Post on 02-Jun-2018
transcript
8/11/2019 Guided Reading Pow.point
1/25
1
Advisory Teaching Team
NET Section, EMB
Paula Pacey
Guided ReadingAn effective strategy for
readers who havedeveloped some skills
and strategies in
reading
8/11/2019 Guided Reading Pow.point
2/25
2
Workshop Objectives:
To introduce the key features and benefits ofGuided Reading
To develop an understanding of thecharacteristics of Beginner, Emergent andProficient readers and the features of suitablebooks for each level
To review ideas for a Supported Readinglesson
8/11/2019 Guided Reading Pow.point
3/25
3
Components of a School-basedEnglish Language Curriculum
English Language Curriculum Guide 2004 P.98
8/11/2019 Guided Reading Pow.point
4/25
4
English Language Curriculum Guide (2004) A29
8/11/2019 Guided Reading Pow.point
5/25
5
Rationale for Guided Reading
It gives readers the opportunity to purposefully talk, read and
think their way through a new text.
It provides a setting for good instructional teaching of the
alphabet, phonics, vocabulary, punctuation and grammar.
Children develop their awareness of styles, structures and
organizations of particular text types.
It lets children learn and practice new strategies for making
sense of a story. They are guided to think critically about the
content.
8/11/2019 Guided Reading Pow.point
6/25
6
Guided Reading also:
presents manageable challenges that encourage reading formeaning
encourages children to take control of the first reading, to give acritical response and to talk about messages and meaning in thetext
allows the teacher to identify areas of need and provide supportaccordingly
helps children develop positive attitudes towards reading andmotivates them to read widely and frequently
8/11/2019 Guided Reading Pow.point
7/257
In a Nutshell In guided reading, we work with a small groupof
children who are at the same developmental stage of
reading
We select an unknown or unfami liar bookthat
provides just the right balance of supports and
challenges so that children can read most of it
independently (60% vocabulary known)
Children use the reading strategies they have learnt
as they read for meaning
8/11/2019 Guided Reading Pow.point
8/258
Levels of Questioning
Literalthe relevant information is found directly
from the text (on the lines)
Interpretivereaders are required to reflect on
literal information and see relationships between
statements (between the lines)
Inferentialreaders relate own background
knowledge (beyond the lines)
8/11/2019 Guided Reading Pow.point
9/259
General introduction
to book topic
Students
may read
softly tothemselves,
teacher
listens
Meaningful
activitiesrelated to
the book
Discussion and
reinforcing
skills
Key
steps inGuided
reading
8/11/2019 Guided Reading Pow.point
10/2510
How do we conduct
Guided Reading?
Introduce the book
Discuss the book cover and title, activatebackground knowledge and experiences, and getthe readers to make predictions about the content
Draw childrens attention to the use of words andstructures in the text
Set the reading task and encourage children to read
part of the book silently or aloud
8/11/2019 Guided Reading Pow.point
11/25
11
What else?
Explore the characters, plot and setting in greaterdepth. Ask a variety of questionsliteral, interpretive
and inferential
Discuss the story, evaluate it, reflect on it and makecomparisons with other books
Discuss and raise childrens awareness of thefeatures of different text types, including the styleorganization and grammar
Extend the story through follow-up activities
8/11/2019 Guided Reading Pow.point
12/25
12
The Reading Strategies
Graphophonic strategiesletter shapes and sounds
Semanticstrategiescontexts
Visual cluespicture / diagram support
Syntactic cluessentence patterns
Questioning
8/11/2019 Guided Reading Pow.point
13/25
13
Activity 2: Followup Activity
With a partner, use the book provided tocomplete think up a follow up activity for thebook.
Be prepared to feedback to the whole groupfocus on the activity and the level of childrenfor whom it would be appropriate
8/11/2019 Guided Reading Pow.point
14/25
14
Characteristics of a Beginner Reader
Expects books to be enjoyable
Early attempts at using pictorial and phonic clues
Early attempts to anticipate the storyline from title and illustrations Can use prior knowledge to relate to texts when prompted
Is establishing one to one matching, return sweep, anddirectionality
Recognizes some letters and words
Recognizes and names some letters of the alphabet and shows an
awareness of letter-sound relationships and simple rhymes Beginning to recognize parts of a book e.g. title, cover, author and
illustrator
Understands that the text and illustrations carry a message
Reading the lines
8/11/2019 Guided Reading Pow.point
15/25
15
Features of Books
Suitable for Beginner Readers
A close picture / text match
Clear text with good spacing between words One to two lines of text in the same place on each page
Predictable sentence patterns using natural language
High frequency vocabulary throughout
Gradual introduction of content (interest) words Rhythm and rhyme to foster phonological awareness
and familiarity with the alphabet
8/11/2019 Guided Reading Pow.point
16/25
16
Characteristics of an Emergent Reader
Is beginning to cope with less predictable structureswithin a text
Is beginning to integrate sources of information Is beginning to understand that texts are written for a
variety of purposes
Recognizes features of fiction and non-fiction text
Recognizes and names letters of the alphabet andshows an awareness of letter-sound relationships andsimple rhymes
Can explain some concepts and procedures
Beginning to understand and look for answers tointerpretive questions
8/11/2019 Guided Reading Pow.point
17/25
17
Features of Books
Suitable for Emergent Readers
Longer, more varied sentence patterns
Multiple lines of text per page An increasing number of word changes per
page
Variation in the placement of text on the page
A greater use of book language and different
text types
More characters, locations and incidents
Direct speech, ellipses and contractions
8/11/2019 Guided Reading Pow.point
18/25
18
Characteristics of a Proficient Reader
Able to summarize & make inferences (text & pictures)
Can identify & discuss authors viewpoint
Reads a variety of text-types Building fluency & phrasing
Intonation, facial expression & gesture when readingaloud
Been exposed to inferential questions & exploredanswers
Wider knowledge of text-types
Evaluating the text & creating ideas (e.g., role-play)
Self-selects books from various sources
Sustained reading on a regular basis
8/11/2019 Guided Reading Pow.point
19/25
19
Features of Books Suitable for
Proficient Readers
Rich and varied vocabulary
Wider variety of punctuation More complex sentence structures within familiar
themes
Themes that challenge readers to think critically
Longer storylines
Greater use of book language and traditional storypatterns
Greater development of events within narratives
Inclusion of simple charts, diagrams and technicalinformation in non-fiction books
8/11/2019 Guided Reading Pow.point
20/25
20
Matching Students with Texts
The texts are carefully matched to the children so they can apply
their strategies to overcome the challenges in the text and read it
independently, wi th success.
Children should be able to read 9 out of 10 words and have a basic
understanding of what they read.
Supported reading allows children to show how they manage a text
on the first reading.
If the text is too difficult, students are prevented from problem
solving and the reading process breaks down into meaninglessword calling.
8/11/2019 Guided Reading Pow.point
21/25
21
Remember!
When selecting books for yourreading programme, match the titles
with the suggested modules and units
for KS1 and KS2.(ELCG 2004 P.A5)
8/11/2019 Guided Reading Pow.point
22/25
22
Choose a Balance of
Genres and Text Forms
Include both fiction- story books, realistic fiction,
multicultural folk tales, fantasy stories, poetry,
songs, rhymes
and non-fictionnewspapers, brochures, timetables,
maps, reports, recipes, diaries, letters, notes,
report cards, magazines, interviews,
encyclopedias etc.
8/11/2019 Guided Reading Pow.point
23/25
23
Curriculum Connections
Allocate an appropriate proportion of total curriculum time (40%) toreading activities - storytelling, reading aloud, shared reading,supported reading and independent reading
Introduce books of different text types and use different teachingstrategies
Develop cross-curricular links
ELCG 2004 (A34-A35)
8/11/2019 Guided Reading Pow.point
24/25
24
ummary
Students input:
background,cultural and
language
knowledge
Teachers input:
readingstrategies and
teaching
strategies /
skills
roficient Readers
8/11/2019 Guided Reading Pow.point
25/25
25
Thank you!!!
The End.