1. Reading Workshop KS2

2. What is Guided Reading?
Guided Reading takes place each day in Ks1 and Ks2
It is where children are TAUGHT reading skills
Reading is GUIDED by the teacher
Children are grouped according to ability

3. What level book will my child read in Guided Reading?

4. At home, we want children to read for PLEASURE and PRACTICE.
Guided Reading is INSTRUCTIONAL and should therefore be more challenging than the level going home. It is the TEACHER’S role to TEACH READING.
At home, we want children to read for PLEASURE and PRACTICE.
Children will therefore read the colour ABOVE their independent reading book.

5. For example, a child reading JPink at home will be guided reading at Red as the next table shows.

7. Q. What will my child do in a Guided Reading session. A
Q. What will my child do in a Guided Reading session? A. GR is a carousel of activities to be completed over the course of a week.

8. Assessment Focus The teacher will cover a range of “AFs” when planning guided reading.

9. AF2 Understand, retrieve, select, describe List… Select a word that shows… Find…

10. AF3 Deduce, infer or interpret How did… feel. What suggests…
AF3 Deduce, infer or interpret How did… feel? What suggests…? Explain how…? What makes you think…?

11. WHAT IS INFERENCE AND DEDUCTION
WHAT IS INFERENCE AND DEDUCTION? Deduction is more factually based, whereas inference has an element of guesswork. In Kensuke's Kingdom, when water and food are left beside Michael the deduction is that someone else lives on the island. The inference is that they care for Michael, but don't want him to know anything about them.

12. AF4 Structure and organisation of texts What is the purpose of…
AF4 Structure and organisation of texts What is the purpose of…? How do sub-headings make the article easier to read? How does paragraph 1 create an atmosphere of …?

13. AF5 Writers’ use of language Find two words or phrases that make the passage seem …. What is the effect of …? Why is the word in inverted commas? What choice does the language suggest about…?

14. AF6 Writers’ purpose and viewpoint/ overall effect of the text on the reader How does the author make you feel…? What evidence is there that this piece of writing was written for…? Explain how paragraph 4 gives a positive impression of … ?

15. AF7 Relate texts to their social, cultural and historical traditions Do you know another story that deals with the same issues …? What language tells you that this story was written a long time ago?

16. ACTIVITY 1 THE GUIDED SESSION Children read a short passage and discuss The teacher has planned to focus on one AF Children will read a variety of genres – poetry plays non fiction etc. These may be extracts and not necessarily a book in its entirety

17. This is an independent activity
WORD LEVEL WORK
This is an independent activity
Focuses on an extract from a familiar text
May be word meanings - synonym/ antonyms etc.
This activity supports the teaching and learning of SPAG (spelling, punctuation and grammar)

18. ACTIVITY ACTIVITY 3 WRITTEN RESPONSE This is always in response to the text. It is a longer piece of writing Could be a character description, acting in role of a character or a character interview THIS DEVELOPS INFERENCE AND DEDUCTION

19. ACTIVITY 4 BLOOMS TAXONOMY Using Blooms Taxonomy Hierarchy, children create their own questions in response to a text They then answer their own question This is marked against the child’s understanding of the TAXONOMY WORD and helps develop comprehension skills

20. REMEMBER – name, tell, list, find, describe, order, label UNDERSTAND – explain, discuss, compare, predict APPLY – show, use, solve, choose, demonstrate

21. ANALYSE – investigate, compare, explain, test EVALUATE – decide, choose, recommend, justify, judge CREATE – create, design, plan, invent, imagine, develop

22. BLOOMS TAXONOMY IN Year 6 The aim is for children to use these questions in GR to lead their own GR session.

23. ACTIVITY 5 Free Read Children read their own levelled book for PLEASURE Some groups may have an additional guided read with TA

24. Common Questions

25. 1. “My child is coping well with the books that are sent home
1. “My child is coping well with the books that are sent home. Why aren’t they being moved up a level?”

26. IN GR, children WILL be reading the level above
IN GR, children WILL be reading the level above. Assessment must show comprehension skills MATCH the level of book children are reading

27. Assessment During GR X \
Assessment During GR X \ . for an AF PLUS Set comprehension based on levelled book – written

28. Assertive Mentoring and Benchmarking as Assessment Tools

29. Assertive Mentoring
In each Guided Reading session, teachers focus on one or two AFS.
At the end of the session the teacher will enter a x if they feel the child has achieved the objective, a \ if they are beginning to achieve the objective and a . if they have not yet achieved the objective.
This is repeated for each GR session.

30. Dots lines & crosses are entered half termly into an Excel Spreadsheet and provide an overview of group performance. (BOOKMARKS show objectives. Year 3 /4 and Year 5/6 are the same objectives)
They identify gaps in teaching & learning or weaknesses, which in turn informs planning and provide a sub level at which each child is working ; emerging, developing, secure or next stage ready.
To be secure a child must achieve 65% of the objectives with a x and to be NSR they must achieve 85% with a x. This is in line with ARE for end of KS1 and Ks2 statutory tests.
COMPREHENSION IS KEY!

31. How can I help at home?

32. Children need to read as often as possible
Children should read a range of material - newspapers / non fiction / brochures / leaflets etc.
They should read a range of authors (be wary of comic style books such as Tom Gates / Diary of A Wimpy Kid etc.
Adults need to be role models
Year 3,4 should still be reading to an adult sometime during the week
Children reading at Orange or above should read independently BUT should be discussing what they have read
Not just reading - discussion and debate, film and TV provide interesting discussion around plot, character and setting
Reading has an impact of comprehension in ALL subjects
Using a Dictionary and Thesaurus
INFERENCE AND DEDUCTION ARE KEY SKILLS TO READING SUCCESS AT KS2

33. Any Questions?