Guided Reading

1
Guided Reading

• Workshop for FS2 KS1

2
Guided Reading

• Guided reading sessions should be pitched
  carefully to the level and needs of the children
  in the session at the time. This implies a high
  level of knowledge about the exact state of each
  childs phonic learning. This is achieved through
  observation, robust assessment and regular
  contact during phonic sessions.

3
Characteristics

• The teacher works with each group on a text
  carefully selected to offer an appropriate level
  of challenge to the group.
• Usefully thought of as a mini-lesson with a
  clear learning objective lesson structure.
• Challenge may be in the use of reading cues
  strategies, language vocabulary, or use of
  advanced reading skills (skimming, scanning,
  inference)
• The teacher aims to foster success by
  anticipating likely challenges prior to an
  independent first reading. This is achieved
  through an introduction to the text before pupils
  read this alone.

4
Choosing the text

• 90-94 accuracy
• Sufficient challenge
• Opportunity to apply strategies
• Sufficient cues
• Teaching
• Vocabulary
• Phrasing, fluency, expression

5
When to start guided reading

• Child knows
• Where the book starts
• Direction to turn pages
• Print tells story, illustration supports this
• Can interpret illustrations
• Left to right print direction
• 1-1 correspondence
• Some sound-letter links
• Some high frequency words

6
Processing Strategies

• Attending and searching
• Predicting
• Cross checking and confirming
• Self correcting

7
Cues Information Sources

• Initial letter, phonemes (visual)
• Illustrations (meaning)
• Language (structure)
• Does it look right? Cat/dog
• Does it make sense? Horse/house
• Does it sound right? The boy goed to the shops

8
Integrating the three information sources in text
Visual
Does it look right? V
V
Knowledge of the world use of text
S
M
Structure S Does it sound right?
Grammatical knowledge
Meaning M Does it make sense?
9
Effective practice in progress towards ELGs for
Reading

• Focus on meaningful print
• Help children to understand what a word is
• Read known stories for children
• Create imaginary words to describe characters in
  stories and poems
• Discuss ways of finding information from non-
  fiction texts
• Engage with parents

10
Effective practice towards ELGs continued

• Help children to identify main events in stories,
  re-enact stories
• Make story boxes with children
• Demonstrate reading using phonic strategies
  whilst children can see text
• Encourage children to recall words they see
  frequently
• Play games that develop phoneme grapheme
  correspondence to support rapid decoding

11
Organisation

• Additional adults
• Focused activities
• Independent and follow up