How To Guided Reading for Lower Elementary
Grades K-2
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Registration Closed.
Last Date to Register: 9/14/2013 12:01 AM
Last Date to Cancel: 9/14/2013 12:01 AM
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Agency: |
CESA 10 |
Agency Contact: |
Paula Harms |
Agency Assistant: |
Judy Doro 715-861-6982 |
Location: |
CESA 10 725 West Park Avenue Chippewa Falls, WI 54729
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Facility: |
Conference Center (Rooms 1-2-3) |
Date/Time: |
9/16/2013 |
09:00 AM - 03:00 PM |
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Attachments: |
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What is a balanced literacy approach? How does Guided Reading look with all these kids in my class? What are the different parts of a Guided Reading lesson? How does an upper elementary Guided Reading lesson differ from lower elementary? These questions along with others will be addressed in this workshop with Heidi Walter. Heidi Walter comes to us from CESA 5 and will be sharing her expertise with us concerning Guided Reading. Heidi left the classroom two years ago to join the CESA 5 staff. She has real world experience juggling large numbers of students and their needs while utilizing Guided Reading as one way to meet the instructional needs of the students. This is an excellent opportunity to sharpen your skills in Guided Reading or to learn the basics needed for starting Guided Reading within your classroom.
Learning Outcomes:
1. Participants will understand the components of a Guided Reading Lesson.
2. Participants will recognize the need to utilize the Continuum of Literacy Learning for planning Guided Reading Lessons.
3. Participants will understand the need to provide different lessons to students at various instructional levels of reading.
Lunch Provided
Teacher Standards
WES1The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. |
WES2The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. |
WES3The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. |
WES4The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills. |
WES5The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. |
WES7The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. |
WES8The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. |
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