1. Lisa Guzzardo Asaro Dr. Lisa Rivard June 16, 2011
Guided Reading: An Important Component in Balanced Literacy and the School Improvement Plan
Lisa Guzzardo Asaro
Dr. Lisa Rivard
June 16, 2011

2. 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

3. Agenda What is Guided Reading?
What does it look like in the School Improvement Plan?
Goals
Objectives
Strategies
Activities
Fiscal Resources

4. Stage Two: STUDY Step 7: Research Best Practice
Analyze Data
Set Goals
Set Measurable Objectives
Research Best Practice
FOCUS

5. 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)

6. 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 of
children guiding them through material at their instructional level, assessing and documenting their progress.

7. 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

8. Problem-Solving Model
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 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

9. Guided Reading within the School Improvement Plan

10. Data Elements Goals Fiscal Resources 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
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
The tool provides you with an online template, which guides you through the steps to work on your improvement goals. In the goals section, you will start by identifying the goal source and content area. You will name the goal, provide a student goal statement, gap statement, cause for gap, and describe multiple measures or sources of data used to identify the gap in student achievement.
You will be asked to describe criteria for success and identify data or multiple measures of assessment that will be used to monitor progress and success of the goal. In addition, you will identify the person responsible for the goal.
The objectives section contains the objective statement. The objective must be measurable to support the goal. Target areas that the strategy will impact are identified in this section, along with the research reviewed to support the use of the strategy and action plan. When you get to activities, you’ll add details for accomplishing the activity, such as identifying the activity type, planned and actual staff responsible for implementation, and the planned and actual timeline. Financial resources needed for the activity are identified in the last section, fiscal resources.

11. Goals
All students will increase their proficiency in reading both fiction and non-fiction texts.

12. 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 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 school year. The percentage of students proficient in reading on the DRA test will increase by 10% at each grade level by the school year. (78% of 1st, 77% of 2nd, 58% of 3rd, and 83% of 4th graders)

13. 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

14. 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

15. 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

16. Resources for You

17. Contact Information
Lisa Guzzardo Asaro
Dr. Lisa Rivard