Guided Reading Workshop

30th November 2011

Reading for purpose and

pleasure

Reading in the classroom

Children working Children working individually, in individually, in groups or as a groups or as a whole class to whole class to use and apply use and apply their reading their reading

skills to skills to complete a range complete a range

of tasksof tasks

Children Children working working with self-with self-selected selected material material including including familiar familiar

texttext

Children Children working in working in

small groups small groups with text with text

selected by selected by teacher at the teacher at the instructional instructional

levellevel

Children Children working working

with with challengingchallenging

texttext

Focused Focused Reading TasksReading Tasks

Personal Personal ReadingReading

Guided Guided ReadingReading

Shared Shared ReadingReading

Shared Reading•Usually whole class together

•Reading the same text

•A range of texts and text types

•Reading and responding

•Analysing texts

Guided Reading

•A small group of up to 6 children

•Once or twice a week

•Learning strategies

•Developing comprehension skills

Book introductionIdentify teaching objective, make links to existing experience, generate questions for discussion

Strategy check – Recall recently introduced strategies

Identify points of potential difficulty, generate questions for resolution during independent reading

Independent Reading Children read a specified amount of text independently, with teacher supporting one-to-one

Returning to the Text Answer questions posed earlier – Summarise - Praise use of emerging strategies - Generate questions to identify successful problem-solving strategies - Return to teaching objectives

Question to develop understanding at word/sentence/text levels

Responding to textPrompt for personal response

Guided Reading – a definition

The goal for Guided Reading is for children to learn how to read to themselves accurately & with enjoyment, putting into practice appropriate reading strategies while thinking about the meaning of the text’

What is guided reading?

The teacher works with a small group of children who are at the same developmental stage of reading

The teacher selects an unknown text that provides just the right balance of supports and challenges

The teacher reminds the children to use a range of reading strategies

The teacher uses questioning and other strategies to develop comprehension

Book Banding LevelsLilac Books with Books with

no wordsno words

Pink Working Working Towards Towards

Level 1Level 1Red

Yellow

BlueLevel 1Level 1Green

Orange

Turquoise Level 2Level 2

Purple

Gold

White

Lime Level 3Level 3

Brown Levels 2A-3BLevels 2A-3B

Grey Levels 3A-4BLevels 3A-4B

D Blue Levels 4B-5CLevels 4B-5C

D Red Levels 5C-5ALevels 5C-5A

Book Banding•Organisation of books

•Coloured band levels

•Guided reading – instructional level

•Home reading – easy level

•Reading for enjoyment

When hearing children When hearing children read individually...read individually...

The teacher’s response is generally The teacher’s response is generally repetitiverepetitive

the teacher makes references to general the teacher makes references to general rules/strategiesrules/strategies

children spend time practising and children spend time practising and rehearsing, but little time being rehearsing, but little time being taughttaught

the teacher is able to make useful the teacher is able to make useful assessmentsassessments

Why Guided Reading?

Guided Reading is believed to be the most effective & efficient way of teaching reading

to childrenGuided Reading enables children to develop

a wide range of comprehension strategiesGuided Reading enables learners to become

independent able readers

In guided reading sessions...

The teacher has an explicit teaching role

The teacher can meet the needs of a group of children, rather than dealing with

one at a time

Children can learn from one another

What is the teacher’s role?

The teacher’s role is to…•group the children

•prepare and structure the lessons•choose appropriate materials•prepare the teaching points

•observe the children’s reading behaviours•develop each child’s insight and

independent judgement

•Competent readers develop knowledge, a repertoire of

strategies, and awareness that enable them to:

•Decode•Construct meaning effectively

•Think critically as readers

Evidence that supports the simple view of reading

•Different skills and abilities contribute to successful development of each dimension

•There are children with good word recognition skills who fail to understand

what they can read.•There are children with poor word

recognition skills who make better than expected sense of what they read.

The gribbles sorged normingly down the rand.

•Who sorged?

•How did they sorge?

•Where did they sorge?

…and why?

‘The books transported her into new worlds and introduced her to amazing

people who lived exciting lives. She went on olden day sailing ships with Joseph

Conrad. She went to Africa with Earnest Hemingway and to India with Rudyard

Kipling. She travelled all over the world while sitting in her little room in an

English village.’

Roald Dahl Matilda

Whichever way we teach reading we want the same end product …children to be fluent and confident,

to become lifelong readers and above all enjoy reading.

Guided Reading is just 1 of the approaches we adopt