Guided Reading (Focusing on Early Reading) · Reading strategies • Search for something you know...
Transcript of Guided Reading (Focusing on Early Reading) · Reading strategies • Search for something you know...
Guided Reading (Focusing on Early
Reading)
Lancashire Primary Strategy: Literacy
Presented by Lancashire’s Leading Literacy Teachers
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Guided Reading
“If children leave my school and can’t paint that’s a pity but if they leave and can’t read that’s a disaster.”
Head teacher quoted in Rose (2008, p42)
Aims of the session• Clarify the structure and organisation of a
guided reading session• To identify how children learn to read in
the early stages• To exemplify reading strategies which
teachers can use• To establish that guided reading is the
vehicle to teach reading
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What is Guided Reading?
“Children put into practice their developing expertise at an appropriate level in a structured situation. The teacher differentiates the instructional reading programme and guides groups of children who have reached a similar level of skill to develop independent reading strategies on new and increasingly challenging texts.”
p.2 Book Bands for Guided Reading
Guided Reading • It is a carefully structured session with a clear learning objective
involving the application of new skills in context.
• Uses a partnership approach that includes direct teaching and istailored to specific needs of individuals or groups.
• The text used increases the reading challenge of the individuals and requires the teacher to guide pupils through the text.
• The teacher re-focuses on the text, re-models the questions asked, increases and decreases the pace as appropriate.
The teaching sequence for guided reading
• Book introduction• Teaching focus and Strategy check• Independent reading• Return and respond to the text
Independent follow up tasks can come at a different point.
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Book Introduction
“ This is a story about….”or
“ In this story…..”
A brief overview of the story is CRUCIAL.
Book introduction:“This is a story about a caterpillar who rescues his friends from a wicked spider”
Have you ever seen a spider?
How do you think he will rescue his friends?
Focus for the session
Share this with children!
Model what you want them to do.
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Example Reading Strategies
When we get to a tricky word we can look at the initial phoneme, cross check the picture and think what word would fit there and make sense?
orI want you to blend the phonemes in order, so that you can read the word yourself. Check with the picture
Strategy Check
This is the section where the children can demonstrate strategies which they already know and are beginning to use independently.
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Reading strategies• Search for something you know e.g. igh,
ay• Looking for similarities• using the first phoneme and cross
checking with the picture• read to the end and think what fits• rereading the sentence• reading with fluency
More Reading Strategies
• Identifying phonemes and then blend• chunking• analogy• find words within words
Independent Reading
The children read the book to themselves in the silent or private voice.
Teacher selects children to listen to and guides them through as they need it.
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Returning to the text
• Return to some examples of ‘good reading’ which you have seen/heard within the group
• Reinforce the teaching points• Possibly re-model any reading strategies• Work on fluency-read ‘in role’ as the
characters
Follow Up
There are many activities which you can do:• Freeze frame in role as one of the
characters which the spider wants to eat• Hot seat Spider• Re-read in role, 1 child be the narrator• Short writing opportunities
Guidance
• 2 x 10 mins session for early readers using the same book with 2 different foci per week
• 1 x 20 mins for developing readers• EAL readers and struggling readers may
need more session and individual reading sessions
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What is reading?What do good readers do?
Good readers…
• Problem solve• Think about and use what they know already• Cross check • Monitor their own reading• Detect errors and self correct• Predict
Good Readers
• Re-read if necessary• Search for more information• Read between the lines• Make inferences and deductions about
what they read• Decode automatically
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How do children learn
to read?
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Language comprehension
processes
Language comprehension
processes
Good
Poor
Poor Good Wordrecognition
skills
Wordrecognition
skills
Good comprehension; good word recognition
Good comprehension; poor word recognition
Poor word recognition; poor comprehension
Good word recognition; poor comprehension
The simple view of reading
Princess and the Pea.
• Work in small groups to ‘read’ the story.• Think about what skills and information
you are using to ‘read’.
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How did you make sense of the story?
• Using prior knowledge and experiences• Word recognition and decoding• Comprehension/meaning• Predicting• Reading on...what fits?• Grammar • Searching
Good readers use 3 sources of information when reading
Meaning MDoes it make
sense?
Visual VDoes it look right?
Structure SDoes it sound right?Can you say it like that in English?
Knowledge of the world and use of the text
Grammatical knowledge
Phonics
Word recognition
Graphic knowledge
Using information in textMeaning, Structure
My nana is frightened of spiders.
She _____ when they are around.
But I am not _____ of spiders.
Do you like this one here on the ___?
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My nana is frightened of spiders.
She y____ when they are around.
But I am not sc____d of spiders.
Do you like this one here on the c___ing?
Using information in textMeaning, Structure, Visual information
Using information in textMeaning, Structure, Visual information
My nana __ frightened of spiders.
She screams when they are around.
But I’m not ____ of spiders.
Do you like this one here on the g____?
Reading strategies• We need to teach children to integrate all 3
sources of information MSV independently.
• We need to teach useful reading and comprehension strategies that provide children with a ‘tool kit’ to draw upon independently.
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Putting it into context
Guided reading
....is the vehicle to teach reading
Planning
• First decide what it is that you want to teach during the guided reading session.
• Each session should have a specific focus and this will vary depending on where the children are along the reading journey.
Planning
• Use Book bands for Guided Reading• Primary Framework• Synthetic phonics programme, such as
Letters and Sounds
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Next Twilight
The focus will be on:• explicitly teaching comprehension
strategies• responding to text• reading workshop activities for the class
Guided Reading Generic Plan
Generic Sequence Teaching Points
1. Book introduction & ‘Walkthrough’
• Give the title. • Give a brief overview of the story e.g. "This is a story
about…" • Allow the children to talk about prior experience and
link this to what the children think the book is about. • Flick through the book and look at the pictures –allow
‘thinking time’ and an opportunity to respond. • Keep this part brief!
2. Teaching section and strategy check
• Decide which strategy/strategies to teach e.g. when we get to a tricky word we can look at the initial phoneme, cross check the picture and think what word would fit there and make sense? Or remember to blend the phonemes in order through the word to read it.
• Model the strategies selected • Remind the children to use the strategies when
reading independently. • Set a purpose for reading – I want you to find…
3. Independent reading
• The children read to themselves, at their own pace,
using a quiet or private voice. • Provide some or all of the children with focused
attention to monitor accuracy of reading. • Observe reading behaviours and use of the
strategies taught within the session.
4. Returning and responding to the text the text - discussion
• Return to the original focus e.g. reading strategy and
purpose • Give specific praise and feedback for good use of
strategy e.g. revise the skill of blending through a word. Write a word on a white board and create a rhyming string.
• Discuss reading purpose and ensure understanding of story
• Ensure that the children feel positive about themselves as readers.
5. Follow up This could be done as an independent activity outside of guided reading
• Provide opportunities for children to re-read or carry
out planned activities based upon the text e.g. role-play with puppets in the literacy area.
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.
search for something you know e.g. igh, ay
looking for similarities
using the first phoneme and cross checking with the picture
read to the end and think what fits
rereading the sentence
identifying phonemes and then blend
chunking
analogy
find words within words