1. Guided Reading Workshop

3. So what goes on in a guided reading session?
Teachers will designate half an hour in their timetable a day to a reading session for their class. They will work with a small number of children to analyse a text in detail, making sure each child can read each word and discussing meaning of the text with them.
Teachers try to make sure that this group guided reading session is done every day so that at the end of each week, each child has had some quality reading time with a teacher. Sometimes a teacher will recognise that certain children need extra reading support and may arrange for them to read with a teaching assistant, volunteer or another more able reader in the class.

5. Guided Reading Success in reading is fundamental to success in school.
Guided Reading is all about acquiring meaning; for enjoyment, information and understanding.
It is not a performance.
It is not a test.
Every time you finish a book - do always choose a harder one next time?
Most aspects of the curriculum rely upon reading to some extent;

6. Fluency
According to the previous ATA/IDE hard drive transfer protocol, the signalling way to send data was in synchronous strobe mode by using the rising edge of the strobe signal. The faster strobe rate increases EMI, which cannot be eliminated by the standard 40-pin cable used by ATA and ultra ATA.

8. Ensuring Understanding (Comprehension)
Being able to read does not mean you understand what you read.
Your child might sound like a good reader but may not necessarily understand what the text means.
The best way to develop understanding is to talk about texts and re-read for deeper understanding.
This is why guided reading sessions work well to ensure progress for individuals. It isn’t just about reading out loud – it’s about unpicking texts to gain a deeper understanding of what we read.

10. Reading requires two skills
Understanding
The ability to understand the meaning of the words and sentences in a text.
The ability to understand the ideas, information and themes in a text.
If a child understands what they hear, they will understand the same information when they read.
Phonics and Word Recognition
The ability to recognise words presented in and out of context.
The ability to blend letter sounds (phonemes) together to read words.

11. Blending and Segmenting
sh ar p
sharp
Blending for reading and Segmenting for spelling
may be focused on heavily at Key Stage 1 but these skills are still useful when tackling new vocabulary at KS2.
Explain what blending and segmenting mean.
Emphasise the importance of blending for reading – recognising letter sounds (phonemes) means nothing if they cannot be blended for reading.
Parents can help by playing oral blending games – sounding out words around the house and when out and about – and blending the letters together orally.
E.g. Pass Mummy the c u p cup. Turn on the t a p tap. Touch your t oe s toes…
Re emphasis the importance of not schwaring – short, crisp sounds are vital.

12. Reading in School The Teaching of Reading
Phonics
Shared reading
Guided reading
Independent reading
Personal reading
Focused reading activities
Reading across the curriculum
Class novels and stories
Library books
The hearing of reading is NOT the teaching of reading. However, it is important to show children that reading is valued and that listening to reading is enjoyable.
Talking about books is just as important as reading them.
Give a brief overview of the function of each of the above aspects of treading in school.
Explain that all of these are part of the teaching of reading.
Explain that sometimes, as parents, there is an expectation that children are heard reading often. This may be the case for some, but not all children. The hearing of reading is not the same as the teaching of reading.
Explain the school policy and expectations about home reading – in general. Details to follow,

13. Assessing Understanding through guided Reading (Comprehension)
Finding information on the page.
Being able to find information that is not on the page. Looking for clues
Thinking about situations and predicting what might happen.
Putting yourself in a character’s shoes and understanding what is going on from their viewpoint.

14. Supporting your child at home
Choose a quiet time and give your child your full attention;
Give support if required using the strategies explained earlier;
Explain the meaning of new words;
Talk about the text using open questions.
Read a book / chapter more than once.
With a colleague role-play a home-reading session.
Pretend to struggle with some words and demonstrate how to support the reader.
Scan the book onto PPT slides so that the parents can see the book as you listen to the ‘child’ read.

18. Question and answer session.
Please be aware that answers specifically about a certain class’s Guided reading homework will need to be directed to the class teacher.
We hope you found this session useful.

19. Thank you for your time!
Please take the time to fill in an evaluation form before you leave.