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Guided Reading

Guided Reading. April 30th, 2012. Why?. Moving to a Language focus To consolidate good practice R eview consistency of purpose and practice across Primary Capitalise on CPD as a number of teachers are engaged in a pilot . Today’s Session. What is guided reading to you?

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Guided Reading

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  1. Guided Reading April 30th, 2012

  2. Why? • Moving to a Language focus • To consolidate good practice • Review consistency of purpose and practice across Primary • Capitalise on CPD as a number of teachers are engaged in a pilot

  3. Today’s Session • What is guided reading to you? • What the experts say – professional reading • Introduction to Sharp Reading • Practical strategies to use with your students • Review and reflect http://guidedreadingrchk.weebly.com

  4. What is Guided Reading to You? We will use various strategies to do a quick brainstorm. • Connecting chart • T-chart • Venn 2/ Venn 3 • Essential/Optional

  5. Professional Reading • CONFIRM What does the reading confirm about what you already believe, know or do? • CONNECT How does this information connect to previous professional readings? Does it alignor contradict? • CHALLENGE What does it challenge you to change or find out more about?

  6. Making the PYP Happen… Students need to learn how to understand, interpret and respond to the ideas, attitudes and feelings expressed in various texts; to think critically about what they read; and to be able to make predictions and inferences based on information that is both explicit and implicit in a text. They must also learn to recognize and appreciate the variety of literary styles, forms and structures and to understand that written language varies according to context. No single teaching method or approach is likely to be effective for every reader, and the teacher needs to plan instruction carefully. Daily reading practice, using a wide range of texts, must occur within authentic contexts.

  7. Introduction to Sharp Reading • Overview • Pros and Cons from pilots • Year level Sharp Reading strategies/activities

  8. Inside the head of G.S.R Students given a chunk of text which they read effortlessly The Passive Reader the reader is habitualised to better processing but only when instigated by teacher questions After reading discussion may include inferential questions to develop higher order thinking After reading the chunk the teacher asks questions to unpack the text Cracking the Code Constructing Meaning Thinking Critically

  9. What we want to do with our readers Cracking the Code Constructing Meaning Thinking Critically

  10. Cracking the Code Constructing Meaning Thinking Critically

  11. Cracking the Code Constructing Meaning Thinking Critically

  12. Be a Comprehension Strategy Investigator • Take a step back and think about sentence level comprehension. • Take time to think about the words and their meanings as we read each sentence. • Convince yourself and others that you understand what you read.

  13. Teaching Reading - from beginner to advanced. Moving from learning to read to reading to learn DECODING CRITICAL THINKING CONSTRUCTING MEANING REMEMBERING Read and understand words in text UNDERSTANDING Explaining ideas in text APPLYING Applying strategies to interpret and clarify text ANALYSING Sorting information to explore understandings and relationships EVALUATING Making judgements about text DSI Stages 1 & 2 Word / Sentence level DECODING CSI Stage 3 Sentence level comprehension SENTENCE COMPREHENSION CSI Stage 4 Sentence level comprehension DEEP SENTENCE COMPREHENSION CSI Stage 5 Text level comprehension TEXT STRUCTURE CSI Stage 6 Text level comprehension TEXT QUALITY STAGE 3 STRATEGY Retell ‘I Think That Means…’ STAGE 4 STRATEGIES Visualisation Prior Knowledge Questioning Forming Hypothesis Making Connections STAGE 5 STRATEGIES Narrative – Story Web Nonfiction – Headings and Trigger words

  14. “The bus careered around the corner and hurtled off down the road.” Stage 3 “I think that means…” ITTM…there was a bus and it came around a corner very fast like recklessly and then it continued going down the road and its going too fast.

  15. Stage 4 “Add a deep 5 strategy…”VISUALISATION PRIOR KNOWLEDGE MAKING QUESTIONS FORMING HYPOTHESIS MAKING CONNECTIONS “The bus careered around the corner and hurtled off down the road. “ ITTM…there was a bus and it came around a corner very fast… I have a picture in my head … of a big red double decker bus and its nearly tipping over as it comes around the corner and it whooshes past me and disappears down the road and it swerves because it’s a bit out of control. I wonder why… it’s out of control Maybe it’s because… the brakes have failed I know that because … I saw the movie ‘Speed’ and there was a bus out of control.

  16. Stage 5 “Identify the text structure”Characters, setting, problem, response, action, outcome “The bus careered around the corner and hurtled off down the road. “ ITTM…there was a bus and it came around a corner very fast… I have a picture in my head … of a big red double decker bus… We don’t know who the characters are yet but the setting is a street somewhere and it looks like the problem is an out of control bus.

  17. Stage 6 “Evaluate the story”Identifying literary devices used by the author “The bus careered around the corner and hurtled off down the road. “ ITTM…there was a bus and it came around a corner very fast… I have a picture in my head … of a big red double decker bus… The Characters are not known yet but the setting is a street… I like the way the author has launched the story - straight into the problem without introducing the characters yet and there are some good words to create the action– careered and hurtled.

  18. What happens? • Title Discussion • Step 1: Read a paragraph silently • Step 2: Read and retell one sentence at a time. • Teacher models the first sentence. • Students read the next sentence aloud then practice in pairs or one is chosen to use ITTM (be convincing in their understanding) • The teacher does not comment or ask any questions • Step 3: Clear the Roadblocks • After all the sentences have been processed the teacher asks for clarification on any sentence / vocab that was an issue or explains to clear any roadblocks.

  19. Starting with whole class examples • Working with small groups (scheduling) • Parroting • Partial parroting or errors • Convincing • Pros and Cons from Pilots

  20. Practical Strategies (Year Levels) • Pilot-led review of Sharp Reading strategies • Fiction using ITTM or 5 Bits (Yr 2) • Non-Fiction using ITTM or 5 Bits (Yr 2) • Planning guided reading activities • Discussion of other independent activities • Planning for Unit 6 (Weebly Reading Activities) • http://guidedreadingrchk.weebly.com

  21. Review and Reflect • Reflect on guided reading throughout Primary • Review different practices in year levels • Feedback of strategies, activities, Sharp Reading • Guided reading in Unit 6 • Sharp Reading Training at Canadian International School May 21-23, 2012. http://www.handyres.com/g/1141999/sharpreading-workshops---hong-kong-21-to-23-may-2012.html

  22. Exit Card • I used to think……… • Now I think………..

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