. To meet the diverse needs of all children, teachers will need to know how to effectively implement many instructional interventions and management techniques ( Tomilson, 1999) (Gambrell, 315). 19. Parents continue StudentsTeachers at homehaveimplement readingguided reading support with successwithinProfessionalclassroomreadingDevelopment &Support withteachers andadministrators. 20. Professional DevelopmentStudy Support inSessions/ the Monthly classroomMeetings StudentsTeachersbenefit fromimplement in guided classroomreading 21. Address identified teacher wants and needs regarding GR. GR research information and materials will be provided. Bi-monthly study sessions scheduled during school day. In- class support with GR lessons will be offered. Data will be collected by teachers to illustrate reading growthpatterns. Monthly meetings will be conducted to discuss observationsand concerns. 22. In classroom support, study sessions, and monthlymeetings will continue. Teachers will share their lessons amongst colleagues. Voluntary videotaping of lessons will be shared anddiscussed. Guided reading running records will be analyzed duringmeetings to provide teachers with knowledge regardingguided reading prompting and analyzing miscues. 23. AUGUST. NOVEMBER Meet with During facultyteachers to meeting, shareidentify GR initiative. Discuss wants and and answer needsquestions. SEPT.-OCT.DEC.-MAYMeet with Begin monthly administrators tomeetings, studaddress needs.y session andMeet with teachersclassroom to address outcomesupport. 24. AUGUST.NOVEMBER-EOYMAYMeetings Analyze growth During meetings andresume with study sessions, we will patterns andfocus on discuss peer plan for running observations andupcoming year.records. running records. SEPT.-OCT. DECEMBERSharing of Volunteers will lessons withvideotapepeers begins. themselvesEach teacher will during a GRshare with at lesson to share least one other teacher. at mtgs. 25. Study sessionsConducted by the teachers for the teachers on avoluntary basis. Monthly meetings Will provide a more systematic approach towardsdiscussions, analysis, sharing, and developing solutionsto literacy concerns. District Professional DevelopmentWill allow for teachers to share knowledge and leadprofessional development to other grade levels. Inaddition, outside sources can offer PD. 26. During meetings and study sessions, a suggestion box will beoffered to provide a secure environment for sharing feedbackanonymously. To promote engagement, study sessions will be offered duringschool day through an allotted time to be covered by a partnerteacher. Monthly meetings will be conducted in lieu of faculty meetings topromote engagement and will include administrators. Year one will offer plenty of observation time before teachers areasked to volunteer and share during year two. 27. Clay, M.M. (2005). Becoming Literate. Aukland, New Zealand:Heinemann Education.Fisher, A. (2008). Teaching Comprehension and Critical Literacy: Investigating Guided Reading in Three Primary Classrooms. Literacy, 42(1), 19-28. Retrieved from ERIC database.Ford, M., & Opitz, M. (2008). A National Survey of Guided ReadingPractices: What We Can Learn from Primary Teachers. LiteracyResearch and Instruction, 47(4), 309-331. Retrieved from ERICdatabase.Gambrell, L.B., Morrow, L.M., & Pressley, M. ( 2007). Best practices inliteracy instruction. (3rd Ed.). Guiliford Press. 28. Graves M.F. ( 2004). Theories and constructs that have made asignificant difference in adolescent literacy. In Jetton &Dole, Adolescent literacy research and practice (pp. 433-452).Guilford Publishers.Iaquinta, A. (2006). Guided Reading: A Research-Based Response to the Challenges of Early Reading Instruction. Early Childhood Education Journal, 33(6), 413-418. Retrieved from ERIC database.Kucer S.B. & Silva, C. (2006). Teaching the dimensions of literacy.New Jersey: Lawrence Erlbaum Associates Inc.Pinnell, G.S. & Fountas, I.C. (1998) WordMatters.Pourtsmouth, NH:Heinemann