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Copy of Reading and Guided Reading

Morning INSET 4th September 2012

Michelle Pugh

on 1 May 2013

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Transcript of Copy of Reading and Guided Reading

The Road to Reading "Once you learn to read, you
will be forever free." Frederick Douglass 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. Pre- Reading Phase Experiencing language and print, books, texts, sounds, talk through early experiences and interactions. 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. Transitional Phase
Starts in 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 Advanced Reader
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. Reading @
Penygawsi Shared Reading Guided Reading Individual Reading Class Story 1:1 Reading 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 Guided Reading Group of about 6
Every day
All classes
Planned and tracked using INCERTS/APP
response to the needs of the group
differentiated teaching of reading 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." Introduce
Text Implement reading skills Read and
listen Teacher
questions Personal
Response A
Guided Reading
Session "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 Story bag Meet a character Map Reading space Introduced
by an enthusiastic adult Knowledge of books & authors picture Sound scape Variety active fun short playful practical Talk Debate Jumbled Sentences ... empathy... Explore Question Comprehension Infer Hypothesize and predict Role play Hot
Seat Freeze Frame and Thought Track Unpick Clarify Discuss Think deeply Get into the story List Compare Task Use reading journals to record and explore
things you like
things you don't like
puzzles, enthusiasms, connections
what do you think/feel about...
Alternatives - what should have happened
How this story or text relates to you What about the kids
who aren't reading with
me? 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 PENYGAWSI
READING EVENING FOR PARENTS The purpose of tonight:
To help parents understand the emphasis that we put on reading in our school and why.
To show you some of the different types of reading activities we do in school.
To offer you advice on helping a child to read at home. with teacher/teacher assistant
parent helper/buddy reading feelings Storytelling HELPING YOUR CHILD TO READ AT HOME Choosing Books
The Golden Rules
Discussion and questioning
Reading everyday
Reluctant Readers
The Five Finger Reading Test Buddy Reading Teaching Reading Skills Reading Projects
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