Effectiveness of Guided Reading with Social and Emotional Considerations

Kelsi Jensen

Term

Summer 2020

Capstone

Capstone Project

Degree Name

MAEd

Facilitator(s)

Jana Lo Bello Miller

Content Expert

Diane Schultz

Abstract

The author of the Capstone Effectiveness of Guided Reading with Social and Emotional Considerations , Kelsi Jensen, seeks to better understand the world of Guided Reading. Guided Reading practices are becoming more common in the classroom. But, is that a good thing? The overarching purpose of this Capstone is to determine the effectiveness of ability-based Guided Reading groups as dictated by Fountas and Pinnell. With the understanding that every student in each classroom is at a different reading level with different reading interests, the author’s research question became this: How can Guided Reading groups affect the reading comprehension and social development of students who are at all ability levels? The author not only researched the structure and strategies involved in Guided Reading, but also the social and emotional implications that Guided Reading groups have on students. Students of all ability levels were given considerations. Using McTighe’s Understanding by Design framework and Tomlinson’s Differentiated Instruction, the curriculum Project contains Guided Reading lesson plans that coincide with a fourth-grade reading unit on Main Ideas and Key Details. These lessons were designed to allow for flexibility for teachers.

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

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