Module Information
Modules 1-4 included lessons about developing a collaborative team, understanding literacy development, assessing beginning literacy development, and using a variety of literacy approaches. In Module 5, you will learn about the importance of teaching through your culture while planning and implementing guided reading groups. You will learn about analyzing beginning readers’ miscues or errors to determine what the next focus for the reading lesson will be, how to provide book introductions, and how to select books that are culturally relevant to your students. In addition, you will learn about how to prompt for strategy use so students will become independent problem solvers.
Word study is another component of the comprehensive literacy framework included in this module. Word study means focused attention to letters, sounds, and other word parts such as prefixes, suffixes, and root words so that students become proficient readers and writers.
In Module 5, you will:
- Reflect on your learning, observations, questions, and personal connections.
- Participate productively in the Collaboration Group process.
- Examine the importance of teaching students to read using culturally responsive materials.
- Understand the process for selecting books.
- Plan and conduct focused, guided reading lessons.
- Review the process of taking running records and analyzing the miscues to determine a student’s strengths and needs.
- Learn how to prompt students to be strategic readers.
- Plan and conduct a word study lesson.
- Provide peer coaching using an instrument called Profile of Reading Instructional Practices.
- Evaluate your own growth and the effectiveness of the module.
Key Elements of Reading Instruction
You may either read the link online or save and print it. To print, do the following:
- Put your mouse on the document and right click. You will see a window that asks you where you want to download the document.
- Determine where you want to save the document.
- After saving the document, open and print it in MS Word.
Module Overview and Due Dates
Note: Listed below are the individual assignments that will need to be mailed to the instructor. See the lesson directions for reading assignments and other group work due dates.
Lesson 5.1: Text Selection for the Culturally Responsive Classroom
Collaboration Group meeting date _____
Lesson 5.2: Matching Children with a “Just Right” Book
Collaboration Group meeting date _____
Classroom Book Selection Guidelines due _____
Lesson 5.3: Overview of Small Group Guided Reading
Collaboration Group meeting date _____
What I Know and Don’t Know About Guided Reading due _____
Lesson 5.4: Planning and Teaching a Small Group Guided Reading Lesson
Collaboration Group meeting date _____
Guided Reading Lesson Plan for Beginning Readers due ____
Lesson 5.5: Ongoing Assessment Through Running Records and Miscue Analysis
Collaboration Group meeting date _____
Running records for three students including miscue analysis and summary due ____
Lesson 5.6: Prompting for Strategy Use
Collaboration Group meeting date _____
Prompting for Strategy Use Sample due _____
A Summary of My Practice With Prompting for Strategy Use due _____
Lesson 5.7: Word Study
Collaboration Group meeting date _____
Word Study Lesson Plan due _____
Debriefing the Word Study Lesson Plan due _____
Lesson 5.8: Profile of Reading Instructional Practices
Collaboration Group meeting date _____
Snapshot Profile of Reading Instructional Practices, Module 5 due ____
Lesson 5.9: Evaluation and Literacy Talk
Collaboration Group meeting date _____
Module 5 Evaluation due _____
Textbooks for This Module
Emesiochl, M. (2003, February). Our heritage, ourselves: The importance of maintaining cultural literacy in the Pacific islands. Pacific Educator, 2(1), 4-5.
Taberski, S. (2000). On solid ground: Strategies for teaching reading K-3. Portsmouth, NH: Heinemann. ISBN 0-325-00227-4 University of the South Pacific. (1992). Literacy education certificate course II. Suva, Fiji: Bluebird Printery, Ltd. ISBN 9-820-31286-8
University of the South Pacific. (1995). Literacy education certificate course IV (Rev. ed.). Suva, Fiji: University of the South Pacific Extension. ISBN 9-820-31286-8 |
