Next Steps in Effective Guided Reading for KS1

1. Next Steps in Effective Guided Reading for KS1

2. Aims To revisit the key principles of effective Guided Reading To be able to enhance good working practices and organisation of Guided Reading Sessions To develop pupils� reading comprehension skills through higher order questioning and the use of quality resources, including texts on screen

3. Guided Reading The aim is to provide support that is going to help children improve their reading and to work with increasing independence. It enables the teachers to tailor the teaching to the needs of the group. It provides the teacher with the opportunity to extend and challenge more able groups. It allows the teachers to give immediate feedback on success and the opportunity to discuss further areas for improvement.

4. Guided ReadingWhat is Guided Reading? The teacher is acting as the expert who guides the children through the text, providing signposts to the most important and most helpful features of the textual landscape. Teachers must know the text but also the process of learning that they have responsibility to develop. The goal of guided reading is to enable learners to become independent, able to read, understand and appreciate texts on their own without the teacher�s help. In small groups the teacher can observe each child�s behaviour to see the process by which they are creating meaning from the text and then offer prompts to develop strategies.

5. Establish Groupings � by reading age ability or current levels of attainment. Select appropriate texts that allow opportunities for work towards specific targets. Texts should match the reading level of the group in terms of fluency � they should be able to read between 90 � 94% accurately and with understanding. Where possible texts should match the range being taught to the whole class or which relates to another area of current learning or interest. Most importantly texts must provide opportunities to apply the targets and strategies that form the group�s current focus. e.g. If trying to extend Level 3 pupils� ability to use inference, it is important to select texts that don�t make everything explicit.

6. Ideas for Group ActivitiesMonday: Jammy Dodgers: Independent Task Jelly Beans: Spelling Investigation Jelly Fish: Reading for Pleasure Jelly Babies: Prepared Reading Jam Tarts: Guided Reading

7. Teaching Sequence for Guided ReadingH:\WORKAREA\TA Induction Training\Primary-TA-2 (D)\wmv\Literacy\Literacy video 7_2.wmv

8. Session 2 Prompts for observations Which reading strategies does the teacher focus on? How does the teacher intervene to focus on the selected strategies and deepen the children�s understanding? Which aspects of the text does the teacher revisit? How does the teacher encourage the children to develop their responses? What opportunities are there for assessing children�s progress?How will this guided reading session inform the teacher� s planning for the next steps?

9. Question Prompts and Statements To move children beyond simple comprehension, questioning is the key �Consider these types of questions: Deduce: draw conclusions from the information given throughout the text; e.g. Using all the evidence available, what can you tell me about . . .? Infer: read between the lines to draw tentative conclusions which are based on, but go beyond, the information given in the text; e.g. What would this character think about? Justify: their reasons by referring to the text itself; e.g. What words give you that impression? Evaluate: make critical judgements relating to the text, about the author�s effectiveness and their own responses. e.g. What makes this a successful story?

10. Developing Pupils� Responses to Texts While pupils are reading a fiction text, teachers may ask questions such as : How do you know that? Can you show me the part of the text that tells us that? How did the author create the effect you just described? Why do you think . . .? Get them to pose questions to each other during guided and independent reading to help them internalise the process

11. Assessment focuses for Reading AF1 � use a range of strategies to read for meaning AF2 � retrieve information, use quotation and references to text AF3 � deduce, infer or interpret information, events or ideas from texts AF4 � organisation of texts, grammatical and presentational features AF5 � explain and comment on writers� use of language AF6 � identify and comment on writers� purposes and viewpoints, overall effect on the text on reader AF7 � relate texts to their social, cultural and historical contexts and literacy traditions

12. AF3 - deduce, infer or interpret information, events or ideas from texts What sort of person is...? What makes you think that? What is your opinion of this character? How do you know (character) was feeling: happy, sad, scared, excited? �was feeling upset. How do you know? Find two pieces of evidence. Why do you think (character) did (state action)? What choice would you have made? Why do you think�is acting in this way? Why do you think� said���? What do you think�meant when he/she said ���? What does this tell you about the way he/she was thinking / feeling? Why does the author describe the main character in this way? What does this description reveal about the main character? How do you know�and�were enemies? Best friends? Find two pieces of evidence. Which of these characters do you feel closest to? Why? Can you put the following events in the order that they happen in the story? Why do you think the author describes the setting as ���? Which three facts tell you that..? Both of these texts are about�In which ways are they similar? How are they different? Use the text to explain your answer.

15. Assessment Why? How? Managing assessment Record keeping New materials

16. Tracking pupil progress Levelling � what do you use? Identifying next steps Planning for next steps Grouping according to identified needs � flexible groups

17. Session 3 Practical Activities Good quality texts Using visual literacy ICT resources Reading into writing Units of Renewed Framework

18. Good quality texts

19. Using pictures to develop pupils� inference and deduction skills Observe and assess strategies used Assessment snapshots

20. Window

21. Reading as a writer, writing as a reader Links between reading and writing Reading as a grammarian or as a writer? ITS Developing the Reading Environment Units of the Renewed Framework

22. Lunch

23. Session 4 Using a text to model a Guided Reading session: �Scaredy Squirrel� Plan a session - �Windows� Look at visual literacy pictures assessment focus 3 - Delegates prepare questions they could use in class Use comprehension flier 3 p. 3-5 to generate activities to use in class Explore resources on disc Look at sets of Guided Reading books and plan a session Look at Handouts - websites and ICT resources etc Plan Next Steps

24. Guided Reading Session�Scaredy Squirrel�

25. A Guided Reading Session� Scaredy Squirrel� Suggested Objectives (Year 2): Give some reasons why things happen and or characters change (focus for session) Know how to tackle unfamiliar words that are not completely decodable Read high and medium frequency words independently and automatically Draw together ideas and information from across a whole text, using simple signposts in the text

26. Book IntroductionStrategy Check: Ask the children what type of text this book could be, looking at the front cover only. How do they know? What does the word �Scaredy� tell you? Encourage the children to predict story using front cover: Who? Where? What? Look at the back cover and blurb Give a brief overview of the story, do not reveal too much Look at illustrations Can they spot any difficult words? Discuss strategies to tackle these words. Share the learning objective for the session in �child friendly� words

27. Independent Reading Encourage the children to read the text independently, reminding them of the objective(s) for the session This is not a session for �round the table� reading. Each child to read at their own pace Teacher to hear child read individually (teacher moves around the table) Intervene where appropriate, i.e. to deepen understanding, ask focussed questions, giving praise etc.

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29. Returning/responding to the text Ask the children if they enjoyed the book. Why? What do they think about Scaredy Squirrel? Which words give you that impression? Refer back to objective for the session: How did Scaredy Squirrel change? What made him change? How do you think he felt at the beginning/end of the story? Do you like Scaredy Squirrel�s character at the start or end of the story? Why? Would you change any of the story? How? Why? Hot Seat Scaredy Squirrel at the start/end of story.

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31. Next Steps Assessment of the children's learning during guided reading will inform the next steps for your planning. This will involve the selection of appropriate objectives for the next session in the context of the reading targets.

33. So what next? What steps will you take from here to your classroom? How will you monitor the effectiveness of Guided Reading? How do you plan to share good practice?