guided reading p-12 loddon mallee region. literacy elements read aloud shared reading guided reading...
TRANSCRIPT
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GUIDED READINGP-12Loddon Mallee Region
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LITERACY ELEMENTS
• Read Aloud
• Shared Reading
• Guided Reading
• Independent Reading
SPEAKING & LISTENING
OBSERVATION&
ASSESSMENT
• Write Aloud
• Shared Writing
• Guided Writing
• Independent Writing
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3
GRADUAL RELEASE OF RESPONSIBILITY
MODELLINGThe teacher
demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the
mental processes and modelling the
reading, writing, speaking and
listening
The student participates by
actively attending to the demonstrations
SHARINGThe teacher continues
to demonstrate the literacy focus,
encouraging students to contribute ideas
and information
Students contribute ideas and begin to
practise the use of the literacy focus in
whole class situations
GUIDINGThe teacher provides scaffolds for students
to use the literacy focus. Teacher
provides feedback
Students work with help from the teacher and peers to practise the use of the literacy
focus
APPLYINGThe teacher offers
support and encouragement when
necessary
The student works independently to apply the use of
literacy focus
Role of the teacher
Role of the student
Pearson & Gallagher
DE
GR
EE
OF
CO
NT
RO
L
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Donutor
Inside Outside Line
WHAT IS GUIDED READING? WHAT IS WHAT IS GUIDED READING? WHAT IS ITS PURPOSE?ITS PURPOSE?
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GUIDED READING Description
The teacher and a small group of students talk, read and think their way purposefully through a
common text, working collaboratively.
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GUIDED READING Classroom Indicators- Instruction
Teachers:•group and regroup students using ongoing observation and assessment•carefully plan strategic reading instruction and explicitly teach small groups of students•select texts appropriate for the common instructional needs of the group•promote active engagement in thoughtful group discussion
Time scheduled daily - each group approx. 20 minutes
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GUIDED READING Classroom Indicators- Instruction (Continued)
• Teacher prompts assist students to:• engage in text orientation and activate prior
knowledge, connections and thinking• deepen comprehension• develop prediction skills and understanding of
the reading and writing processes • use other students to help solve problems• question ideas of the author• ask questions a reader asks when reading
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GUIDED READING Classroom Indicators- Resources
• Adequate variety of texts in multiple copies - a set of 6 copies and an additional copy for the teacher
• Small group organisation & tasks are clearly defined and visible e.g. management board
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How do we identify an instructional focus?
• Teaching for Strategies sheet
• Guided Reading Observations
• Ondemand: Adaptive Linear Progress report
• Reading Response Journal
• Other formative assessments
• Independent Reading Conferences
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Questioning
• Literal QuestionsRight there. The answer is clearly in the text.
• InferentialThink and Search
Prior Knowledge + Text Clues
• EvaluativeOn Your Own.
Your own knowledge plus what the author has said.
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“ AUSTRALIA’S PRINCIPLE EXPORT IS NOW COAL.”
LiteralWhat is
Australia’s main export?
Our main export is coal
Inferential Is coal our only
export?
Australia has other exports.
Coal has not always been our main export.
EvaluativeWhy do we export?
Countries need to export to earn money from
overseas. “Australia, the lucky country”.
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How Do We Select Appropriate Text?
• Based on instructional focus and knowledge of students in group
• Text needs to be appropriate to students’ learning needs, backgrounds, interests, experiences
• Text may have links to current topic study
• Usually a new text for students, but may be re-visited for a specific purpose
• Text at an appropriate level: no more than 5-10 difficulties in every 100 words
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GUIDED READING Modelled Session- SNOOK
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What are the other students doing?• Working independently• Working in groups on reading tasks• Well planned activities that reinforce prior teaching
focus, literacy strategies and awareness
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Does it look different across year levels?
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TAKING STOCK
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Reference
• Breakthrough Fullan Hill and Crevola
• Literacy Teaching and Learning in Victorian Schools [Paper No 9]
• Teaching for Comprehending and Fluency Fountas and Pinnell
• Guided Reading Fountas and Pinnell
• Effective Literacy Practice 1-4 and 5-8 NZ Ministry of Education
• Victorian Essential Learning Standards DEECD
• www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/default.htm
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Resources
• Catching onto Comprehension- Pearson
• NAPLAN resources• AIM resources