1. Guided Reading Workshop 20 th March 2015

2. Aims of New Curriculum Read easily, fluently and with good understanding. Develop the habit of reading widely and often, for both pleasure and information. Reading has a much greater focus, especially reading whole texts. Bigger focus on our rich and varied literary heritage.

3. Reading (word level/decoding) Apply phonic knowledge to read words. Respond speedily for all 40+ phonemes (sounds) Blend sounds. Read common exception words (tricky words) such as was/said. It is expected that by year 2 pupils no longer will ‘sound out’ but will instead read automatically and without undue hesitation. No new word level objectives past year 2. It builds upon existing knowledge. Phonic test in year 1 and new 1A expectation.

4. Reading (comprehension) Develop pleasure in reading. (ks1) Understand both the books they read and those they listen to. (ks1) Participate in discussion about books. (lks2) Develop positive attitudes to reading. (lks2) Retrieve and record information from non fiction books. (lks2) Discuss authors use of language. (uks2) Read a wide range of books. (uks2) Explain and discuss their understanding of what they have read through formal presentations and debates. (uks2)

5. The Reading Diet Children working individually, in groups or as a whole class to use and apply their reading skills to complete a range of tasks Children working with self- selected material including familiar text Children working in small groups with text selected by teacher at the instructional level Children working with challenging text Focused Reading Tasks Personal Reading Guided Reading Shared Reading

7. What is guided reading? The teacher works with a small group of children who are at the same developmental stage of reading The teacher selects an unknown text that provides just the right balance of supports and challenges The teacher reminds the children to use a range of reading strategies The teacher uses questioning and other strategies to develop comprehension

8. Guided Reading in Foundation Guided reading begins in F2 where the children are grouped according to ability using RWI assessments. We also ensure that they are reading the same level book in RWI as in guided reading- (see ORT correlation chart. Later on as children move to Yr1 and 2 we also ensure they are reading the correct level book- e.g so if a child is reading at a 1b they should be reading orange books moving towards reading turquoise

9. Reading expectations in F2 By the end of f2 children should be ‘Expected’ in the Reading Early learning goal- Children should read and understand simple sentences. Use their phonic knowledge to decode regular words and read them aloud accurately. They should also read some common irregular words and demonstrate an understanding when talking with others about what they have read.

10. Guided Reading sessions in F2 In guided reading we encourage children to use their phonics and clues in the text to help them decipher the words on the page. 1 st guided read- Monday -the teacher reads the guided reading book twice to the group as the children follow with their finger. They then look at any words that children may struggle on e.g tricky words- words that cannot be sounded out. The adult will also encourage children to use their phonics if its word they are unsure of. The children then take it in turns to read each page one at a time around the table.

11. Guided Reading Sessions 2 nd guided Read- Tuesday The teacher today reads the guided reading book to the children again but only once. They then read each page again one at a time around the table. Today the teacher will ask Q’s about what they have read.

12. Guided Reading Sessions 3 rd Guided Read-Wednesday Today the teacher reads the guided reading book but this times puts in lots of expression. The children then take turns to read each page one at a time but this time using their ‘reading voice’ a voice that uses lots of ecxpression.

13. Guided Reading Session 4 th Guided reading- session Task- this will be linked to the guided reading objective and will enable them to apply the skills they have practiced or learned that week

14. In guided reading sessions... The teacher has an explicit teaching role The teacher can meet the needs of a group of children, rather than dealing with one at a time Children can learn from one another

15. What is the teacher’s role? The teacher’s role is to… group the children prepare and structure the lessons choose appropriate materials prepare the teaching points observe the children’s reading behaviours develop each child’s insight and independent judgement

16. A guided reading model Book introduction or recap Strategy check Independent Reading Returning to the text Response Next Steps

17. Comprehension What is comprehension? What were your experiences of ‘comprehension’ at school?

18. The gribbles sorged normingly down the rand. Who sorged? How did they sorge? Where did they sorge? Eh?