Always a topic that promotes animated discussion. Guided reading. How many groups? How often? What do the other groups do? How do you ensure progress? How do you manage it?
We have guided reading sessions daily, 20 minutes.
Always a topic that promotes animated discussion. Guided reading. How many groups? How often? What do the other groups do? How do you ensure progress? How do you manage it?
We have guided reading sessions daily, 20 minutes. That's a lot of the week when you look at it in its total. So it has to be meaningful to justify that amount of time.
I read an interesting piece this week which you can find here courtesy of @prawnseye
There are so many strategies being used out there for guided reading. I was observed in our recent Ofsted for an entire guided reading session which had good feedback so I hope that you can use some of the ideas.
(My class are a muxed year 4, 5 class. All classes follow a similar format in KS2 )
There are five groups which rotate throughout the week. Children are grouped according to their ability and moved into different groups if appropriate during the year.
1) Guided reading- with an adult (teacher or TA) using a range of fiction and non fiction texts concentrating on AFs. We have various resources which suggest questions to use for the different AFs. We use some commercial guided reading scheme books alongside sets of books both fiction and non fiction. For example this term I using Michael Morpurgo’s Butterfly Lion with one group and The Hodgeheg (Dick Kng Smith ) with another. Records are kept each session to record responses (AF linked) which is used to assist tracking.
2) Reading Journals- each child has a reading journal in which they keep activity sheets. These were produced by a previous LA advisor and tie in to AFs. We also have various “take your pick” activities for non fiction and fiction which the children complete independently. Sometimes this might be an activity linked to a class read. (For example during Ofsted this group were writing a first person account linked to the class story “The Indian in the Cupboard- Lynne Reid Banks. The inspector had asked me later why I had not scaffolded the work as it was fairly challenging and I explained its purpose was to establish their understanding and had been specifically designed to be an independent task. Positive feedback given.) We devote two of the sessions to reading journal time.
3) Spellings/Handwriting The children use this time to practice their weekly spellings and to complete handwriting exercises. Each child has a folder for this.
4) Independent reading. This time is for the children to read ANYTHING of their choice or to listen to an audio book (I am slowly building a collection) They don’t have to write anything at all J
Some children who have difficulties with their reading have more time on guided reading, but all children have time to read books of their choosing. It takes a bit of setting up at the start of the year- even though we do it all the way through the school the start of the new academic year is always like starting again from scratch! However, the initial effort is well worth it. Children make very good progress with their reading and the vast majority enjoy reading.
The new curriculum wont necessitate a huge change in the way we carry out our guided reading sessions.
One of the most useful tips I