1. Agenda Observing an identifying reading behaviours 10 min
Guided Reading Module min
The World of Literacy min
School Literacy Plans Review min
Picture Story Book min

2. Identifying Reading Behaviours

3. GUIDED READING
P-12
Loddon Mallee Region

4. LITERACY ELEMENTS Read Aloud Shared Reading Guided Reading
SPEAKING & LISTENING
OBSERVATION
&
ASSESSMENT
Read Aloud
Shared Reading
Guided Reading
Independent Reading
Write Aloud
Shared Writing
Guided Writing
Independent Writing

5. GRADUAL RELEASE OF RESPONSIBILITY
Role of the teacher
MODELLING
The teacher demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the mental processes and modelling the reading, writing, speaking and listening
SHARING
The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information
GUIDING
The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback
APPLYING
The teacher offers support and encouragement when necessary
The student works independently to apply the use of literacy focus
DEGREE OF CONTROL
Students work with help from the teacher and peers to practise the use of the literacy focus
Students contribute ideas and begin to practise the use of the literacy focus in whole class situations
The student participates by actively attending to the demonstrations 5
Pearson & Gallagher
Role of the student

7. WHAT IS GUIDED READING? WHAT IS ITS PURPOSE?
Donut or Inside Outside Line
WHAT IS GUIDED READING? WHAT IS ITS PURPOSE?

8. GUIDED READING Description
The teacher and a small group of students talk,
read and think their way purposefully through a
common text, working collaboratively.

9. GUIDED READING Classroom Indicators- Instruction
Teachers:
group and regroup students using ongoing observation and assessment
carefully plan strategic reading instruction and explicitly teach small groups of students
select texts appropriate for the common instructional needs of the group
promote active engagement in thoughtful group discussion
Time scheduled daily - each group approx. 20 minutes

10. GUIDED READING Classroom Indicators- Instruction (Continued)
Teacher prompts assist students to:
engage in text orientation and activate prior knowledge, connections and thinking
deepen comprehension
develop prediction skills and understanding of the reading and writing processes
use other students to help solve problems
question ideas of the author
ask questions a reader asks when reading

11. GUIDED READING Classroom Indicators- Resources
Adequate variety of texts in multiple copies - a set of 6 copies and an additional copy for the teacher
Small group organisation & tasks are clearly defined and visible e.g. management board

13. How do we identify an instructional focus?
Teaching for Strategies
Observations
Ondemand: Adaptive Linear Progress report
Reading Response Journal
Other formative assessments
Independent Reading Conferences

14. How Do We Select Appropriate Text?
Based on instructional focus and knowledge of students in group
Text needs to be appropriate to students’ learning needs, backgrounds, interests, experiences
Text may have links to current topic study
Usually a new text for students, but may be re-visited for a specific purpose
Text at an appropriate level: no more than 5-10 difficulties in every 100 words
Photo of GR storage

15. Literal Questions Inferential Evaluative Questioning
Right there. The answer is clearly in the text.
Inferential
Think and Search
Prior Knowledge + Text Clues
Evaluative
On Your Own.
Your own knowledge plus what the author has said.

16. “ AUSTRALIA’S PRINCIPLE EXPORT IS NOW COAL.”
Evaluative
Why do we export?
Countries need to export to earn money from overseas. “Australia, the lucky country”.
Literal
What is Australia’s main export?
Our main export is coal
Inferential
Is coal our only export?
Australia has other exports.
Coal has not always been our main export.

17. Modelled Session- SNOOK
GUIDED READING

18. What are the other students doing?
Working independently
Working in groups on reading tasks
Well planned activities that reinforce prior teaching focus, literacy strategies and awareness

19. Does it look different across year levels?

20. TAKING STOCK

21. Reference Breakthrough Fullan Hill and Crevola
Literacy Teaching and Learning in Victorian Schools [Paper No 9]
Teaching for Comprehending and Fluency Fountas and Pinnell
Guided Reading Fountas and Pinnell
Effective Literacy Practice 1-4 and NZ Ministry of Education
Victorian Essential Learning Standards DEECD

22. Catching onto Comprehension- Pearson NAPLAN resources AIM resources

23. The World of Literacy NAPLAN EOI Short term literacy strategy
DEECD Key Characteristics Document
Di Snowball
Blah, blah, blah

24. What’s HOT and what’s NOT? Consider your school literacy plan
What’s HOT in your school right now? Are you on track?
What’s NOT hot in your school right now? What do you need to do?
Considerations for 2010?