What does guided reading look like in our School?
Guided reading is our main method of teaching reading in our school, in addition to 1:1 reading, phonics and shared reading. Here is an outline of what it involves:
- It takes place daily, outside of the English lesson:
Infants (K.S.1) 9.00-9.25am | Juniors (K.S.2) 10.45-11.15pm
- The children are grouped according to their reading level and are taught in these groups. There are usually 5 ability groups per class.
- The teacher focuses on teaching reading to a different group each day, whilst the class are all engaged in a carousel of reading activities differentiated for their ability. The activities are age and ability appropriate, for example: phonic game, phonic practise on the netbook, written phonic activity, comprehension task, follow-up task related to their text, reading eggs/eggspress. The children develop their independent reading skills when they are not directly working with their teacher.
- Each class has at least one teaching assistant who will also lead a guided reading or a follow-up activity session daily.
- The teacher plans a series of guided lessons in advance on a school format (each planning sheet matches the objectives of a specific text with a reading level/band which meet the needs of each group). Teachers use a variety of texts including Oxford Reading Tree, Heinemann Literacy & Discovery World, White Wolves. This planning is based around a text at instructional level-challenging but not so difficult as to disrupt the flow of reading-90% accuracy (can read 9/10 words). There is a clear objective to each lesson. The assessment of each child is also included on the planning sheets.
- There are 8 Assessment Foci a teacher will teach and assess throughout the year:
- AF1-Decoding, use a range of strategies including accurate word reading of text.
- AF2-Retrieval, understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.
- AF3-Interpretation, deduce, infer or interpret information, events or ideas from texts. Make predictions and give opinions.
- AF4-Organisation, identify and comment on the structure and organisation of texts, including grammatical and presentational features of text.
- AF5-Choice, explain and comment on writer’s choice of language.
- AF6-Viewpoint, understand main ideas, themes and different viewpoints including the author’s and character’s.
- AF7-Context, experience, discuss and recognise a range of fiction, non-fiction and poetry-social, cultural and historical context.
- AF8-Oral retelling and performance.
Over the year the teacher will plan for a variety of fiction and non-fiction texts all aimed at challenging a child’s reading ability. The level of books will continue to climb as a child’s ability rises.
The Guided Reading Session will include 3 parts:
- BEFORE-THE INTRODUCTION, (title, blurb, author, illustrator, text-type/genre, prediction, story so far, understanding, discussion on events, characters, problems etc) OBJECTIVES-focus for teaching that lesson and STRATEGY CHECK (revise and teach strategies).
- DURING-INDEPENDENT READING, children are reminded to use strategies and they read independently at own rate quietly (to themselves). Teacher goes around the group listening to, and working with, individual children while rest of group is reading to themselves. The teacher assesses use of strategies, expression and comprehension.
- AFTER-RETURN & RESPOND TO THE TEXT, the teacher asks questions to check comprehension, including inference and deduction. Review strategies and discuss follow-up activities.
- In each reading session, the teacher uses a variety of questioning which builds up over the year to develop the 8 areas within a child’s reading.
- The teacher assesses a child’s ability to meet the lesson objective on the school planning sheet during their guided reading session. This assessment is used to help a teacher assess a child’s reading ability against the end of year expectations on our school tracking system.
- A child will be moved up a reading band on their home reading books when reading objectives are being met and the teacher assesses a child to be ready.
- Staff (teachers and teaching assistants) will continue to receive training related to all aspects of reading, to ensure quality guided reading.
- The English Co-ordinator/Deputy & Head will continue to monitor (with the support of the phase leaders and give feedback regarding planning, assessment and teaching & learning in guided reading throughout the year.