Guided Reading The Complete Package 19 th January 2009 Primary English Team

AIMS To deepen knowledge of the reading process and repertoire To establish a clearer understanding of the principles and practice of guided reading

“To read without reflecting is like eating without digesting.” Edmund Burke “The more you read, The more things you will know. The more that you learn, The more places you’ll go.” Dr Seuss

Warm up activity Emotional Reading

The reading repertoire What kind of reading opportunities do the children have? Which of these involve direct teaching of reading?

What is Guided Reading? Is a focused session in which children are taught in small ability groups. It teaches reading objectives - strands 5,7 and 8. It gives the children the opportunities to develop as independent readers through supported activity It is NOT…

Key Messages All children are entitled to a weekly Guided Reading session (2 sessions in F/S/KS1) Sessions are OUT of the Literacy session Timetabled, planned for, objective driven by need Structured, five part sessions Range of texts including fiction, non-fiction, poetry and ICT Use of regular diagnostic assessment alongside built in assessment Planned from Primary Framework, assessed using AF assessment criteria

FAQs

The reading environment

What does a good reader need to do? Develop decoding skills Develop fluency Develop comprehension monitor for meaning make connections ask questions and predict visualise the text figure out unknown words make inferences Read daily Read a variety of texts Know reading for meaning is a process Use fix-up strategies Enjoy reading!

‘ The simple view of reading’ knowledge of context Text phonic (sounds and spelling) word recognition and graphic knowledge grammatica l knowledge

Simple View of Reading Language comprehension processes Good word recognition; good comprehension. Support needed:  Work on inference:  Drama;  Opportunities to read a wide range of texts;  Reading Comprehension fliers  More AF3; AF4; AF5; AF6 and AF7 activities. Poor word recognition; good comprehension. Support needed:  Letter/sound correspondence  Blending phonemes in order  Segmenting words into component parts  Show that segmenting and blending are reversible Word recognition skills Poor word recognition; poor comprehension. Support needed:  Needs phonics and language immersion:  Letters and sounds: See also “Pace and Progression” core paper  Nursery rhymes; traditional stories  Speaking and Listening Word recognition skills Good word recognition; poor comprehension Support needed:  Needs reading retrieval / comprehension skills:  Reading Comprehension fliers  AF2 type comprehension activities Language comprehension processes GOODGOOD G O O DP O O R POORPOOR

Activity time Take time to talk about your pupils in terms of their reading skills. Plot them onto the SV of R What are the next steps?

A guided reading continuum decoding comprehension Pre-reading skills

Previous assessments/records Miscue APP Issues with reading ages Getting ready for GR

Guided Reading Resources

Have you read a good book recently? Discuss

FAQ What are the other children doing whilst the teacher is working with a group?

Key Messages Planned Purposeful Manageable – begin small!

Guided Reading Rotation silent reading preparation guided reading follow up silent reading green group orange group yellow group purple group red group

Q. What works well for your independent activities? Discuss – nominate a key speaker to feedback Handout – independent activities

Reading Journals Fulfil multitude of purposes e.g. keeping track of the reading, provide a framework for independent reading. Collecting/magpie ideas from authors to support writing. Making important links between reading and writing.

An Approach to Reading Journals Shared Work Teacher models responses to text – shared journal Guided Work Journals completed in guided session – teacher support Guided Work Journals used as interim task and follow up discussion Independent Work Journals used to prepare for and record independent reading

What is Reading Comprehension?

Strategies to develop reading comprehension Activate prior knowledge Prediction Constructing images Questioning Text structure Analysis

Vulnerable Children Who are they? Please discuss

Activities to support your vulnerable children Hook them in! Keys to help unlock the text

High Interest Low Reader Schemes Rigby Navigator Max Oxford Trackers (each level named after a wild animal) Literacy World Satellites

Engage children in the story: Talk about the book/question thought process Read simple rhyming books together – leave out a rhyming word now and then, and see if they can work out the missing word. If not, you say it. Add sound effects when reading a story and encourage children to join in.

Listening centre Role play (Topic) Library activities silent reading preparation guided reading follow up silent reading green group orange group yellow group purple group red group Guided Reading Rotation

Comics Newspapers Phonic activities Reading detective silent reading preparation guided reading follow up silent reading green group orange group yellow group purple group red group Guided Reading Rotation

4 Chocolate Door handles Good Bad Interesting

What opportunities does guided reading offer to me, the teacher, and my pupils?

5 Part Session Structure Book introduction and/or recap Strategy check Independent reading Returning and responding to the text Next steps

Assessment Lesson objective Key questions Response

IN YOUR FACE…. oWhere does the story take place? oWho are the main characters? oWhere in the book would you find….? oWhat happened in the story? oThrough whose eyes is the story told? oWhich part of the story best describes the setting?

USE YOUR NUT… oHow would you feel about? oCan you support your view with evidence? oI wonder why the author has decided to? oDo you know another story which has a similar theme (e.g. good over evil)? oWhat questions would you ask of the main character?

LITERACY DETECTIVE…. oWhat would this character think about…..? oUsing all the evidence available can you tell me what you feel about…? oWhat is your opinion? What evidence do you have to support your views? oWhat makes this a successful story? What evidence do you have to justify your opinion? oWhich is better and why?

1 Use a range of strategies, including accurate decoding of text, to read for meaning 2 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text 3 Deduce, infer or interpret information, events or ideas from texts 4 Identify and comment on the structure and organization of texts, including grammatical and presentational features at text level 5 Explain and comment on writer’s use of language, including grammatical and literary features at word and sentence level 6 Identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader 7 Relate texts to their social, cultural and historical contexts and literary conditions Assessment Focuses

Teaching the question levels Use the visual prompts to teach children to recognise the different types of question (see handout) Teach them how to answer each type of question Use generic questions and question stems to create questions specific to texts Encourage children to make up questions of their own

Question Stems KNOWLEDGE (knowledge and remembering facts) COMPREHENSION (understanding) ANALYSIS (explaining what is known) APPLICATION (making use of what is known) SYNTHESIS (combine known elements to make something new) EVALUATION (judging the outcome)

Activity Look at the generic question stems for the three levels of questioning. Devise layered questions for Goldilocks and the Three Bears

Knowledge (In your face) What did Goldilocks do in the Bear’s home? Comprehension (In your face) Why did Goldilocks like the little Bear’s chair best? Analysis (Use your nut) What parts of the story could not have actually happened? Application (Use your nut) In what kinds of ways are the 3 Bears like people? Synthesis (Literacy Detective) How might the story have been different if Goldilocks had visited the three fishes? Evaluation (Literacy Detective) Do you think Goldilocks was good or bad? Why do you think so?

The requirements in KS1 Literal retrieval Simple interpretation Simple inference Organisational and presentational features Quoting directly from the text

The requirements in KS2 Retrieval Understanding a theme Overview of text Recognising features of a text Understanding organisational features of a text Interpretation of imagery Inference (simple & complex) Identification of structure and sequences Authorial techniques Recognition and understanding of effective language choices

Planning and Assessment What plans do we need to produce? Selecting objectives How do we know children in correct group? (SATs, miscue, periodic assessment etc) Assessment within GR session Using APP

Miscue analysis Exploring the relationship between assessment and teaching.

Things to consider See handout

Key Messages All children are entitled to a weekly Guided Reading session (2 sessions in F/S/KS1). Sessions are OUT of the Literacy session. Timetabled, planned for, objective driven by need. Structured, five part sessions. Range of texts including fiction, non-fiction, poetry and ICT. Use of regular diagnostic assessment alongside built in assessment. Planned from Primary Framework, assessed using AF assessment criteria.