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Guided reading

Guided reading. Yrs 1-4 Common in NZ classrooms Encourages children to use strategies that they have already learnt in shared reading such as: Predicting, Cross-checking and confirming, and Self-correcting. Guided reading Years 5 - 8.

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Guided reading

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  1. Guided reading Yrs 1-4 • Common in NZ classrooms • Encourages children to use strategies that they have already learnt in shared reading such as: Predicting, Cross-checking and confirming, and Self-correcting Tom Nicholson

  2. Guided reading Years 5 - 8 • Provides opportunities to talk, think, and read through a text • e.g. with stories, attend to: • Character • Plot • Setting • Style • Form of text • Language features Tom Nicholson

  3. Method • Small group of 3-7 • Each student has copy of the text • Before: Teacher selection of text and purpose. Introduce text to children - activate prior knowledge • During: Children read, silently or quietly to themselves. Stop at points in the text, discuss • After: Questioning, revisiting the text Tom Nicholson

  4. Preparation for Guided Reading • Choosing text: Ready to Read and School Journal materials are already graded for shared, guided or independent reading. Choose text that can be read with 90-95% accuracy. • Website for teaching ideas: 1. Ready to Read Junior School Ministry of Education – TKI website http://www.tki.org.nz/r/literacy_numeracy/professional/teachers_notes/ready_to_read/index_e.php 2. School Journals – TKI website http://www.tki.org.nz/e/r/literacy_numeracy/professional/teachers_notes/school_journal/index.php Tom Nicholson

  5. Before reading - Introduce text • Work out your purpose for the lesson – what are you going to focus on? • Activate prior knowledge (recall Schema theory) • Try to link pupil’s past knowledge with the ideas that will be in the text • Talk about the title, the cover page – figure out what kind of story/article this will be Tom Nicholson

  6. During reading • Children read ‘chunks’ (silently or quietly to themselves) and then stop and discuss text • If it is a short text, one or two pages, pupils can read whole text to end • Use a whiteboard to record main ideas, etc. • Clarify difficult words as they come up, e.g., in A pocket for Corduroy, what is a spool? Try to give synonyms, e.g., round. Give features e.g., made of wood. Give purpose e.g., to wind thread on Tom Nicholson

  7. After reading • Review what you wanted pupils to learn • Follow-up activities: • Rereading in pairs or independently • Making text structure e.g., story web, flowcharts etc. • Retelling, writing the story Tom Nicholson

  8. Strengths & Weaknesses Tom Nicholson

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