際際滷

際際滷Share a Scribd company logo

Guided Reading Early Literacy Inservice

Download as PPT, PDF
Kim Vernon
Kim Vernon

This document outlines several instructional reading techniques including shared reading, guided reading, and running records. It discusses developing children's understanding of reading strategies like predicting, self-monitoring, and using visual cues. It also emphasizes the importance of comprehension strategies like making connections, visualizing, asking questions, and inferring. Teachers are encouraged to ask literal, inferential, and evaluative questions to assess comprehension.

1 of 43
Downloaded 200 times
油
An instructional technique which allows students to use and practise effective reading strategies.
Shared Reading Guided Reading Books are read to and with the children Books are read by the children Teacher alerts children to reading strategies as she/he reads Children practise independent reading strategies with the teachers support Can be used with a wide range of reading abilities at one time Best used with a group at roughly the same reading level Text can be quite complex Text needs to be within the childs instructional level Develops childrens understanding of how books work Enables the children to read for meaning, using their knowledge of how books work Can be read by or further explored by child subsequently Encourages silent reading by child on first reading All attend to one large book Children have individual copies
Teaching for effective processing. (Processing is how the brain works to get the message or create the message.) Processing is the key issue. Children need to be taught how to process text.
Running Records Why are they used? To monitor progress. To assess whether a child is ready to move to a more difficult text. To provide information about reading behaviour of a child at their instructional level.
油
油
油
Give the title, introduce the characters and main idea. Look through the book together, talk about key concepts, especially if unfamiliar. Lead readers to predict meaning from pictures.
Use the book language, establish language pattern. Anticipate problems words, find words in text using visual cues.
State teaching point for session. Today we are thinking about. Children read the whole book.(not taking turns page by page) Silently.
One to One Matching Phrasing and Fluency Monitoring Self correcting Attending and searching Predicting Using all sources of information. Comprehending
Spoken language must match text. Ben looked at the box . Ben looked at the box. A dinosaur jigsaw puzzle, he said A dinosaur . puzzle, he said
Were there enough words? Read it with you finger (short time only) and make it match. Check it?
Reading needs to be phrased if the reader is going to understand what the author is saying. It also needs to be phrased and fluent if the reader is to going to be processing text.
Baby Monkey is asleep. Baby Monkey is asleep. 油 Father Bear went fishing. Father Bear went fishing. He went down to the river. He went down to the river.
I will have to make a new fence. I will have to make a new fence.油 油 As Luke climbed out, Andrew shouted, Look out! Here I come!油
Are you listening to yourself? Did it sound good? Make it sound like your favourite book. Put the words together so it sounds like talking. 油
How would you say it? Make your voice go down at the end of the sentence. Notice when you can pause and stop. Change your voice when you see these marks on the page.
Self monitoring is when the child notices that he/she is not right. The cat is asleep on the bird. A The cat is asleep on the bed. T
Self correcting is when the child notices that she /he is not right then searchers further and corrects the error themselves. Here is the bread for brave father | SC Here is the bread for hungry mother mouse. mouse.
Here is the bread for hungry mother. Here is the bread for hungry mother. Bear. mouse. Why did you stop? What did you notice? Check are you right? Remember who is in the story. What would you expect to see at the beginning of bear? 油
What could you check? You said does that sound right? Did that sound right? What do you expect to see at the beginning? at the end? .after the m?
Does it look right and sound right? Whats wrong with this?(repeat what the child said.) Can we say it that way? Check it. Run your finger under it.
Children need to attend to details of text in order to determine meaning and decoding. For beginning readers this involves attending to every word and the illustration. For fluent readers it involves taking in phrases rather than words slowing down to identify particular words only when necessary.
The reader needs to search for all types of information. Meaning Structure Visual
Meaning Kingfisher is ________ |_ Lizards tail . Kingfisher is eating | T Lizards tail. Can you see something in the picture to help you? Would eating fit in there? Think about what is happening in the story.
Structure I like helping. I ___ | help you. I will | T help you. Think what would sound right? How would you say it?
Look in the ___. Look in the box. Would box start like that? What would start like that? What sounds can you see in that word? Say it slowly like you do when you write? Get your mouth ready for the first sound? Think what would look right.
Mum and Sally went to the ____. Mum and Sally went to the shed. | T Look for something that would help you. What can you see that might help? Do you know a word that looks like that?
When cross checking the reader checks one source of information with another source. Ben said to the boys. | girls |sc Ben said to the teacher.
You are good at playing. You are good at puzzles. Come and look at the plane. Come and look at the photo. Try again and think about what is happening in the story. Look in the pot. Look in the box. What would make sense and look right?
The farmer shouted the door. The farmer shut the door. What would look like that like that and make sense. Look in the pot. Look in the box. What can you see in the picture that starts like that and would make sense?
Try that again. Try that again and think what would make sense. Try that again and think what would sound right and look right. Try that again and think what would make sense, sound right, and look right.
What could this word be? You solved the puzzle. How did you do that? Was that okay? What do you think? How did you know? How do you know it was right?
Readers need to develop strategies that they can use to enhance their understanding of what they have just read and develop their critical awareness.
Getting the message. Making connections. Understanding the purpose. Responding personally. Thinking critically about the text.
Making connections between what they know and what they are reading. Forming and testing hypotheses about texts. (Is expectation that the reader forms about the text before it is read.) Asking questions.
Visualising. Having the children picture what is happening helps their understanding. What pictures can you see in your head. Inferring
Childrens comprehension can be explored by having the child retell the story or by asking questions requiring interpretation of what they have read.
Literal questions (here) Ask children to recall information. Inferential questions (hidden) Ask children to work out answers by reading between the lines. Evaluative questions. (head) Ask children to go beyond the text.
At any stage of reading development children should be expected to be able to think about texts at all three levels.
Effective Literacy Practice in Years 1 to 4. Ministry of Education. Learning Media. Wellington. An Observational Survey of Early Literacy Achievement. Marie Clay. Literacy Lessons Designed for Individuals Part 1 and Part 2. Marie Clay

More Related Content

Guided Reading Early Literacy Inservice

  • 1. 油
  • 2. An instructional technique which allows students to use and practise effective reading strategies.
  • 3. Shared Reading Guided Reading Books are read to and with the children Books are read by the children Teacher alerts children to reading strategies as she/he reads Children practise independent reading strategies with the teachers support Can be used with a wide range of reading abilities at one time Best used with a group at roughly the same reading level Text can be quite complex Text needs to be within the childs instructional level Develops childrens understanding of how books work Enables the children to read for meaning, using their knowledge of how books work Can be read by or further explored by child subsequently Encourages silent reading by child on first reading All attend to one large book Children have individual copies
  • 4. Teaching for effective processing. (Processing is how the brain works to get the message or create the message.) Processing is the key issue. Children need to be taught how to process text.
  • 5. Running Records Why are they used? To monitor progress. To assess whether a child is ready to move to a more difficult text. To provide information about reading behaviour of a child at their instructional level.
  • 6. 油
  • 7. 油
  • 8. 油
  • 9. Give the title, introduce the characters and main idea. Look through the book together, talk about key concepts, especially if unfamiliar. Lead readers to predict meaning from pictures.
  • 10. Use the book language, establish language pattern. Anticipate problems words, find words in text using visual cues.
  • 11. State teaching point for session. Today we are thinking about. Children read the whole book.(not taking turns page by page) Silently.
  • 12. One to One Matching Phrasing and Fluency Monitoring Self correcting Attending and searching Predicting Using all sources of information. Comprehending
  • 13. Spoken language must match text. Ben looked at the box . Ben looked at the box. A dinosaur jigsaw puzzle, he said A dinosaur . puzzle, he said
  • 14. Were there enough words? Read it with you finger (short time only) and make it match. Check it?
  • 15. Reading needs to be phrased if the reader is going to understand what the author is saying. It also needs to be phrased and fluent if the reader is to going to be processing text.
  • 16. Baby Monkey is asleep. Baby Monkey is asleep. 油 Father Bear went fishing. Father Bear went fishing. He went down to the river. He went down to the river.
  • 17. I will have to make a new fence. I will have to make a new fence.油 油 As Luke climbed out, Andrew shouted, Look out! Here I come!油
  • 18. Are you listening to yourself? Did it sound good? Make it sound like your favourite book. Put the words together so it sounds like talking. 油
  • 19. How would you say it? Make your voice go down at the end of the sentence. Notice when you can pause and stop. Change your voice when you see these marks on the page.
  • 20. Self monitoring is when the child notices that he/she is not right. The cat is asleep on the bird. A The cat is asleep on the bed. T
  • 21. Self correcting is when the child notices that she /he is not right then searchers further and corrects the error themselves. Here is the bread for brave father | SC Here is the bread for hungry mother mouse. mouse.
  • 22. Here is the bread for hungry mother. Here is the bread for hungry mother. Bear. mouse. Why did you stop? What did you notice? Check are you right? Remember who is in the story. What would you expect to see at the beginning of bear? 油
  • 23. What could you check? You said does that sound right? Did that sound right? What do you expect to see at the beginning? at the end? .after the m?
  • 24. Does it look right and sound right? Whats wrong with this?(repeat what the child said.) Can we say it that way? Check it. Run your finger under it.
  • 25. Children need to attend to details of text in order to determine meaning and decoding. For beginning readers this involves attending to every word and the illustration. For fluent readers it involves taking in phrases rather than words slowing down to identify particular words only when necessary.
  • 26. The reader needs to search for all types of information. Meaning Structure Visual
  • 27. Meaning Kingfisher is ________ |_ Lizards tail . Kingfisher is eating | T Lizards tail. Can you see something in the picture to help you? Would eating fit in there? Think about what is happening in the story.
  • 28. Structure I like helping. I ___ | help you. I will | T help you. Think what would sound right? How would you say it?
  • 29. Look in the ___. Look in the box. Would box start like that? What would start like that? What sounds can you see in that word? Say it slowly like you do when you write? Get your mouth ready for the first sound? Think what would look right.
  • 30. Mum and Sally went to the ____. Mum and Sally went to the shed. | T Look for something that would help you. What can you see that might help? Do you know a word that looks like that?
  • 31. When cross checking the reader checks one source of information with another source. Ben said to the boys. | girls |sc Ben said to the teacher.
  • 32. You are good at playing. You are good at puzzles. Come and look at the plane. Come and look at the photo. Try again and think about what is happening in the story. Look in the pot. Look in the box. What would make sense and look right?
  • 33. The farmer shouted the door. The farmer shut the door. What would look like that like that and make sense. Look in the pot. Look in the box. What can you see in the picture that starts like that and would make sense?
  • 34. Try that again. Try that again and think what would make sense. Try that again and think what would sound right and look right. Try that again and think what would make sense, sound right, and look right.
  • 35. What could this word be? You solved the puzzle. How did you do that? Was that okay? What do you think? How did you know? How do you know it was right?
  • 36. Readers need to develop strategies that they can use to enhance their understanding of what they have just read and develop their critical awareness.
  • 37. Getting the message. Making connections. Understanding the purpose. Responding personally. Thinking critically about the text.
  • 38. Making connections between what they know and what they are reading. Forming and testing hypotheses about texts. (Is expectation that the reader forms about the text before it is read.) Asking questions.
  • 39. Visualising. Having the children picture what is happening helps their understanding. What pictures can you see in your head. Inferring
  • 40. Childrens comprehension can be explored by having the child retell the story or by asking questions requiring interpretation of what they have read.
  • 41. Literal questions (here) Ask children to recall information. Inferential questions (hidden) Ask children to work out answers by reading between the lines. Evaluative questions. (head) Ask children to go beyond the text.
  • 42. At any stage of reading development children should be expected to be able to think about texts at all three levels.
  • 43. Effective Literacy Practice in Years 1 to 4. Ministry of Education. Learning Media. Wellington. An Observational Survey of Early Literacy Achievement. Marie Clay. Literacy Lessons Designed for Individuals Part 1 and Part 2. Marie Clay