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Copy of Reading and Guided Reading
Transcript of Copy of Reading and Guided Reading
"Once you learn to read, you
will be forever free."
Early & Mechanical Phase
EYFS & KS1
This phase of learning is about the mechanics of decoding. Learning a method, finding out that text has meaning and becoming motivated to learn to read.
At this stage we have to entice children into story worlds and help them to find the comfort and pleasure in reading. We have to make children feel like they are good readers, that they know stories and books well.
TALK FOR WRITING
READ WRITE INC.
Pre- Reading Phase
WELLCOMM - CLIC
HANDS ON LITERACY
By now children are decoders. What is important is that they practise, practise, practise so reading skills become fluent and subconscious and are carried out at speed. In this phase children needs lots of opportunities to explore, respond, engage and interact with texts and to think deeply about them.
Maybe From Y2 throughout KS2
These children can enjoys texts at a literal level, beyond a literal level and on a personal level, which means they can explore thier own personal response to reading and give it value in their lives
End of Primary School
onset & r/ime, sight vocabulary, shape and form of whole words, words within words, syll/a/bles, analytic phonics, synthetic phonics
use knowledge of common phrases and common sentence structures and knowledge of word classes and grammar to predict words and illicit meaning.
Once upon a __________.
In the deep, dark __________.
The boy sat in the chair with a broken arm.
Use knowledge of common phrases and sentence structures and knowledge of word classes to predict words. Use knowledge of grammar to illicit meaning.
In the deep, dark ______
Once Upon a _________
The boy sat on the chair with a broken arm.
The boy with the broken arm sat on a chair.
Use contexts to predict words. link words
to meanings, use prior knowledge and
experiences to aide understanding.
The grass was ____________ and ____________.
The ___________ fur _____________ my face.
Across the curriculum. Teacher models thinking skills, questions using the q matrix, studies models for writing.
As a group, enjoying and exploring a text. Book talk. A quest for meaning. Shared thinking and personal response.
Personal interest & practice. Pupils are
encouraged to select texts that they
enjoy from our school library and class library
Library service loans to support topics
Group of about 6
Every day in All classes
response to the needs of the group
differentiated teaching of reading skills
OPEN QUESTIONING - REFERENCE SKILLS
"Guided Reading is about getting under the skin of a book, reading to make meaning and to give a personal response to texts. Children need to apply knowledge of all three reading cues to be able to to this with confidence."
Implement reading skills
"Children learn best when they are engaged, When they want to read and when they feel that it matters to them to read"
Lambert & Gooch
Topic mind map
Favourite and Familiar stories
Meet a character
by an enthusiastic adult
Knowledge of books & authors
Hypothesize and predict
Freeze Frame and Thought Track
Get into the story
Use reading journals to record and explore
things you like
things you don't like
Connections between books
what do you think/feel about...
Alternatives - what should have happened
How this story or text relates to you
Think like the writer
Critique and evaluate
All topics are led by classic and modern novels and stories. A wide range of genre has been planned from nursery to year six to ensure pupils experience the best possible texts, characters and settings. Obviously, this all helps pupils to develop their writing skills at a quicker pace.
YSGOL GYNRADD COEDPENMAEN
A CREATIVE APPROACH TO DEVELOPING COMMNICATION SKILLS
with teacher/teacher assistant
parent helper/buddy reading
HELPING YOUR CHILD TO READ AT HOME
The Golden Rules
Discussion and questioning
The Five Finger Reading Test
Teaching Reading Skills