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guided reading

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by

anne proctor

on 23 January 2013

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Transcript of guided reading

Organisation Book Introduction
Strategy check
Independent reading
Revisit
Follow up Guided reading purpose organisation comprehension assessment The purpose of
guided reading The purpose of guided reading is to promote independent reading by helping children to:

1 Develop effective reading skills and strategies (including decoding)
2 Improve fluency
3 Widen vocabulary
4. Develop confidence.
5. An opportunity for children to
explore a text in more depth
and develop skills of comprehension An opportunity for assessment
-to monitor strategies being used, identify micues and identify next steps Organisation of a
guided reading
session
Book introduction Strategy check Follow up activities Genre discussion
Personal response ss
Connections ss
Predictions ss
Questions ss Independent reading Revisit book 'Fixing' problems
Emphasising successful strategies

Questioning


Summarising
Visualising Opportunities for independent
application of strategies
Demonstrate comprehension
Enrichment of reading Comprehension Super six Connecting
Predicting & inference
Questioning
Monitoring
Visualising
Summarising Possible questions/statements
Was there was another character like that in..
I know someone who works in a....
Have you ever visited a.......?
This reminds me of...
I saw a programme about ..... Predicting is...

Using information from text, pictures, experiences (including connections) to anticipate what might happen..... Possible Questions;
what do you think might happen in this story?
What makes you think that?
What sorts of words might you see in a story like this? Comprehension is the act of constructing meaning with text Why teach comprehension skills? To increase the ability to create
meaning with text independently

This is best done by explicit teaching in the use of comprehension skills
Not all children acquire these skills naturally Making connections will:
add to the readers mental image
enable the reader to have empathy with characters
Engage the reader on a more personal level Set a purpose for reading.

Allow children to regulate their own decoding of words and comprehension.

Motivate readers to confirm their predictions ( or monitor their predictions as they move through a text.) and interact with the text. Predicting will... Questioning Inference-
reading between the lines Successful readers make guesses based on what they read and what they already know.

" The grass was wet" inference that it had rained without specifically saying that.

Questions for inference:
How do you know what she was feeling?
Why did he vow never to return?
What made them decide to run? Questioning when? where? who? how many?

what if..? why did?
how did? what would happen if?
How would you feel if?
What might? what do you think?
Tell me about... Adult asking child questions to:
find out how much is understood
Model how to ask questions
Encourage child to engage with text.

Child asking own questions to:
Engage with the story
Make connections
Understand the story Monitoring Does that make sense? What if there is a breakdown in meaning?
Children need to know how to take steps to 'fix' words/sentences.

Adult modeling/ thinking aloud

Wait until the end of page/paragraph:
You read that line as "......." Does that sound right?
Reread this line...
Try this again... Visualising Creating mental images/ art to match the text

Helps children connect with the text- activate prior knowledge and make connections

Works well with settings, character descriptions, poetry and adjective rich text

Which words helped you imagine?
Which was the most powerful word used?
What would that sound like? smell like?
How does that make you feel?
How did the author make you feel like that?
Summarising- what is important? Questions:
What does that mean? ( put sentences in own words)
What is the main point in that paragraph?
What is the main event?
What happened first, next...

Activities:
Map the story then retell orally to partner
Ordering/ sequencing events
written summary/blurb
20 words game Picking out the key events/points and showing links between them.

Helps to clarify 'whole texts' to develop understanding.

Helps with understanding story structure/text features phonics game
Look at reading targets
Reminders of strategies if stuck on word
Look at technical /new words
Modelling of monitoring strategy Was there anything you liked about this book?
What especially caught your attention?
What would you have liked more of?

Was there anything you disliked? Why?

Was there anything that puzzled you?
Was there anything you thought strange?
Was there anything that surprised you?

Were there any patterns – any connections- that you noticed? Instructional level book

Assessment - miscues- evidence of applying strategies - are children monitoring their comprehension?
Running records/ evidence

prompts to monitor
Encouragement Review of previous chapters
Predicting
Making connections
Questioning Book reviews, summarise, story map, character profile, visualise setting, questions for the author etc Assessment and evidence APP to set targets and assess
Guided reading group books
Individual reading journals She looked at the key for quite a long time. She turned it over and over, and thought about it. As I have said before, she was not the sort of child who would ask permission or consult her elders about things. All she thought about the key was that if it was the key to the closed garden, and she could find out where the door was, she could perhaps open it and see what was inside the walls, and what had happened to the old rose-trees. There was a loud rumbling noise, the chicken took his chance and ran across.

The milkman saw the burglar climbing out of the window.


Felix, crept stealthily towards the hole and reached in.


Full transcript