1. Guided Reading Workshop for SENCOs March 2011

3. Replaces the individualised teaching of reading with group teaching; Provides a significantly higher degree of teaching time for each child; Is Independent Reading; although it is conducted in groups, children are taught to read by themselves, for themselves; Is taught in ability groups to allow for differentiation.

5. Kind of text: Level of text: Adult’s role:Child’s role: A range of texts Varied formats,lively content and appropriate for extended use. A text the group can read with approximately 90% accuracy. To share the objective To activate background knowledge; To generate discussion by asking questions about the text To ensure all individuals participate To encourage children to refer to the text to support their responses To encourage children to ask questions about the text To listen to individual children reading To praise positive reading behaviours To reflect on the task with the children To participate in reading, in order to learn and practise skills in the context of lively and interesting texts.

6. Book introduction Independent Reading Return to the text Follow-up Strategy check

7. Book introduction Purpose:  To help children begin to think their way through the text. (Should include lots of discussion)  To activate any prior knowledge that may help the children to make meaning. (Exploring language patterns, introduce vocabulary, discuss content etc.)  To make children confident that they can succeed.  Inexperienced readers will need more detailed introductions than more competent readers Purpose:  To help children begin to think their way through the text. (Should include lots of discussion)  To activate any prior knowledge that may help the children to make meaning. (Exploring language patterns, introduce vocabulary, discuss content etc.)  To make children confident that they can succeed.  Inexperienced readers will need more detailed introductions than more competent readers

8. Strategy check Purpose:  To remind children of strategies they already know and can successfully use to make meaning.  To remind the children to pay attention to certain general reading strategies, or to specialised strategies related to particular text Purpose:  To remind children of strategies they already know and can successfully use to make meaning.  To remind the children to pay attention to certain general reading strategies, or to specialised strategies related to particular text

9. Reading the text Purpose: To share learning objectives & expectations. To provide time for individual reading – the children should read by themselves for themselves The role of the teacher is to support and guide, and listen to individuals - The ‘talk around text’ should focus on meaning and should not interfere with the flow of the text. - More generic questioning which will enhance overall meaning should be limited to the introductory and follow-on reading activities. Purpose: To share learning objectives & expectations. To provide time for individual reading – the children should read by themselves for themselves The role of the teacher is to support and guide, and listen to individuals - The ‘talk around text’ should focus on meaning and should not interfere with the flow of the text. - More generic questioning which will enhance overall meaning should be limited to the introductory and follow-on reading activities.

10. Returning to the text Purpose: To provide opportunities for discussion of issues raised in the text, and to reflect on the objectives. Group discussions could focus on:  Connections to other stories, story characters or language.  How the illustrations supported and extended the story.  What made the characters or events predictable.  What information the children have gained, what they still want to know. Children could share strategies they used to negotiate meaning. They could share:  How they managed to predict what a character said.  How they figured out an unknown word.  How and why they realised they were not making sense. Purpose: To provide opportunities for discussion of issues raised in the text, and to reflect on the objectives. Group discussions could focus on:  Connections to other stories, story characters or language.  How the illustrations supported and extended the story.  What made the characters or events predictable.  What information the children have gained, what they still want to know. Children could share strategies they used to negotiate meaning. They could share:  How they managed to predict what a character said.  How they figured out an unknown word.  How and why they realised they were not making sense.

11. Follow-up Purpose: To provide opportunities for the children to re-visit the text independently, to allow for extended involvement with the text and reinforcement of new learning. Purpose: To provide opportunities for the children to re-visit the text independently, to allow for extended involvement with the text and reinforcement of new learning.

12. Session 1