Next Steps in Effective Guided Reading for KS1

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Next Steps in Effective Guided Reading for KS1

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Aims

• To revisit the key principles of effective Guided
  Reading
• To be able to enhance good working practices and
  organisation of Guided Reading Sessions
• To develop pupils reading comprehension skills
  through higher order questioning and the use of
  quality resources, including texts on screen

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Guided Reading

• The aim is to provide support that is going to
  help children improve their reading and to work
  with increasing independence.
• It enables the teachers to tailor the teaching to
  the needs of the group.
• It provides the teacher with the opportunity to
  extend and challenge more able groups.
• It allows the teachers to give immediate feedback
  on success and the opportunity to discuss further
  areas for improvement.

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Guided ReadingWhat is Guided Reading?

• The teacher is acting as the expert who guides
  the children through the text, providing
  signposts to the most important and most helpful
  features of the textual landscape.
• Teachers must know the text but also the process
  of learning that they have responsibility to
  develop.
• The goal of guided reading is to enable learners
  to become independent, able to read, understand
  and appreciate texts on their own without the
  teachers help.
• In small groups the teacher can observe each
  childs behaviour to see the process by which
  they are creating meaning from the text and then
  offer prompts to develop strategies.

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Planning and Organising Guided Reading

• Establish Groupings by reading age ability or
  current levels of attainment.
• Select appropriate texts that allow opportunities
  for work towards specific targets.
• Texts should match the reading level of the group
  in terms of fluency they should be able to read
  between 90 94 accurately and with
  understanding.
• Where possible texts should match the range being
  taught to the whole class or which relates to
  another area of current learning or interest.
• Most importantly texts must provide opportunities
  to apply the targets and strategies that form the
  groups current focus. e.g. If trying to extend
  Level 3 pupils ability to use inference, it is
  important to select texts that dont make
  everything explicit.

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Ideas for Group ActivitiesMonday

• Jammy Dodgers Independent Task
• Jelly Beans Spelling Investigation
• Jelly Fish Reading for Pleasure
• Jelly Babies Prepared Reading
• Jam Tarts Guided Reading

a b c d e f g h. . .z
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Teaching Sequence for Guided
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Session 2

• Prompts for observations
• Which reading strategies does the teacher focus
  on? How does the teacher intervene to focus on
  the selected strategies and deepen the childrens
  understanding?
• Which aspects of the text does the teacher
  revisit?
• How does the teacher encourage the children to
  develop their responses?
• What opportunities are there for assessing
  childrens progress?How will this guided reading
  session inform the teacher s planning for the
  next steps?

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Question Prompts and Statements

• To move children beyond simple comprehension,
  questioning is the key Consider these types of
  questions
• Deduce draw conclusions from the information
  given throughout the text
• e.g. Using all the evidence available, what can
  you tell me about . . .?
• Infer read between the lines to draw tentative
  conclusions which are based on, but go beyond,
  the information given in the text
• e.g. What would this character think about?
• Justify their reasons by referring to the text
  itself
• e.g. What words give you that impression?
• Evaluate make critical judgements relating to
  the text, about the authors effectiveness and
  their own responses.
• e.g. What makes this a successful story?

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Developing Pupils Responses to Texts

• While pupils are reading a fiction text, teachers
  
• may ask questions such as
• How do you know that?
• Can you show me the part of the text that tells
• us that?
• How did the author create the effect you just
  described?
• Why do you think . . .?
• Get them to pose questions to each other during
  guided and
• independent reading to help them internalise the
  process

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Assessment focuses for Reading

• AF1 use a range of strategies to read for
  meaning
• AF2 retrieve information, use quotation and
  references to text
• AF3 deduce, infer or interpret information,
  events or ideas from texts
• AF4 organisation of texts, grammatical and
  presentational features
• AF5 explain and comment on writers use of
  language
• AF6 identify and comment on writers purposes
  and viewpoints, overall effect on the text on
  reader
• AF7 relate texts to their social, cultural and
  historical contexts and literacy traditions

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AF3 - deduce, infer or interpret information,
events or ideas from texts

• What sort of person is...? What makes you think
  that?
• What is your opinion of this character?
• How do you know (character) was feeling happy,
  sad, scared, excited?
• was feeling upset. How do you know? Find two
  pieces of evidence.
• Why do you think (character) did (state action)?
• What choice would you have made?
• Why do you thinkis acting in this way?
• Why do you think said?
• What do you thinkmeant when he/she said ?
• What does this tell you about the way he/she was
  thinking / feeling?
• Why does the author describe the main character
  in this way?
• What does this description reveal about the main
  character?
• How do you knowandwere enemies? Best friends?
  Find two pieces of evidence.
• Which of these characters do you feel closest to?
  Why?
• Can you put the following events in the order
  that they happen in the story?
• Why do you think the author describes the setting
  as ?
• Which three facts tell you that..?
• Both of these texts are aboutIn which ways are
  they similar? How are they different? Use the
  text to explain your answer.

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Assessment

• Why?
• How?
• Managing assessment
• Record keeping
• New materials

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Tracking pupil progress

• Levelling what do you use?
• Identifying next steps
• Planning for next steps
• Grouping according to identified needs flexible
  groups

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Session 3

• Practical Activities
• Good quality texts
• Using visual literacy
• ICT resources
• Reading into writing
• Units of Renewed Framework

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Good quality texts
DISCUSSION
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• Using pictures to develop pupils inference and
  deduction skills
• Observe and assess strategies used
• Assessment snapshots

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Window
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Reading as a writer, writing as a reader

• Links between reading and writing
• Reading as a grammarian or as a writer?
• ITS
• Developing the Reading Environment
• Units of the Renewed Framework

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Lunch
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Session 4

• Using a text to model a Guided Reading session
  Scaredy Squirrel
• Plan a session - Windows
• Look at visual literacy pictures assessment focus
  3 - Delegates prepare questions they could use in
  class
• Use comprehension flier 3 p. 3-5 to generate
  activities to use in class
• Explore resources on disc
• Look at sets of Guided Reading books and plan a
  session
• Look at Handouts - websites and ICT resources etc
• Plan Next Steps

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Guided Reading SessionScaredy Squirrel
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A Guided Reading Session Scaredy Squirrel

• Suggested Objectives (Year 2)
• Give some reasons why things happen and or
  characters change (focus for session)
• Know how to tackle unfamiliar words that are not
  completely decodable
• Read high and medium frequency words
  independently and automatically
• Draw together ideas and information from across a
  whole text, using simple signposts in the text

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Book IntroductionStrategy Check

• Ask the children what type of text this book
  could be, looking at the front cover only. How do
  they know?
• What does the word Scaredy tell you?
• Encourage the children to predict story using
  front cover Who? Where? What?
• Look at the back cover and blurb
• Give a brief overview of the story, do not reveal
  too much
• Look at illustrations
• Can they spot any difficult words? Discuss
  strategies to tackle these words.
• Share the learning objective for the session in
  child friendly words

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Independent Reading

• Encourage the children to read the text
  independently, reminding them of the objective(s)
  for the session
• This is not a session for round the table
  reading.
• Each child to read at their own pace
• Teacher to hear child read individually (teacher
  moves around the table)
• Intervene where appropriate, i.e. to deepen
  understanding, ask focussed questions, giving
  praise etc.

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Returning/responding to the text

• Ask the children if they enjoyed the book. Why?
• What do they think about Scaredy Squirrel? Which
  words give you that impression?
• Refer back to objective for the session How did
  Scaredy Squirrel change? What made him change?
  How do you think he felt at the beginning/end of
  the story? Do you like Scaredy Squirrels
  character at the start or end of the story? Why?
• Would you change any of the story? How? Why?
• Hot Seat Scaredy Squirrel at the start/end of
  story.

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Next Steps

• Assessment of the children's learning during
  guided reading will inform the next steps for
  your planning.
• This will involve the selection of appropriate
  objectives for the next session in the context of
  the reading targets.

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Workshop activities
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So what next?

• What steps will you take from here to your
  classroom?
• How will you monitor the effectiveness of Guided
  Reading?
• How do you plan to share good practice?

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Advisory Service Kent East Malling Enterprise
Centre New Road East Malling ME19 6BJ Tel 01732
876620 www.kent.gov.uk/advisoryservice