Carmen Lemen

Action Plan- Guided Reading

April 2017

Student Learning: It is estimated that one in three children experience significant

difficulties in learning to read (Adams, 1990). My goal is to help students learn more than
they could on their own by helping them read more difficult text, reflect on text, increase fluency,
understand and apply it to their life. I will measure their progress weekly by giving Fountas and
Pinnell running record assessments.

Professional Practice: To achieve this goal, I will provide a literacy program that includes guided
reading, independent reading and literature study. During the guided reading portion, I will bring
together students of similar reading level, text-processing needs and reading strengths. One
particular research-based strategy, guided reading, is an important best practice
associated with todays balanced literacy instruction (Iaquinta, 2006).

Action: Support/Resources: Timeline (or) Frequency:

I will work with my colleagues Colleagues and curriculum Weekly

to share resources and plan material
my instruction according to
Fountas and Pinnell
guidelines.

I will select text that will Curricular materials Daily

provide a moderate challenge
to the reading group.

I will assess students Excel spreadsheets Weekly

understanding, monitor their
progress and adjust literacy
instruction as needed

I will provide feedback Guiding Readers and Writers Daily

immediately to enhance Chapters 11-14, colleagues
student independent to give support
strategies.

I will provide targeted review Framework developed with Weekly

and interventions for each my team, Articles provided,
student within the groups researched-based
interventions, re-teach
material
 I will provide high quality
lessons and responses, with
giving the students an
opportunity to practice their
skills during their school day.
Strategies developed with Weekly formal response,
colleagues and Daily monitoring
research;based interventions

Resources:

Fountas, Irene C., and Gay Su. Pinnell. Guiding Readers and Writers, Grades 3-6: Teaching
Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann, 2001. Print.

Guastello, E. Francine, and Claire Lenz. "Student Accountability: Guided Reading Kidstations."
The Reading Teacher 59.2 (2005): 144-56. Web.

Iaquinta, Anita. "Guided Reading: A Research-Based Response to the Challenges of Early

Reading Instruction." Early Childhood Education Journal. Springer. 233 Spring Street, New
York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; E-mail: Service-
ny@springer.com; Web Site: Http://www.springerlink.com, 31 May 2006. Web. 23 Apr. 2017.

Allington, Richard L. "What Really Matters When Working With Struggling Readers." The
Reading Teacher. N.p., 27 Mar. 2013. Web. 23 Apr. 2017.