Guided Reading Workshop NET Section, CDI, EDB 2 nd October, 2008

Objectives  To define, introduce and demonstrate the key features of Guided Reading  To explore the structure of a Guided Reading lesson

Overview of Teaching Strategies - Reading TO WITHBY Teacher support Student input Reading Aloud and Story Telling Shared Reading Guided Reading Independent Reading

Definition Guided Reading involves teachers working with small groups of students of similar level to practise reading strategies.

Key Features of Guided Reading The focus is on reading strategies, not just on questions and activities around a text  Working with small groups  Using texts at instructional level  Focusing on reading strategies  Gaining a deeper understanding of the text  Thinking beyond the text

Shared Reading - Guided Reading Shared ReadingGuided Reading Big bookSmall books Whole classSmall groups Mixed abilitySimilar ability Teach new reading skillsTeach and use reading skills Teacher readsChildren read New as well as familiar textsUsually new texts Choral readingIndividual reading

Grouping for Guided Reading  Groups formed according to levels (Teachers use their professional judgement to form groups within one level)  Groups are flexible and based on continuous assessment  Four groups could be managed in Hong Kong classrooms

Materials for Guided Reading  One book per child  Short texts  Usually unfamiliar texts  Instructional level texts 90 – 95% word accuracy ≥75% comprehension  Wide range of text types

The Guided Reading Session whole class group work WarmWarmUpUpWarmWarmUpUp ConcludingConcludingConcludingConcluding Group Work Reading Activities Reading Activities Guided Reading Guided Reading Independent Reading Independent Reading

10 mins (Whole class) 20 mins (Groups) 20 mins (Groups) 10 mins (Whole class) Group 1  Warm up  Before Guided Reading Guided Reading T1 Reading Activities / Independent Reading CA Conclusion Group 2Guided Reading T2 Reading Activities / Independent Reading CA Group 3Reading Activities / Independent Reading CA Guided Reading T1 Group 4Reading Activities / Independent Reading CA Guided Reading T2 Time in a Guided Reading Session

Structure of Guided Reading Lesson 1. Introducing the text 2. Reading the text 3. Revisiting the text 4. Responding to the text Refer to Handout P. 1- 3

Step 1 Introducing the text

Directionality coaching  Show me the front of the books  Point to the title  Open the book  Which page do we read first  Point to the first word we will read  In which direction should we turn the page  Where do our eyes go next after we get to the end of the line

Picture clues coaching  Whom do you see in the picture  Tell me all the name that character could be called  How is the character feeling  What details do you see in the background?  Where is the story taking place?  Can you make any predictions from this picture  Does it look like there may be any problems in this story?

Step 2 Reading the text

Vary Formats and Methods during reading:  Choral Reading  Echo Reading  Shared Reading  Partner Reading  Small flexible group  3 Ring Circus  Reader’s theatre / Role-play  Silent Reading/Quiet Reading

Step 3 Revisiting the text

 Visual cues P.8  Decoding P.11  Fluency P.10  High Frequency Words  Comprehension P.12  Knowledge and experience Refer to Handout P.5 & 6

Levels of Questioning  Literal – the relevant information is found directly from the text (on the lines)  Interpretive – readers are required to reflect on literal information and see relationships between statements (between the lines)  Inferential – readers relate own background knowledge (beyond the lines)

Step 4 Responding to the Text

Acknowledgement Thanks to teachers and students of TWS St Bonaventure Primary School