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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