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Planning for guided reading is essential.
Key considerations in planning a guided reading session are the following:
- Purpose: What do the students need to learn? (Based on data about the students' learning.)
- Introduction: How am I going to begin?
- Reading: What are the students going to do, and why?
- Discussion and response: What strategies, such as questions and prompts, can I use to generate thoughtful discussion?
- Monitoring, reflecting, and concluding: How can I and the students know that new learning is taking place?
- Follow-up: How will the learning be consolidated and extended?
This information is recorded in iUgo under each group's learning. See here for more details on recording planning. Some teachers also find writing sticky notes and putting these on the appropriate pages of the teacher's text to refer to during the lesson.
YEARS 1-4
YEARS 1-4
- practising the use of word-level information to decode new words;
- interpreting punctuation features;
- looking at words that describe characters in a story;
- identifying plots and sub-plots;
- using illustrations as a source of information;
- predicting the outcome of a story;
- inferring from the actions/dialogue of characters;
- locating information or evidence in the text that answers a particular question;
- using a table of contents, chart, or graph;
- studying a particular features of non-fiction;
- learning the conventions of a specific narrative form;
- comparing the author's point of view in two texts;
- considering simple sentence structures
YEARS 5-8
YEARS 5-8
- developing new vocabulary and ways of using language;
- deliberately practising strategies for word recognition or for comprehension;
- looking at words that describe characters in a story;
- identifying plots and sub-plots;
- exploring ways in which universal themes are represented in texts;
- predicting the outcome of a narrative;
- forming and testing a hypothesis;
- inferring from the actions/dialogue of characters;
- exploring relationships between characters and how these develop and change;
- learning the conventions of a specific text form;
- comparing two writers' points of view in their different texts;
- considering the structures of different text forms and how to use these to inform writing;
- locating information or evidence in the text that answers a particular question;
- using a table of contents, a chart, or a graph.
RESOURCES
RESOURCES
Supernova Reading Resources can be found on Google Drive.
Click the logo to access these.
These include different learning intentions for each level of the colour wheel (Levels 1-2).
Jill Eggleton's book contains specific student targets/intentions from Level 1-3.
This book can be found in the Teacher Resource area. It is an excellent resource, particularly for the Junior part of the school.
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