P257 - "Guided Reading", an Essential Practice in the Context of a Literacy Programme in First Cycle

  • Ciclo: 2019
  • Nivel: Primary
  • Idioma: Inglés
  • Estado: Terminado
  • Lugar: ESSARP
  • Capacitador/es: Marcela Cerini

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Centros de Examen ARS 800.00

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Sesiones Fechas Inicia Termina
1 23 May 2019 05:30 PM 08:30 PM


Marcela Cerini

She is a Kindergarten Teacher and English Teacher who has 20 years of classroom experience in the lower forms. She was English Coordinator for 18 years at a bilingual school in Buenos Aires, implementing gradually since 2006 the "Cambridge Primary Programme" as well as "The Reading Literacy Practices" learnt at Auckland University in 2007. One of them is "Guided Reading" which has a central role in leading students towards independence in reading and teachers were able to understand their role in this practice, helping all their students become confident readers. Since 2015 she also encouraged teachers to learn "Systematic Synthetic Phonics" and the "English Alphabetic Code" by Debbie Hepplewhite. The students gradually learnt it beginning in Kindergarten and continued in first, second and third grade in 2017. This phonological knowledge is the means to help the students decode and encode meaning in their first steps to reading together with good comprehension of the language. She has also visited schools abroad in different opportunities, being very interested in building a meaningful learning environment in the classrooms together with the students. She firmly believes in team work among school staff members to be able to implement new pedagogical approaches to enhance the students' lifelong learning skills. Her motto for this is "Think Big" "Start Small”


English Heads, coordinators and teachers of the lower forms who are interested in implememting "Guided Reading" in their Literacy Programmes. This course is linked to the one on 14th February " First Steps to Build a Comprehensive Reading Programme in First Cycle"


• Learn about “ Guided Reading “ in the context of a Literacy Programme.
• Compare “Guided Reading “ with other reading practices of the Literacy Programme: “Reading to “,“ Shared Reading” and ”Reading by”.
• Understand the objectives of “ Guided Reading” , reflect upon teachers´ role and how students benefit from this practice.
• Learn how to prepare, guide teachers to be able to implement “Guided Reading”.
• Reflect upon classroom management and classroom environment during “Guided Reading “ sessions.
• Learn about “Work Stations” which will foster collaborative and independent work during “ Guided Reading” sessions.
• Learn about the books to be used in “ Guided Reading”.
• Plan to inform parents about the literacy programme and how they can support it.


1- "Guided Reading”

2- Description of the instructional strategies teachers use in this practice

3- Classroom management: groups of students , literacy work stations to foster autonomy during “ Guided Reading” sessions.

4- Decodable books

5- Assessment

6- Guided Reading and its impact in the Literacy Programme.


• Learn about “ Guided Reading” interacting with lecturer, watching videos and analysing a decodable fiction text for first grade. • Group work: Reflect upon the implementation of “ Guided Reading “ in the context of a Literacy Programme in first cycle. Discuss with the lecturer how teachers would go about it at their schools. Group work: Think and plan how to introduce Literacy Work Stations gradually since the beginning of the year to foster autonomy during literacy instruction.


Effective Literacy Practice in Years 1 to 4. Ministry of Education. Wellington. New Zealand
Guided Reading in Grades 3-6 . Mary Browning Schulman, Scholastic
Literacy Works Stations by Debbie Diller. Stenhouse Publishers Portland, Maine.
Oxford Reading Tree (decodable books)

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