KEY MESSAGES FOR GUIDED READING OUTSIDE THE LITERACY LESSON

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Key messages for Guided reading

Key messages for Guided reading


Outside the literacy lesson

Children chosen by ability usually but may have different needs eg more decoding skills rather than comprehension skills (SVOR idea)

Groups may stay static for longer period - use AfL to decide when to move children

Organisation of GR time crucial for success of reading group

Set times for GR sessions- plan for short daily session in KS1, 3-4 times a week in KS2

T works with one group

Use TA to support second group or manage class organisation (stops children interrupting T)

Text chosen to be at 'instructional level' ie 90-94% accuracy

Choose interesting texts from range of genre

Have clear focus for teaching- may be decoding skills or comprehension skills

Cover all AFs - particularly AF3

Have structure to session - Book intro (may be recapping on pre -

reading task)

Teaching strategies

Independent reading

Return / respond to texts

Setting post reading task

Have fast finisher activity ready

Don't try to hear all children read during the session- focus on quality listening to 2-3 children at one time

Let children read at their own pace

Have reading journals for children to record their responses in


Stretched guided reading

Gives children chance to respond to text on more than one occasion.

1. Pre reading - What is book going to be about

- Activating prior knowledge

- Understanding vocab etc

2. Reading with T

3. Post reading activity - story map

- character descriptions etc


See 'Understanding Reading Comprehension' fliers for ideas.


Don't try to crack organisation in one week- take time to get it right.



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AES COMMON RESPONSE MESSAGES REVISED JUNE 10 2004 PAGE


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