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Title:

Guided Reading

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... carefully to the level and needs of the children in the session at the time. ... Usefully thought of as a 'mini-lesson' with a clear learning objective ... – PowerPoint PPT presentation

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Title: Guided Reading


1
Guided Reading
  • Workshop for FS2 KS1

2
Guided Reading
  • Guided reading sessions should be pitched
    carefully to the level and needs of the children
    in the session at the time. This implies a high
    level of knowledge about the exact state of each
    childs phonic learning. This is achieved through
    observation, robust assessment and regular
    contact during phonic sessions.

3
Characteristics
  • The teacher works with each group on a text
    carefully selected to offer an appropriate level
    of challenge to the group.
  • Usefully thought of as a mini-lesson with a
    clear learning objective lesson structure.
  • Challenge may be in the use of reading cues
    strategies, language vocabulary, or use of
    advanced reading skills (skimming, scanning,
    inference)
  • The teacher aims to foster success by
    anticipating likely challenges prior to an
    independent first reading. This is achieved
    through an introduction to the text before pupils
    read this alone.

4
Choosing the text
  • 90-94 accuracy
  • Sufficient challenge
  • Opportunity to apply strategies
  • Sufficient cues
  • Teaching
  • Vocabulary
  • Phrasing, fluency, expression

5
When to start guided reading
  • Child knows
  • Where the book starts
  • Direction to turn pages
  • Print tells story, illustration supports this
  • Can interpret illustrations
  • Left to right print direction
  • 1-1 correspondence
  • Some sound-letter links
  • Some high frequency words

6
Processing Strategies
  • Attending and searching
  • Predicting
  • Cross checking and confirming
  • Self correcting

7
Cues Information Sources
  • Initial letter, phonemes (visual)
  • Illustrations (meaning)
  • Language (structure)
  • Does it look right? Cat/dog
  • Does it make sense? Horse/house
  • Does it sound right? The boy goed to the shops

8
Integrating the three information sources in text
Visual
Does it look right? V
V
Knowledge of the world use of text
S
M
Structure S Does it sound right?
Grammatical knowledge
Meaning M Does it make sense?
9
Effective practice in progress towards ELGs for
Reading
  • Focus on meaningful print
  • Help children to understand what a word is
  • Read known stories for children
  • Create imaginary words to describe characters in
    stories and poems
  • Discuss ways of finding information from non-
    fiction texts
  • Engage with parents

10
Effective practice towards ELGs continued
  • Help children to identify main events in stories,
    re-enact stories
  • Make story boxes with children
  • Demonstrate reading using phonic strategies
    whilst children can see text
  • Encourage children to recall words they see
    frequently
  • Play games that develop phoneme grapheme
    correspondence to support rapid decoding

11
Organisation
  • Additional adults
  • Focused activities
  • Independent and follow up
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