Guided Reading Pow.point

8/11/2019 Guided Reading Pow.point

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Advisory Teaching Team

NET Section, EMB

Paula Pacey

Guided ReadingAn effective strategy for

readers who havedeveloped some skills

and strategies in

reading


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Workshop Objectives:

To introduce the key features and benefits ofGuided Reading

To develop an understanding of thecharacteristics of Beginner, Emergent andProficient readers and the features of suitablebooks for each level

To review ideas for a Supported Readinglesson


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Components of a School-basedEnglish Language Curriculum

English Language Curriculum Guide 2004 P.98


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English Language Curriculum Guide (2004) A29


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Rationale for Guided Reading

It gives readers the opportunity to purposefully talk, read and

think their way through a new text.

It provides a setting for good instructional teaching of the

alphabet, phonics, vocabulary, punctuation and grammar.

Children develop their awareness of styles, structures and

organizations of particular text types.

It lets children learn and practice new strategies for making

sense of a story. They are guided to think critically about the

content.


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Guided Reading also:

presents manageable challenges that encourage reading formeaning

encourages children to take control of the first reading, to give acritical response and to talk about messages and meaning in thetext

allows the teacher to identify areas of need and provide supportaccordingly

helps children develop positive attitudes towards reading andmotivates them to read widely and frequently


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In a Nutshell In guided reading, we work with a small groupof

children who are at the same developmental stage of

reading

We select an unknown or unfami liar bookthat

provides just the right balance of supports and

challenges so that children can read most of it

independently (60% vocabulary known)

Children use the reading strategies they have learnt

as they read for meaning


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Levels of Questioning

Literalthe relevant information is found directly

from the text (on the lines)

Interpretivereaders are required to reflect on

literal information and see relationships between

statements (between the lines)

Inferentialreaders relate own background

knowledge (beyond the lines)


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General introduction

to book topic

Students

may read

softly tothemselves,

teacher

listens

Meaningful

activitiesrelated to

the book

Discussion and

reinforcing

skills

Key

steps inGuided

reading


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How do we conduct

Guided Reading?

Introduce the book

Discuss the book cover and title, activatebackground knowledge and experiences, and getthe readers to make predictions about the content

Draw childrens attention to the use of words andstructures in the text

Set the reading task and encourage children to read

part of the book silently or aloud


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What else?

Explore the characters, plot and setting in greaterdepth. Ask a variety of questionsliteral, interpretive

and inferential

Discuss the story, evaluate it, reflect on it and makecomparisons with other books

Discuss and raise childrens awareness of thefeatures of different text types, including the styleorganization and grammar

Extend the story through follow-up activities


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The Reading Strategies

Graphophonic strategiesletter shapes and sounds

Semanticstrategiescontexts

Visual cluespicture / diagram support

Syntactic cluessentence patterns

Questioning


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Activity 2: Followup Activity

With a partner, use the book provided tocomplete think up a follow up activity for thebook.

Be prepared to feedback to the whole groupfocus on the activity and the level of childrenfor whom it would be appropriate


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Characteristics of a Beginner Reader

Expects books to be enjoyable

Early attempts at using pictorial and phonic clues

Early attempts to anticipate the storyline from title and illustrations Can use prior knowledge to relate to texts when prompted

Is establishing one to one matching, return sweep, anddirectionality

Recognizes some letters and words

Recognizes and names some letters of the alphabet and shows an

awareness of letter-sound relationships and simple rhymes Beginning to recognize parts of a book e.g. title, cover, author and

illustrator

Understands that the text and illustrations carry a message

Reading the lines


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Features of Books

Suitable for Beginner Readers

A close picture / text match

Clear text with good spacing between words One to two lines of text in the same place on each page

Predictable sentence patterns using natural language

High frequency vocabulary throughout

Gradual introduction of content (interest) words Rhythm and rhyme to foster phonological awareness

and familiarity with the alphabet


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Characteristics of an Emergent Reader

Is beginning to cope with less predictable structureswithin a text

Is beginning to integrate sources of information Is beginning to understand that texts are written for a

variety of purposes

Recognizes features of fiction and non-fiction text

Recognizes and names letters of the alphabet andshows an awareness of letter-sound relationships andsimple rhymes

Can explain some concepts and procedures

Beginning to understand and look for answers tointerpretive questions


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Features of Books

Suitable for Emergent Readers

Longer, more varied sentence patterns

Multiple lines of text per page An increasing number of word changes per

page

Variation in the placement of text on the page

A greater use of book language and different

text types

More characters, locations and incidents

Direct speech, ellipses and contractions


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Characteristics of a Proficient Reader

Able to summarize & make inferences (text & pictures)

Can identify & discuss authors viewpoint

Reads a variety of text-types Building fluency & phrasing

Intonation, facial expression & gesture when readingaloud

Been exposed to inferential questions & exploredanswers

Wider knowledge of text-types

Evaluating the text & creating ideas (e.g., role-play)

Self-selects books from various sources

Sustained reading on a regular basis


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Features of Books Suitable for

Proficient Readers

Rich and varied vocabulary

Wider variety of punctuation More complex sentence structures within familiar

themes

Themes that challenge readers to think critically

Longer storylines

Greater use of book language and traditional storypatterns

Greater development of events within narratives

Inclusion of simple charts, diagrams and technicalinformation in non-fiction books


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Matching Students with Texts

The texts are carefully matched to the children so they can apply

their strategies to overcome the challenges in the text and read it

independently, wi th success.

Children should be able to read 9 out of 10 words and have a basic

understanding of what they read.

Supported reading allows children to show how they manage a text

on the first reading.

If the text is too difficult, students are prevented from problem

solving and the reading process breaks down into meaninglessword calling.


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Remember!

When selecting books for yourreading programme, match the titles

with the suggested modules and units

for KS1 and KS2.(ELCG 2004 P.A5)


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Choose a Balance of

Genres and Text Forms

Include both fiction- story books, realistic fiction,

multicultural folk tales, fantasy stories, poetry,

songs, rhymes

and non-fictionnewspapers, brochures, timetables,

maps, reports, recipes, diaries, letters, notes,

report cards, magazines, interviews,

encyclopedias etc.


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Curriculum Connections

Allocate an appropriate proportion of total curriculum time (40%) toreading activities - storytelling, reading aloud, shared reading,supported reading and independent reading

Introduce books of different text types and use different teachingstrategies

Develop cross-curricular links

ELCG 2004 (A34-A35)


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ummary

Students input:

background,cultural and

language

knowledge

Teachers input:

readingstrategies and

teaching

strategies /

skills

roficient Readers


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Thank you!!!

The End.

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