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Guided Reading

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Guided Reading Information for parents of Newhay and Coryton Classes. Yr 3 and 4. Wednesday 19th September 2012. * * * * * * * * The Reading Diet Children working ... – PowerPoint PPT presentation

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Title: Guided Reading


1
Guided Reading
Information for parents of Newhay and Coryton
Classes. Yr 3 and 4. Wednesday 19th September
2012.
2
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3
The Reading Diet
4
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5
Guided Reading a definition
  • The goal for G/R is for children to learn how to
    read to themselves accurately with enjoyment,
    putting into practice appropriate reading
    strategies while thinking about the meaning of
    the text

6
What is guided reading?
  • The teacher works with a small group of children
    who are at the same developmental stage of
    reading
  • The teacher selects an unknown text that provides
    just the right balance of supports and challenges
  • The teacher reminds the children to use a range
    of reading strategies
  • The teacher uses questioning and other strategies
    to develop comprehension

7
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8
When hearing children read individually...
  • The teachers response is generally repetitive
  • the teacher makes references to general
    rules/strategies
  • children spend time practising and rehearsing,
    but little time being taught
  • the teacher is able to make useful assessments

9
Why Guided Reading?
  • Guided Reading is believed to be the most
    effective efficient way of teaching reading to
    children
  • G/R enables children to develop a wide range of
    comprehension strategies
  • G/R enables learners to become independent able
    readers

10
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11
In guided reading sessions...
  • The teacher has an explicit teaching role
  • The teacher can meet the needs of a group of
    children, rather than dealing with one at a time
  • Children can learn from one another

12
What is the teachers role?
  • The teachers role is to
  • group the children
  • prepare and structure the lessons
  • choose appropriate materials
  • prepare the teaching points
  • observe the childrens reading behaviours
  • develop each childs insight and independent
    judgement

13
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14
A guided reading model
Book introduction or recap
Strategy check
Independent Reading
Returning to the text
Response
Next Steps
15
  • Competent readers develop knowledge, a repertoire
    of strategies, and awareness that enable them to
  • Decode
  • Construct meaning effectively
  • Think critically as readers

16
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17

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Word recognition

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Language comprehension
18

Good language comprehension, poor word
recognition
Good word recognition, good language comprehension
Word Recognition

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Poor word recognition, poor language comprehension
Good word recognition, poor language comprehension
-
Language comprehension
19
Evidence that supports the simple view of reading
  • Different skills and abilities contribute to
    successful development of each dimension
  • There are children with good word recognition
    skills who fail to understand what they can read.
  • There are children with poor word recognition
    skills who make better than expected sense of
    what they read.

20
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21
The gribbles sorged normingly down the rand.
  • Who sorged?
  • How did they sorge?
  • Where did they sorge?

Eh?
22
and why?
  • The books transported her into new worlds and
    introduced her to amazing people who lived
    exciting lives. She went on olden day sailing
    ships with Joseph Conrad. She went to Africa
    with Earnest Hemingway and to India with Rudyard
    Kipling. She travelled all over the world while
    sitting in her little room in an English
    village.
  • Roald Dahl Matilda

23
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24
  • Whichever way we teach reading we want the same
    end product children to be fluent and confident,
    to become lifelong readers and above all enjoy
    reading.
  • Guided Reading is just 1 of the approaches we
    adopt.
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