Developing Guided Reading

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DevelopingGuided Reading
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Reading Assessment Focuses

• use a range of strategies including accurate
  decoding of text, to read for meaning
• understand, describe, select or retrieve
  information, events or ideas from texts and use
  quotation and reference to text
• deduce, infer or interpret information, events or
  ideas from texts
• identify and comment on the structure and
  organisation of texts, including grammatical and
  presentational features at text level

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Reading Assessment Focuses

• explain and comment on writers uses of language,
  including grammatical and literacy features at
  word and sentence level
• identify and comment on writers purposes and
  viewpoints and the overall effect of the text on
  the reader
• relate texts to their social, cultural and
  historical contexts and literary traditions

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When do we teach reading?

• Shared Reading in every class to
• enrich
• improve fluency and comprehension
• provide models for writing
• Guided Reading
• Independent Reading
• Reading across the curriculum in a range of
  contexts

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What is Guided Reading?

• A way of developing childrens reading skills and
  tastes to enable them to learn through reading
  and to enjoy it.
• Planned by the teacher the materials, the
  objectives and learning opportunities.

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Why do it?

• To maximise learning opportunities through
  small-group collaboration with a teacher or
  teaching assistant.
• Because just hearing children read can be an
  inefficient use of precious time.

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Principles of Guided Reading

• The aim of every guided reading session is to
  encourage and extend independent reading skills.
• Groups of children work together on the same
  text.
• Texts are selected to match the reading ability
  of the group challenging but not so difficult as
  to disrupt the flow of reading.
• Texts are chosen from a range of fiction,
  non-fiction, poetry and plays.
• The teacher or teaching assistant leads the
  session, guiding the children to focus on words,
  sentences and understanding the whole text.
• While working with the group the adult gives
  focused attention to individuals.

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What do we teach?

• Developing enjoyment and a positive attitude
  towards reading whilst explicitly teaching
• Phonic knowledge and progression
• Word recognition and graphic knowledge
• Grammatical awareness
• Use of context
• Knowledge of how texts work
• Interpretation and response

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Rose Review Recommendations

• There is now considerable evidence to support the
  need for clear distinction between
• processes concerned with recognising the printed
  words that comprise the written text and
• processes that enable the reader to understand
  the messages contained in the text.

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We need to

• Focus clearly on developing word recognition
  skills through
• Phoneme awareness and phonics teaching
• Repetition and teaching of tricky words
• Focus clearly on developing language
  comprehension through
• Talking with children
• Reading to children
• Teaching comprehension strategies

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Suggested Teaching Sequence for Guided Reading

• Decide on the objectives for the group.
• Select a text.
• Text introduction
• Strategy check
• Independent reading
• Returning to the text
• Responding to the text
• Next steps

Teacher
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Deciding on objectives

• The teacher will decide taking into account
• End of year expectations
• Curricular targets
• Feedback/records from Guided Reading sessions
  carried out by Teacher or TA.

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Selecting a text

• Fiction, non-fiction, poetry, plays
• Books
• Leaflets
• Posters
• Instructions
• ICT texts

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Text introduction

• Activating prior knowledge
• Book cover/blurb
• Using objects, pictures etc.
• Recapping previous chapters

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Strategy check

• Relate to objectives
• Support independent reading
• Demonstration of how to use a strategy to support
  decoding and understanding
• Includes discussion of unfamiliar vocabulary

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Independent reading

• Read silently or very quietly
• Tell pupils what to read how much
• Objectives reminder
• Strategy reminder
• Pose questions
• Set task for if they finish

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Posing questions which develop higher level
thinking

• Literal (AF2)
• Deduction (AF3)
• Inference (AF3)
• Authorial Intent (AF 56)
• Evaluative and Reflective (AF 4, 5, 6 7)

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Questioning

• Generic questions
• Questions relating to a particular text
• Children generating their own questions
• Hot-seating
• Talk to the author
• Focus journals

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Returning and responding to text

• Return to focus of the text
• How did you..
• Return to questions encourage use of evidence
  from the text
• Explore personal responses justify views