Guided Reading Workshop20th March 2015

Aims of New Curriculum

• Read easily, fluently and with good understanding.

• Develop the habit of reading widely and often, for both pleasure and information.

• Reading has a much greater focus, especially reading whole texts.

• Bigger focus on our rich and varied literary heritage.

Reading (word level/decoding) • Apply phonic knowledge to read words.• Respond speedily for all 40+ phonemes (sounds)• Blend sounds.• Read common exception words (tricky words) such as was/said.• It is expected that by year 2 pupils no longer will ‘sound out’

but will instead read automatically and without undue hesitation.• No new word level objectives past year 2. It builds upon

existing knowledge.• Phonic test in year 1 and new 1A expectation.

Reading (comprehension)• Develop pleasure in reading. (ks1)• Understand both the books they read and those they listen to.

(ks1)• Participate in discussion about books. (lks2) • Develop positive attitudes to reading. (lks2)• Retrieve and record information from non fiction books. (lks2)• Discuss authors use of language. (uks2)• Read a wide range of books. (uks2)• Explain and discuss their understanding of what they have

read through formal presentations and debates. (uks2)

The Reading Diet

Children working individually, in groups or as a

whole class to use and apply their reading skills to

complete a range of tasks

Children working

with self-selected material including familiar

text

Children working in

small groups with text

selected by teacher at the instructional

level

Children working

with challenging

text

Focused Reading Tasks

Personal Reading

Guided Reading

Shared Reading

AF2 – Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. I can understand and describe events

or ideas f rom texts. I can select and retrieve inf ormation

or ideas f rom texts. I can use quotation and ref er to texts

to support my ideas. Key Skills Look f or inf ormation. What can you see? Describe what the text is about and what’s happening.

AF3 - Deduce, infer or interpret information, events or ideas from texts. I can deduce, infer or interpret

inf ormation, events or ideas f rom texts.

Key Skills Dig deeper to see what’s REALLY happening! Read between the lines.

AF4 - I dentify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. I can identif y and comment on the

structure and organisation of texts. I can recognise the grammatical and

presentational f eatures of texts. Key Skills Describe how the writer has built up the text.

AF6 - I dentify and comment on writers’ purposes and viewpoints, and the overall eff ect of the text on the reader. I can identif y and comment on writers’

purposes and viewpoint and the overall eff ect of the text on the reader.

Key Skills What is the writer trying to tell the reader? How do you, as a reader, respond? Has the writ ing hit the spot?

AF5 - Explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level. I can explain and comment on how

writers use language, grammatical and literary features in order to create eff ects.

Key Skills Note the specific words, phrases and sentences that create the eff ects.

AF7 - Relate texts to their social, cultural and historical traditions. I can relate texts to their social,

cultural and historical contexts and literary traditions.

Key Skills I dentif y how social, cultural and historical contexts and literary traditions have influenced the writer, and theref ore influenced you, as the reader. Link texts to their social, cultural and historical contexts and literary traditions.

What is guided reading?• The teacher works with a small group of children who

are at the same developmental stage of reading

• The teacher selects an unknown text that provides just the right balance of supports and challenges

• The teacher reminds the children to use a range of reading strategies

• The teacher uses questioning and other strategies to develop comprehension

Guided Reading in Foundation

• Guided reading begins in F2 where the children are grouped according to ability using RWI assessments.

• We also ensure that they are reading the same level book in RWI as in guided reading- (see ORT correlation chart.

• Later on as children move to Yr1 and 2 we also ensure they are reading the correct level book- e.g so if a child is reading at a 1b they should be reading orange books moving towards reading turquoise

Reading expectations in F2

• By the end of f2 children should be ‘Expected’ in the Reading Early learning goal-

• Children should read and understand simple sentences. Use their phonic knowledge to decode regular words and read them aloud accurately. They should also read some common irregular words and demonstrate an understanding when talking with others about what they have read.

Guided Reading sessions in F2 • In guided reading we encourage children to use their phonics and

clues in the text to help them decipher the words on the page. • 1st guided read- Monday• -the teacher reads the guided reading book twice to the group as

the children follow with their finger. • They then look at any words that children may struggle on e.g

tricky words- words that cannot be sounded out. • The adult will also encourage children to use their phonics if its

word they are unsure of. • The children then take it in turns to read each page one at a time

around the table.

Guided Reading Sessions

• 2nd guided Read- Tuesday• The teacher today reads the guided reading

book to the children again but only once .• They then read each page again one at a time

around the table. • Today the teacher will ask Q’s about what they

have read.

Guided Reading Sessions

• 3rd Guided Read-Wednesday • Today the teacher reads the guided reading

book but this times puts in lots of expression. • The children then take turns to read each page

one at a time but this time using their ‘reading voice’ a voice that uses lots of ecxpression.

Guided Reading Session

• 4th Guided reading- session• Task- this will be linked to the guided reading

objective and will enable them to apply the skills they have practiced or learned that week

In guided reading sessions...

• The teacher has an explicit teaching role

• The teacher can meet the needs of a group of children, rather than dealing with one at a time

• Children can learn from one another

What is the teacher’s role?The teacher’s role is to…• group the children• prepare and structure the lessons• choose appropriate materials• prepare the teaching points• observe the children’s reading behaviours• develop each child’s insight and

independent judgement

A guided reading modelBook introduction or recap

Strategy check

Independent Reading

Returning to the text

Response

Next Steps

Comprehension

• What is comprehension?

• What were your experiences of ‘comprehension’ at school?

The gribbles sorged normingly down the rand.

• Who sorged?

• How did they sorge?

• Where did they sorge?

Eh?