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.
ACTION MESSAGES ATTACK ENEMY CITY MESSAGE NAME ACTATTACKCITY DESCRIPTION
ADVOCACY MESSAGES (BROCHURES) TO CONSTRUCT PARENTS MEDIA
AES COMMON RESPONSE MESSAGES REVISED JUNE 10 2004 PAGE
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