Guided Reading F. Stage - See also Language and Literacy in the Foundation Stage (‘the purple box’) K.Stage 1 and K.Stage2

Aims To clarify understanding of : the role of the teacher and the child in guided reading the importance of planning for guided reading sessions organisation and management of guided reading

Developing Reading Skills Familiarisation Problem-solving Modelled Shared Guided Independent Sharing with an audience

Workshop 1 Give an example of practice in each of the processes in the last slide. Define what is meant by the terms ‘Modelled’, ‘Shared’ and ‘Guided’.

What is Guided Reading? Guided reading is an approach where the teacher supports each reader’s development of effective strategies for processing new texts at increasingly challenging levels of difficulty.

Guided Reading There is a clearly defined purpose to the reading ie clear learning intentions Children work on small groups of 6-8 for mins depending on age and ability Children are grouped according to their reading abilities, needs and the purpose of the session The teacher guides the reading but the role may vary The children all read the same text which is assigned by the teacher and is unfamiliar to the children The children read at their own pace while the teacher ‘tunes into’ selected children during the session Most of the reading is done silently – reading aloud is used for substantiation. ( adapted from First Steps; NLS Edition )

Choosing the Texts The choice of text is crucial. The Three Reading Levels (In Guided Reading children should read at the instructional level) Independent – no more than 1% errors Instructional – no more than 5% errors Frustrational - 10% or more errors

Workshop 2 Watch the clips of Guided Reading in Yr 2 on the DVD in the purple box. Note down the main elements. How will Guided Reading differ in FStage, KS1 and KS2?

The Elements of Guided Reading Learning Intentions Book introduction Scaffolding the learning Strategy check Independent reading Returning to the text Evaluation

Workshop 3 Choose a text that is appropriate for your class. Plan a Guided Reading lesson using the framework set out in the last slide. (Work in pairs if possible)

Developing Comprehension Skills ‘ The key purpose of reading is to gain meaning from print’. ( First Steps ) Comprehension skills need to be developed incrementally from FS right through to KS2.

model the thinking process by pausing and explicitly demonstrating thinking (making links to own experiences) invite children to share their experiences (shared/guided sessions) use talking partners for a range of purposes use a range of question types allow time for children to discuss and hypothesise

Type 1 Right there The answer is in the story. It’s ‘right there’ for me to read. Type 2 Think and search I need to search for clues and think about the answer. Type 3 On my own The answer isn’t told in the story. I must find the answer in my head.

Workshop 4 Choose an appropriate text for your class. Draw up a range of questions at each of the three levels. ( try to cover the whole range eg deductive, inferential, evaluative )

Organisation of Guided Reading groups – size and constitution selecting a text frequency length of sessions

Classroom Organisation establishing routines differentiation task boards task boxes

Setting up a Task Board The task board is a classroom management tool used to promote independence and allow time for the teacher to work with a group of children with the minimum interruption. Children work independently and collaboratively through a number of purposeful activities which are appropriate for their group. The activities may be differentiated by; - task - outcome - resource

Tracking Pupil Progress What does the teacher evaluate? The teacher may evaluate: what knowledge and understandings children have about reading what strategies they are using to read what attitudes they have about reading what learning has taken place as related to the Learning Intention and to the statutory requirements for reading in the Northern Ireland Curriculum

The teacher may use: KS1 and KS2- End of KS Level Indicators FStage –Indicators in Language and Literacy in the Foundation Stage ( Purple Box) Significant observations during Guided Reading sessions Progression through the Book Bands Running records Pupil’s self assessment, e.g. reading logs/ journals Analysis of NILAs