1. Guided Reading

2. 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

3. Guided Reading – a definition ‘The goal for G/R is for children to learn how to read to themselves accurately & with enjoyment, putting into practice appropriate reading strategies while thinking about the meaning of the text’

4. 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

5. Why Guided Reading? Guided Reading is believed to be the most effective & efficient way of teaching reading to children G/R enables children to develop a wide range of comprehension strategies G/R enables learners to become independent able readers

6. 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

7. 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

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

9. Competent readers develop knowledge, a repertoire of strategies, and awareness that enable them to: Decode Construct meaning effectively Think critically as readers

10. + + - - Language comprehension Word recognition

11. + + - - Word Recognition Good language comprehension, poor word recognition Good word recognition, good language comprehension Poor word recognition, poor language comprehension Good word recognition, poor language comprehension Language comprehension

12. Boosting reading at primary Intervention for children in KS 1 and 2 who are performing at just below their chronological reading age. Intensive 10 week programme, 3 x 15min sessions per week. (1 to 1) Children identified through teacher’s day to day assessments and made in assessment weeks. Children work with 3 books in each session- a familiar text (easy- opportunity to succeed), recently introduced (observe pupils reading behaviours.) New text- (support and teach effective strategies.) A banded book (familiar text) will be sent home with the child to practise reading strategies covered in the sessions.

13. Evidence that supports the simple view of reading Different skills and abilities contribute to successful development of each dimension There are children with good word recognition skills who fail to understand what they can read. There are children with poor word recognition skills who make better than expected sense of what they read.

14. Whichever way we teach reading we want the same end product …children to be fluent and confident, to become lifelong readers and above all enjoy reading. Guided Reading is just one of the approaches we adopt.