Post on 16-Jan-2016
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Guided Reading Workshop
30th November 2011
Reading for purpose and
pleasure
Reading in the classroom
Children working Children working individually, in individually, in groups or as a groups or as a whole class to whole class to use and apply use and apply their reading their reading
skills to skills to complete a range complete a range
of tasksof tasks
Children Children working working with self-with self-selected selected material material including including familiar familiar
texttext
Children Children working in working in
small groups small groups with text with text
selected by selected by teacher at the teacher at the instructional instructional
levellevel
Children Children working working
with with challengingchallenging
texttext
Focused Focused Reading TasksReading Tasks
Personal Personal ReadingReading
Guided Guided ReadingReading
Shared Shared ReadingReading
Shared Reading•Usually whole class together
•Reading the same text
•A range of texts and text types
•Reading and responding
•Analysing texts
Guided Reading
•A small group of up to 6 children
•Once or twice a week
•Learning strategies
•Developing comprehension skills
Book introductionIdentify teaching objective, make links to existing experience, generate questions for discussion
Strategy check – Recall recently introduced strategies
Identify points of potential difficulty, generate questions for resolution during independent reading
Independent Reading Children read a specified amount of text independently, with teacher supporting one-to-one
Returning to the Text Answer questions posed earlier – Summarise - Praise use of emerging strategies - Generate questions to identify successful problem-solving strategies - Return to teaching objectives
Question to develop understanding at word/sentence/text levels
Responding to textPrompt for personal response
Guided Reading – a definition
The goal for Guided Reading 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’
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
Book Banding LevelsLilac Books with Books with
no wordsno words
Pink Working Working Towards Towards
Level 1Level 1Red
Yellow
BlueLevel 1Level 1Green
Orange
Turquoise Level 2Level 2
Purple
Gold
White
Lime Level 3Level 3
Brown Levels 2A-3BLevels 2A-3B
Grey Levels 3A-4BLevels 3A-4B
D Blue Levels 4B-5CLevels 4B-5C
D Red Levels 5C-5ALevels 5C-5A
Book Banding•Organisation of books
•Coloured band levels
•Guided reading – instructional level
•Home reading – easy level
•Reading for enjoyment
When hearing children When hearing children read individually...read individually...
The teacher’s response is generally The teacher’s response is generally repetitiverepetitive
the teacher makes references to general the teacher makes references to general rules/strategiesrules/strategies
children spend time practising and children spend time practising and rehearsing, but little time being rehearsing, but little time being taughttaught
the teacher is able to make useful the teacher is able to make useful assessmentsassessments
Why Guided Reading?
Guided Reading is believed to be the most effective & efficient way of teaching reading
to childrenGuided Reading enables children to develop
a wide range of comprehension strategiesGuided Reading enables learners to become
independent able readers
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
What is the teacher’s role?
The teacher’s role is to…•group the children
•prepare and structure the lessons•choose appropriate materials•prepare the teaching points
•observe the children’s reading behaviours•develop each child’s insight and
independent judgement
•Competent readers develop knowledge, a repertoire of
strategies, and awareness that enable them to:
•Decode•Construct meaning effectively
•Think critically as readers
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.
The gribbles sorged normingly down the rand.
•Who sorged?
•How did they sorge?
•Where did they sorge?
…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
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