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Guided Reading

An effective strategy for


readers who have
developed some skills
and strategies in
reading
Advisory Teaching Team
NET Section, EMB
Paula Pacey

Workshop Objectives:

To

introduce the key features and benefits of


Guided Reading
To develop an understanding of the
characteristics of Beginner, Emergent and
Proficient readers and the features of suitable
books for each level
To review ideas for a Supported Reading
lesson
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Curriculum

Components of a School-based
English Language

English Language Curriculum Guide 2004 P.98

English Language Curriculum Guide (2004) A29

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.

Guided Reading also:

presents manageable challenges that encourage reading for


meaning

encourages children to take control of the first reading, to give a


critical response and to talk about messages and meaning in the
text

allows the teacher to identify areas of need and provide support


accordingly

helps children develop positive attitudes towards reading and


motivates them to read widely and frequently

In a Nutshell

In guided reading, we work with a small group of


children who are at the same developmental stage of
reading

We select an unknown or unfamiliar book that


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

Levels of Questioning

Literal the relevant information is found directly


from the text (on the lines)

Interpretive readers are required to reflect on


literal information and see relationships between
statements (between the lines)

Inferential readers relate own background


knowledge (beyond the lines)

General introduction
to book topic
Meaningful
activities
related to
the book

Key
steps in
Guided
reading
Discussion and
reinforcing
skills

Students
may read
softly to
themselves
, teacher
listens

How do we conduct
Guided Reading?

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Introduce the book

Discuss the book cover and title, activate


background knowledge and experiences, and get
the readers to make predictions about the content

Draw childrens attention to the use of words and


structures in the text

Set the reading task and encourage children to read


part of the book silently or aloud

What else?

Explore the characters, plot and setting in greater


depth. Ask a variety of questions literal, interpretive
and inferential

Discuss the story, evaluate it, reflect on it and make


comparisons with other books

Discuss and raise childrens awareness of the


features of different text types, including the style
organization and grammar

11 Extend the story through follow-up activities

The Reading Strategies

Graphophonic strategies letter shapes and sounds

Semantic strategies contexts

Visual clues picture / diagram support

Syntactic clues sentence patterns

12 Questioning

Activity 2: Followup Activity

With

a partner, use the book provided to


complete think up a follow up activity for the
book.

Be

prepared to feedback to the whole group


focus on the activity and the level of children
for whom it would be appropriate

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Characteristics of a Beginner Reader

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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, and
directionality
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

Features of Books
Suitable for Beginner Readers

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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

Characteristics of an Emergent Reader


Is beginning to cope with less predictable structures
within 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 and
shows an awareness of letter-sound relationships and
simple rhymes
Can explain some concepts and procedures
Beginning to understand and look for answers to
16 interpretive questions

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
17 Direct speech, ellipses and contractions

Characteristics of a Proficient Reader

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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 reading
aloud
Been exposed to inferential questions & explored
answers
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

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 story
patterns
Greater development of events within narratives
Inclusion of simple charts, diagrams and technical
19 information in non-fiction books

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, with 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 meaningless
word calling.

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Remember!
When

selecting books for your


reading 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-fiction newspapers, 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%) to


reading activities - storytelling, reading aloud, shared reading,
supported reading and independent reading

Introduce books of different text types and use different teaching


strategies

Develop cross-curricular links


ELCG 2004 (A34-A35)

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Summary

Students input:
background,
cultural and
language
knowledge

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Teachers input:
reading
strategies and
teaching
strategies /
skills

Proficient Readers

Thank you!!!

The End.

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