for young learners-Guided Reading Pow.point

8/20/2019 for young learners-Guided Reading Pow.point

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Advisory Teaching Team

NET Section, EMB

Paula Pacey

Guided Reading

An effective strategy forreaders who have

developed some skills

and strategies in

reading


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Workshop Objectives:

To introduce the key features and enefits of!uided "eading To develo# an understanding of the

characteristics of Beginner, Emergent and

Proficient readers and the features of suitaleooks for each level To revie$ ideas for a Su##orted "eading

lesson


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Components of a School-based

English LanguageCurriculum

English Language Curriculum Guide 2004 P.98


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English Language Curriculum Guide (2004) A29


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"ationale for !uided "eading

(t gives readers the o##ortunity to #ur#osefully talk, read and

think their $ay through a ne$ te)t*

(t #rovides a setting for good instructional teaching of the

al#haet, #honics, vocaulary, #unctuation and grammar*

+hildren develo# their a$areness of styles, structures and

organiations of #articular te)t ty#es*

(t lets children learn and #ractice ne$ strategies for making

sense of a story* They are guided to think critically aout the

content*


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!uided "eading also.

#resents manageale challenges that encourage reading formeaning

encourages children to take control of the first reading, to give acritical res#onse and to talk aout messages and meaning in thete)t

allo$s the teacher to identify areas of need and #rovide su##ortaccordingly

hel#s children develo# #ositive attitudes to$ards reading andmotivates them to read $idely and fre/uently


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(n a Nutshell (n guided reading, $e $ork $ith a small grou# of

children $ho are at the same develo#mental stage of

reading

e select an unknown or unfamiliar book that

#rovides ust the right alance of su##orts and

challenges so that children can read most of itinde#endently 3-45 vocaulary kno$n6

+hildren use the reading strategies they have learnt

as they read for meaning


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8evels of 9uestioning

8iteral : the relevant information is found directly

from the te)t 3on the lines6

(nter#retive : readers are re/uired to reflect on

literal information and see relationshi#s et$een

statements 3et$een the lines6

(nferential : readers relate o$n ackground

kno$ledge 3eyond the lines6


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!eneral introduction

to ook to#ic

Students

may read

softly tothemselves

, teacher

iscussion and

reinforcing

skills

?ey

ste#s in!uided

reading


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@o$ do $e conduct

!uided "eading

(ntroduce the ook

>iscuss the ook cover and title, activateackground kno$ledge and e)#eriences, and getthe readers to make #redictions aout the content

>ra$ childrens attention to the use of $ords andstructures in the te)t

Set the reading task and encourage children to read

#art of the ook silently or aloud


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hat else

E)#lore the characters, #lot and setting in greaterde#th* Ask a variety of /uestions : literal, inter#retive

and inferential

>iscuss the story, evaluate it, reflect on it and makecom#arisons $ith other ooks

>iscuss and raise childrens a$areness of thefeatures of different te)t ty#es, including the styleorganiation and grammar

E)tend the story through follo$Cu# activities


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The "eading Strategies

!ra#ho#honic strategies : letter sha#es and sounds

Semantic strategies : conte)ts

Disual clues : #icture diagram su##ort

Syntactic clues : sentence #atterns

9uestioning


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Activity 2. Follo$:u# Activity

ith a #artner, use the ook #rovided tocom#lete think u# a follo$ u# activity for theook*

Be #re#ared to feedack to the $hole grou# :focus on the activity and the level of childrenfor $hom it $ould e a##ro#riate


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+haracteristics of a Beginner "eader

E)#ects ooks to e enoyale Early attem#ts at using #ictorial and #honic clues

Early attem#ts to antici#ate the storyline from title and illustrations +an use #rior kno$ledge to relate to te)ts $hen #rom#ted (s estalishing one to one matching, return s$ee#, and

directionality "ecognies some letters and $ords "ecognies and names some letters of the al#haet and sho$s an

a$areness of letterCsound relationshi#s and sim#le rhymes Beginning to recognie #arts of a ook e*g* title, cover, author and

illustrator Gnderstands that the te)t and illustrations carry a message


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Features of Books

Suitale for Beginner "eaders

A close #icture te)t match

+lear te)t $ith good s#acing et$een $ords Hne to t$o lines of te)t in the same #lace on each

#age Predictale sentence #atterns using natural language

@igh fre/uency vocaulary throughout !radual introduction of content 3interest6 $ords "hythm and rhyme to foster #honological a$areness

and familiarity $ith the al#haet


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+haracteristics of an Emergent "eader

(s eginning to co#e $ith less #redictale structures$ithin a te)t

(s eginning to integrate sources of information (s eginning to understand that te)ts are $ritten for a

variety of #ur#oses "ecognies features of fiction and nonCfiction te)t

"ecognies and names letters of the al#haet andsho$s an a$areness of letterCsound relationshi#s andsim#le rhymes

+an e)#lain some conce#ts and #rocedures

Beginning to understand and look for ans$ers tointer#retive /uestions


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Features of Books

Suitale for Emergent "eaders

8onger, more varied sentence #atterns

Multi#le lines of te)t #er #ageAn increasing numer of $ord changes #er

#age

Dariation in the #lacement of te)t on the #age

A greater use of ook language and different

te)t ty#es

More characters, locations and incidents

>irect s#eech, elli#ses and contractions


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+haracteristics of a Proficient "eader

Ale to summarie I make inferences 3te)t I #ictures6 +an identify I discuss authors vie$#oint "eads a variety of te)tCty#es Building fluency I #hrasing (ntonation, facial e)#ression I gesture $hen reading

aloud

Been e)#osed to inferential /uestions I e)#loredans$ers ider kno$ledge of te)tCty#es Evaluating the te)t I creating ideas 3e*g*, roleC#lay6 SelfCselects ooks from various sources Sustained reading on a regular asis


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Features of Books Suitale for

Proficient "eaders

"ich and varied vocaulary

ider variety of #unctuation More com#le) sentence structures $ithin familiar

themes Themes that challenge readers to think critically

8onger storylines !reater use of ook language and traditional story#atterns

!reater develo#ment of events $ithin narratives (nclusion of sim#le charts, diagrams and technical

information in nonCfiction ooks


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Matching Students $ith Te)ts

The te)ts are carefully matched to the children so they can a##ly

their strategies to overcome the challenges in the te)t and read it

inde#endently, with success*

+hildren should e ale to read ; out of 14 $ords and have a asic

understanding of $hat they read*

Su##orted reading allo$s children to sho$ ho$ they manage a te)t

on the first reading*

(f the te)t is too difficult, students are #revented from #rolem

solving and the reading #rocess reaks do$n into meaningless$ord calling*


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"ememerJ

hen selecting ooks for yourreading #rogramme, match the titles

$ith the suggested modules and units

for ?S1 and ?S2* (ELCG 2004 PA!"


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+hoose a Balance of

!enres and Te)t Forms

(nclude oth fiction C story ooks, realistic fiction,

multicultural folk tales, fantasy stories, #oetry,

songs, rhymes

and nonCfiction : ne$s#a#ers, rochures, timetales,ma#s, re#orts, reci#es, diaries, letters, notes,

re#ort cards, magaines, intervie$s,

encyclo#edias etc*


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+urriculum +onnections

Allocate an a##ro#riate #ro#ortion of total curriculum time 3&456 to

reading activities C storytelling, reading aloud, shared reading,su##orted reading and inde#endent reading

(ntroduce ooks of different te)t ty#es and use different teachingstrategies

>evelo# crossCcurricular links

ELCG 2004 (A#4$A#!"


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Summa y

Students input:

background!cultural and

language

kno"ledge

#eachers input:

readingstrategies and

teaching

strategies $

skills

Profcient Readers


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Thank youJJJ

%he End

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