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

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 is tailored 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.

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.

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? or I 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.

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.

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

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

How do children learn to read?

23 Language comprehension processes Language comprehension processes GoodGood P o r PoorGood Word recognition skills Word recognition 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’.

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 M Does it make sense? Visual V Does it look right? Structure S Does 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 text Meaning, 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 ___?

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 text Meaning, 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.

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

Next Twilight The focus will be on: explicitly teaching comprehension strategies responding to text reading workshop activities for the class