Planning for the teaching of reading: shared, guided and independent
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Transcript of Planning for the teaching of reading: shared, guided and independent
PLANNING FOR THE TEACHING OF READING: SHARED, GUIDED AND INDEPENDENT
Week 4 – FT PGCE
Learning intentions
Explore the different roles of shared, guided and independent reading and how they contribute to children’s reading experiences.
Enthuse and engage
Our role is to introduce children to the best in children’s literature.
To introduce children to a wide range of literature.
To increase children’s word ‘stock’ To teach early reading behaviours To apply skills in context To be a role model for reading
Strategies for shared reading Pre-read and orientate the book Ask questions Make predictions Make links with writing Make links with prior learning Model strategies Focus on the learning objective
Guided reading sessions
Structured session Grouped according to need Guided through the text Prompted to decode,
recognise & say words – to access meaning of text
Pitched to the level of need with ongoing assessment
...what it isn’t!
It is NOT reading in the round Or the teacher reading to a group!
Role of the teacher
“If the teacher is going to be a competent guide s/he needs to
have different kinds of expert knowledge:
Knowledge about the subject matter; the features of text which convey shades of meaning.
Knowledge about the learner: how children develop, how reading develops and where each learner is in terms of their own progress…
The really specialist understanding that enables the teacher to combine all those spheres of knowledge in the practice of their craft.”
Hobsbaum, a, Gamble, N & Reedy, D (2002) Guided Reading: A Handbook for Teaching Guided Reading at Key Stage 2, London: IOE. (p. 3)
The structure of the session Text introduction Strategy check Independent reading Returning to the text Responding to the text Review and think ahead….
It can be…..
KS1 Word games Visual games –
matching Picture work Active reading
KS2 Oral work Linked between
reading and writing
Partner work Follow up work Cross-curricular
A range of genres – don’t forget non-fiction!
Points to consider
Arranging groups Being disturbed Extending and supporting Using other adults Follow-up activities Blended learning
Some activities for guided reading sessions
Reciprocal reading: - Predictor- Clarifier (with dictionary)- Questioner (APP fans)- Summariser- Group leader – ‘Big Boss’
Planning for Guided Reading in KS 2
Using Not Now Bernard and your blank guided reading planner, plan some aspects of a guided reading session with a group of able Year 4 readers.
Using the PNS strands 7 and 8, identify one objective that will provide the focus for your teaching.
How will you introduce the book? Which words might the children need
explicit help with? When will the children work explicitly
with the objective? What will you ask them to notice in
independent reading that will support the objective?
Which speaking and listening activities might support this objective and be used in the return to the text?
Some activities for guided reading sessions
Take a Stand: ideal for developing secure comprehension skills.
The rest of the class:
Train them NOT to interrupt your session Ensure they have other purposeful tasks
they can do without support e.g.- Silent reading - Reading journals- Completing unfinished work- Word level work e.g. phonics activity- Proof reading using dictionaries- Reading linked to another area of the
curriculum- Library visit
Reading journals Constant book reviews are boring! Give children a list to choose from e.g.- Draw and label a character or a setting from a
description in a book.- Choose a key moment in the book and change
the event. Re-write the following chapter.- Sketch a character, draw speech and thought
bubbles, write what they are speaking/thinking.- Design a book cover.- Write a newspaper report linked to the story.- A diary entry for a character.- A letter from one character to another.
Reading journals (cont’d)
Non-fiction:- Create a glossary of technical vocabulary- An annotated diagram using facts
gathered from the text- Notes made by picking out key points- Comparison and evaluation of the layout
of two books on the same topic.
Useful websites
www.literacytrust.org.uk - a hub of all things literacy, latest news, policies & special projects
www.booktrust.org.uk - a charity promoting a love of reading www.booktrusted.co.uk - free resources, recommended reads &
organisers of National Children’s Book Week www.worldbookday.com - resources and information about
March’s World Book Day www.everybodywrites.org.uk – exciting writing activities for
taking writing beyond the classroom www.readingconnects.org.uk - sign up and become part of a
community of readers www.poetrysociety.org.uk - organisers of National Poetry Day www.clpe.co.uk - everything teachers need to know about
language, literature, literacy and learning. www.readingagency.co.uk - organisers of the annual library
event, Summer Reading Challenge
Bibliography
Hobsbaum, a, Gamble, N & Reedy, D (2002)
Guided Reading: A Handbook for Teaching
Guided Reading at Key Stage 2. London: IOE,