BELLE VERNON AREA SCHOOL DISTRICT

GENERAL SYLLABUS OUTLINE

**This syllabus is subject to change**

Course Name:

Guided Reading

Grade:

2

1.)

Course Description:

Guided reading is small-group instruction that allows readers to problem-solve as they engage in reading.

Small, flexible groups are formed based on the students' reading ability.  Interaction with individual

students occurs as they need assistance.  Reading strategies are taught to accelerate reading

fluency and comprehension.  During guided reading, children's reading abilities are matched to

appropriate reading materials.

2.)

Learning Standards:

1.1

Learning to Read Independently

1.2

Reading Critically in all Content Areas

1.3

Reading, Analyzing, & Interpreting Literature

3.)

Student Objectives:

1.1.3     Learning to Read Independently

v

[Before Reading] [i] Identify the purposes and types of text (e.g., literature, information)

before reading.

v

Preview the text formats (e.g., title, headings, chapters and table of contents).

v

[During Reading] [u] Use knowledge of phonics, word analysis (e.g., root words, prefixes,

and suffixes), syllabications, picture and context clues to decode and understand new

words during reading.

v

Read text using self-monitoring comprehension strategies (e.g., predict, revise predictions,

reread, use text organization including headings, graphics, and charts, and adjust reading

rate).

v

Acquire a reading vocabulary by identifying and correctly using words (e.g., antonyms,

synonyms, categories of words).  Use a dictionary when appropriate.

v

Understand the meaning of and use correctly new vocabulary learned in various subject

areas.

v

[After Reading] [d] Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

v

Demonstrate fluency and comprehension in reading.

1.2.3     Reading Critically in All Content Areas

v

Read and understand essential content of informational texts and documents in all

academic areas.

v

Use and understand a variety of media and evaluate the quality of material produced.

v

Produce work in at least one literary genre that follows the conventions of the genre.

1.3.3     Reading, Analyzing, and Interpreting Literature

v

Read and understand works of literature.

v

Identify literary elements in stories describing characters, setting, and plot.

v

Identify literary devices in stories (e.g., rhyme, rhythm, personification).

v

Identify the structures in poetry (e.g., pattern books, predictable books, [and] nursery

rhymes.

v

Identify the structures in drama (e.g., dialogue, story enactment, acts [and] scenes).

v

Read and respond to nonfiction and fiction[,] including poetry and drama.

4.)

Course Text:

v (Fiction)

Houghton-Mifflin:  Little Readers

v (Non-Fiction)

Benchmark Education:  Early Connections

5.)

Major Units or Themes:  (Include the following)

Fiction

Variety of Types

Non-Fiction

Ex.  Culture, Nature, Animals, Recycling, Measurement, Shapes

v  Note

Due to students being grouped based on their reading ability, there is variety in the use

of reading materials.  Each group may actually encounter different themes.  (The above

themes are simply examples.)

6.)

Teaching Methods:

v     Cooperative Learning

v     Demonstration-Modeling

v     Guided Reading

v     Whisper Reading (self-sustained)

v     Knock-Knock Reading (oral)

v     Discussion

v     Comprehension Activities

v     Phonics Instruction

7.)

Assessment:

v     Informal Observation

v     Informal Reading Inventory (IRI) (pre-assessment and post-assessment)

v     Teacher-made worksheets to assess comprehension