GUIDED READING OVERVIEW FOR:Dates covered: 03/8/2015Achievement Objective for Reading

use sources of information (meaning, structure, visual and grapho-phonic

information) and prior knowledge (with growing confidence) to make sense of a
range of (increasingly complex and varied) texts

Strategy Learning Outcome (s)

Monitor my reading and self-correct errors with increasing competence.

beginning to respond and think critically bout texts

Ongoing teaching points

Reread words, phrases or sentences to check that what we are reading

looks and sounds right.
Engage more deeply with texts.

Resources/Material
Literacy learning progressions
New Zealand Curriculum
TKI

Group Members:Rhinos: Sophie SY, Madison, Jeremy:

Green 2

Notes about these readers based on gathered assessment data

(What do I know about these readers)
Sophie SY-Stretches words to hear all the sounds and can usually piece the
sounds back together to decode unknown words. Uses initial visual and prior
knowledge to predict what a word might be. Attempts full visual before
stretching. When prompted checks to see if text looks and sounds right. Reads
texts fluently rather than intermittently .Is beginning to recognise blends
mainly ch.
Madison-Good high frequency word vocab. Stretches small words. Uses
others as a guide for bigger unknown text. Uses illustrations and initial visual
at times to attempt words. When prompted thinks about how words sound and
look. Makes connections to her experiences. Can predict what she thinks will
happen based on prior knowledge and using the text.
Jeremy- Engages with text. Rereads to make sense and attempt unknown
words. Uses his knowledge of sounds to attempt unknowing words and uses his
knowledge of suffixes. Can use full visual when able to read on.

Day Monday 03/08/2015

Text The great car clean out
Focus learning outcomes for strategy teaching
Checking to see that what we read looks and sound right- rereading to confirm.
Challenges
Context -no direct experience
Illustrations dont match perfectly

Supports
Illustrations

Key concepts in this text

Inference
Making Meaning

Strategy teaching statement to the readers

Today we are monitoring our own reading and self-correcting our errors when we notice them.
Introduction to the text (tell the readers about the text)

What happens when your house gets untidy? Who tidies it up? Do you help?
Encourage the children to share their experiences of tidying up at home. What
about your car? Does it ever need cleaning out?
Page

Purpose setting questions and discussion points to help understanding of this text

Cover/title

Why is Mum looking worried? What is mum going to do?

2/3

Who do you think will help mum?

Read and find out.
Why cant Dad find his cellphone?

Teaching points relating to text and the strategy

Remember you are making sure you check what
you are reading and fixing any words you need
to.
Text: great, clean, cellphone

4/5

Look at the pictures, What can you tell me?

Read and find out what Donna and David are looking for?
What would make it easier for the family to find their lost items?

Text: Video

6/7

What is more important do you think, the car or the others lost items? Why?
Read and see what Mum is saying
What do you think might happen?

Text: untidy

8/9

How is Mum feeling?

Read and find out.
What do you think the family will do now?

10/11

What is happening? Is this good?

Read and find out.
Do you think the others might find their book and video?

16

How does everybody look?

Read and find out.
Why does mum say yeah, right, what does she mean by that?

Text: listen, meant

Text: tangled
Text: swept
After reading- Did you go back over any
words you were unsure of? Did it help? Do
you have any questions about what you read?

Guided Reading Formative Monitoring Sheet

Date:
Learning Outcomes
Names
Sophie SY

Madison

Jeremy

Group :
1.
2.
3.
Date

Evidence