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Guided Reading Groups

Outcomes and Content

Guided reading groups are based on students


reading skills, fluency, and comprehension of the
text. Students in 5/6J will participate in guided
reading groups during literacy rotations two days a
week.
Tuesday & Wednesday 10:00 11:00pm
At the beginning of each session, all students will
be guided to the next cluster of indicators relating
to reading texts and comprehension, with a focus
on a particular reading and comprehension
strategy for the week. One group will work
explicitly with the classroom teacher while the
three other groups will be working independently
on a set of learning tasks according to different
cluster focuses.

English K-10
EN33A uses an integrated range of skills,
strategies and knowledge to read, view and
comprehend a wide range of texts in different
media and technologies.

Assessment: Weekly observations, cluster marker


folders and running records.

-navigate and read texts for specific purposes,


applying appropriate text processing strategies
-interpret picture books, comic strips & sequences
of digital images which do not contain text
-summarise a text and evaluate the message or
theme
-analyse how text structures and language features
work together to meet the purpose of a text
-recognise how grammatical features help to build
meaning in texts including reference links, and
adverbial and adjectival phrases

Iron Man

Wolverine

Captain
America

Super Man

Levels 25 - 27

Levels 28 - 29

Level 30

Level 30+

Dylan
Brenden
Aisha
Khalia
Tahlia
Alyssa

Manish
Vishnu
Emily
Micaela
Brock
Daniel
Jaiquan

Manda
Meltem
Laney
Akshay
Estelle
Abby
Sarah
Maggie

Nihara
Elijah
Tanaya
Travis
Abdul
Sherwin
Layal
Gemma

To achieve the next PLAN cluster in Reading Texts students will need to:

Working towards
Cluster 9

Working towards
Cluster 10

Working towards
Cluster 11

Working towards
Cluster 12 & 13

Brenden, Vishnu, Tahlia,, Brock, Dylan

Khalia, Manish, Emily, Aisha, Jaiquan

Meltem, Alyssa, Estelle, Micaela, Sherwin,


Akshay, Gemma, Sarah

Elijah, Nihara, Laney, Daniel, Manda,


Maggie

9th Cluster
*Reads for sustained periods (15-20
minutes) and sustains understanding in
longer texts over time, e.g. reading short
novels over several days.
*Uses visual representations, e.g.
photographs, tables, charts to enhance
meaning when reading factual texts.
*Selects and uses the most effective
word identification strategy to maintain
fluency and meaning.
*Demonstrates an awareness of how to
use skimming/ scanning and text features
such as subheadings to locate specific
information.
*Uses screen navigation features when
reading and viewing Internet texts.

Cluster 10
* Reads short novels with minimal
illustration, unfamiliar content, settings
and characters and challenging and
unusual vocabulary.
* Adjusts rate of reading to suit text
complexity and reading purpose.
* Uses more sophisticated word
identification strategies to maintain
word and sentence level fluency and
create meaning, e.g. use of homonym,
syllabification, analogy
* Uses topic knowledge, vocabulary
knowledge and context to read unknown
words when engaging with subject texts.
* Chooses a reading path appropriate to
the text (literary, factual, electronic) and
navigates multimodal texts appropriate
to the purpose.

Cluster 11
* Reads for sustained periods (20-30
minutes) and sustains understanding in
longer texts over time, e.g. reading short
novels over several days.
* Confidently engages with a wide range
of authentic texts, e.g. newspapers, TV
documentaries, websites and chooses
reading pathways appropriate to the
purpose for reading/viewing.
* Monitors reading for accuracy and
meaning and adjusts reading when
difficulties are encountered, e.g. adjusts
speed, rereads and attends to most
important information.
* Manipulates multiple texts that include
a variety of purposes and modes to
locate information for a specific
purpose.
* Uses text navigation skills such as
skimming and scanning to efficiently
locate specific information in literary,
factual and electronic texts

Cluster 12
* Reads increasingly longer novels and
subject texts using a range of effective
word identification strategies to
maintain meaning.
* Reads, views and uses a wide variety of
literary and factual, print and electronic
texts with increasing autonomy, e.g.
extended novels and information texts,
video documentaries, multimedia and
performance texts, graphic material.
* Reads more demanding subject texts
that have increasing levels of technicality
and abstraction.
* Monitors reading for accuracy and
meaning selecting and using appropriate
higher order word identification skills
such as knowledge of word origins and
analogy.
Confidently adjusts the chosen reading/
viewing pathway to achieve the intended
purpose in literary and factual, print,
electronic and multimodal texts.
Tanaya, Travis, Abdul, Abby, Layal
Cluster 13

To achieve the next PLAN cluster in Comprehension students will need to:

Working towards
Cluster 8
8th Cluster
-Refers to prior knowledge and
experiences to build understanding of a
text.
-Justifies predictions about sections of a
text.
-Builds understanding of a text by using
knowledge of text organisation and
features, e.g. referring to headings and
subheadings to locate information.
-Draws conclusions by using clues in a
text.
-Identifies more than one perspective or
point of view when represented in texts.
-Articulates the main idea and provides a
synthesised retell that captures key
events in texts.
-Creates mental images to capture ideas.

Working towards
Cluster 9

Working towards
Cluster 10

Working towards
Cluster 11

Vishnu, Aisha, Emily, Dylan, Tahlia, Khalia

Manish, Brenden, Sarah, Brock, Jaiquan

Meltem, Sherwin, Alyssa, Gemma, Akshay,


Estelle, Daniel, Maggie, Micaela

9th Cluster
*Builds understanding during reading by
discussing possible consequences of
actions and events.
*Interprets texts by recognising and
discussing the difference between literal
and inferred meaning in relation to
information, characteristics, events.
*Builds understanding about the meaning
of a text by actively seeking information
from different parts of a text.
*Shows an awareness through discussion
that texts can present different
perspectives.
*Analyses the ways ideas and
information are presented by making
comparisons between texts.
*Identifies and interprets main ideas and
important information in a text to
provide an accurate retell of a text.
*Analyses a text by discussing visual,
aural and written techniques used in the
text.
*Builds understanding about the meaning
of a text by identifying and discussing
text organisation and features, e.g.
cohesive links.

Cluster 10
* Interprets text by inferring
connections, causes and consequences
during reading.
* Responds to and interprets texts by
discussing the differences between
literal and inferred meanings.
* Interprets the meaning of a text by
seeking further information in other
sections of a text or in different texts.
* Identifies ways texts present different
perspectives.
* Evaluates text accuracy and credibility
by comparing texts on a similar topic.
* Analyses and evaluates the relative
importance of key ideas and information
in a text to construct an overview.
* Responds to and analyses texts by
discussing the ways language structures
and features shape meaning.
* Responds to and interprets texts by
integrating sources of information in
texts.

Cluster 11
* Analyses and evaluates the ways that
inference is used in a text to build
understanding.
* Re-examines sections of texts for
evidence to support interpretations and
opinions.
* Evaluates a personal interpretation of
a text by critically re-examining evidence
within the text.
* Responds to themes and issues evident
in texts that present different
perspectives on a given topic or
different points of view in a text.
* Analyses texts to explain and compare
how audience, purpose and context
influence texts.
* Critically analyses and interprets a text
to create a summary that demonstrates
an understanding of the different views
and values represented.
* Analyses and responds to language and
grammatical techniques used to influence
an audience.
* Analyses and compares how
information and ideas are presented in a
range of texts on the one topic.

To achieve the next PLAN cluster in Reading Texts students will need to:

Working towards
Cluster 12

Working towards
Cluster 13

Working towards
Cluster 14

Elijah, Nihara, Abdul, Manda

Laney, Travis, Layal, Abby

Tanaya

Cluster 12
* Interprets and critically analyses texts
by responding to inferred meaning within
a text and justifying interpretations
using evidence.
* Reinterprets ideas and issues by
creating innovative personal responses
to ideas and issues in literary texts
through oral, dramatic, written and
multimodal presentations.
* Critically analyses a wide range of
imaginative, informative and persuasive
texts in different forms to compare how
ideas are presented.
* Explains how texts can be interpreted
from a variety of perspectives by
discussing the ways that different views
and values are presented.
* Interprets texts by identifying and
discussing multiple purposes within the
same text.
* Interprets and analyses several
different texts on one topic to present a
summary of information and ideas that
show an understanding of the topic.
* Analyses texts to compare how
language structures and features are
used to position readers and viewers.
* Analyses and evaluates how written
information and visual images shape
meaning by comparing texts on the same
topic.

Cluster 13
* Applies comprehension strategies and
skills including predicting, visualising,
summarising, monitoring, questioning and
making connections, to make meaning in
subject contexts.
* Explores, analyses and responds to
ideas in imaginative, informative and
persuasive texts.
* Judges the value or effectiveness of
texts according to their purpose and
subject matter.
* Interprets and responds to points of
view in texts with an awareness of
underlying social, cultural and/or
historical values.
* Identifies different interpretations of
and perspectives in texts.
* Analyses and evaluates how texts are
shaped by purpose, audience and
context.
* Identifies an authors point of view
with textual evidence.
* Draws on knowledge of familiar types
of text relevant to subjects to facilitate
understanding of new texts.
* Identifies and infers the meaning of
imagery and symbolism in spoken,
written, visual and multimodal texts.
* Analyses and evaluates the impact of
visual images on the meaning of texts.
* Locates and synthesises information
to draw conclusions from a variety of
sources.

Cluster 14
* Consolidates an increasing repertoire
of comprehension strategies.
* Draws on widening personal and textual
experience and knowledge to make
meaning of texts.
* Interprets texts that present
challenging ideas and issues.
* Makes bridging inferences by linking
pronouns, synonyms and other cohesive
devices to clarify and build meaning.
* Compares own opinions and
interpretations of texts with others, and
justifies position with textual evidence.
* Compares and contrasts different
values and opinions presented on similar
content.
* Identifies ways in which authors
position the audience to accept
particular views and perspectives.
* Identifies and evaluates ways in which
authors use language, structures and
textual features to achieve particular
purposes.
* Identifies assumptions, bias and
stereotyping in texts.
* Evaluates the credibility and reliability
of textual sources.

Working towards
Cluster 15

Cluster 15
* Recognises, articulates and reflects on
effectiveness of strategies used to
enhance comprehension.
* Makes reasoned inferences based on
implicit information (including causal and
temporal relationships).
* Explains how and why alternative
interpretations of texts are developed
by particular groups of people.
* Reconsiders the meaning of texts when
exposed to alternative interpretations.
* Critically evaluates the ways in which
authors use and integrate language,
structures and textual features to
achieve particular purposes.
* Evaluates information from a variety of
sources for credibility, authenticity and
usefulness.
* Uses textual evidence to explain how
the audience is positioned by particular
representations of people, events, ideas
or issues.
* Questions and challenges information
and assumptions in texts.
* Critically analyses texts for different
perspectives and bias.
* Identifies ambiguities and conflicting
messages in texts.
* Critically compares aspects and
qualities of texts.

THU

WED

TUE

MON

When students are not working in a teacher guided reading session, they will engage in a range of
different activities per week that build upon their spelling, reading, grammar, writing and
comprehension skills. Students will engage in two activities per session in a rotating-like fashion.
Iron Man

Wolverine

Captain America

Super Man

Guided Reading

Writing/Grammar Activity

Spelling Activity

Comprehension Activity

Comprehension Activity

Guided Reading

Writing/Grammar Activity

Spelling Activity

Spelling Activity

Comprehension Activity

Guided Reading

Writing/Grammar Activity

Writing/Grammar Activity

Spelling Activity

Comprehension Activity

Guided Reading

Guided Reading

Writing/Grammar Activity

Spelling Activity

Comprehension Activity

Comprehension Activity

Guided Reading

Writing/Grammar Activity

Spelling Activity

Spelling Activity

Comprehension Activity

Guided Reading

Writing/Grammar Activity

Writing/Grammar Activity

Spelling Activity

Comprehension Activity

Guided Reading

Each guided reading group will have a teacher guided session each week in order to explicitly engage
in a range of activities that build upon their reading and comprehension skills and strategies.

Monday

Tuesday

Wednesday

Thursday

Introduction to text

Cluster Marker Focus for


Reading

Cluster Marker Focus for


Reading

Comprehension Cluster Focus


Activity

1. Discuss the weekly cluster


marker and reading strategy focus
with students.
2. Revise what the text is about
discussing the beginning, middle and
end as well as the main idea.
2. Students read a page each
moving around the circle.
3. Once reading is complete,
discuss how the book may connect
to aspects of real life and the
students experiences
Connections to personal
experiences should also be made
during the reading of the text.
Teacher to provide consistent
praise and encouragement whilst
providing individual feedback to
students referring to the weekly
cluster marker and reading or
comprehension strategy in focus.

1. Revise the weekly cluster marker


and reading strategy focus with
students.
2. Students read a page each
moving around the circle Try to
ensure that the whole text is read
during session.
3. As a group, summarise the text
drawing on the key components of
a summary.
4. Consider a range of questions to
ask students, in relation to the
book. Consider both literal and
inferential questions related to the
content of the text.

Students will be divided into


comprehension cluster groups
whereby they will engage in a
specific activity differentiated to
meet their individual cluster needs
in comprehension.

Super Six Comprehension Focus

Super Six Comprehension Focus

Super Six Comprehension Focus

Super Six Comprehension Focus

Predicting & Visualising

Visualising, Monitoring & Making


Connections

Questioning & Summarising

Focus area will vary each week

1. Discuss the title of the book, the


author and illustrator and locate
these on the front cover.
2. Make predictions about the book
based on the front cover and title
only characters, events that
could occur - main themes
3. Discuss/revise some strategies
that good readers use when
reading and viewing/listening to
texts.
4. Read the text whilst students
follow along modeling fluency,
expression, attention to
punctuation and demonstrates
response to the meaning/
comprehension of the text.
Continue to pause within the text
to allow students to make
predictions and gather meaning.

Each week, students will engage in a new comprehension focus based on the Super Six
Comprehension Strategies.

Week

Super Six Comprehension Focus

Prediction

Visualising

Monitoring

Making Connections

Questioning

Summarising

10

Revision

Notes

Week

Weekly Cluster Markers

C8 - Reads increasingly complex texts with less familiar content and vocabulary and more extended descriptions.
C8 - Engages with both literary and factual texts of increasing length and difficulty for longer periods of time
C8 -Refers to prior knowledge and experiences to build understanding of a text.
C8 - Justifies predictions about sections of a text.

C8 - Reads' texts in different ways to meet a range of reading purposes.


C8 - Independently monitors reading by using a variety of self-correction strategies to maintain meaning.
C8 - Builds understanding of a text by using knowledge of text organisation and features, e.g. referring to headings and subheadings to
locate information.
C8 - Draws conclusions by using clues in a text.

8 - Reads' texts in different ways to meet a range of reading purposes.


C8 - Independently monitors reading by using a variety of self-correction strategies to maintain meaning.
C8 - Builds understanding of a text by using knowledge of text organisation and features, e.g. referring to headings and subheadings to
locate information.
C8 - Draws conclusions by using clues in a text.

C9 - Reads for sustained periods (15-20 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over
several days.
C9 - Uses visual representations, e.g. photographs, tables, charts to enhance meaning when reading factual texts.
C8 - Identifies more than one perspective or point of view when represented in texts.
C8 - Articulates the main idea and provides a synthesised retell that captures key events in texts.

C9 - Selects and uses the most effective word identification strategy to maintain fluency and meaning.
C9 - Demonstrates an awareness of how to use skimming/ scanning and text features such as subheadings to locate specific
information.
C9 - Uses screen navigation features when reading and viewing Internet texts.
C8 - Creates mental images to capture ideas.

C9 - Builds understanding during reading by discussing possible consequences of actions and events.
C10 - Reads short novels with minimal illustration, unfamiliar content, settings and characters and challenging and unusual vocabulary.
C10 - Adjusts rate of reading to suit text complexity and reading purpose.

10

C9 - Interprets texts by recognising and discussing the difference between literal and inferred meaning in relation to information,
characteristics, events.
C9 - Builds understanding about the meaning of a text by actively seeking information from different parts of a text.

Week

Weekly Cluster Markers

C10 - Reads short novels with minimal illustration, unfamiliar content, settings and characters and challenging and unusual vocabulary.
C10 - Adjusts rate of reading to suit text complexity and reading purpose.
C9 - Analyses a text by discussing visual, aural and written techniques used in the text.
C9 - Builds understanding about the meaning of a text by identifying and discussing text organisation and features, e.g. cohesive links.

C10 - Uses more sophisticated word identification strategies to maintain word and sentence level fluency and create meaning, e.g. use of
homonym, syllabification, analogy
C10 - Uses topic knowledge, vocabulary knowledge and context to read unknown words when engaging with subject texts.
C10 - Interprets text by inferring connections, causes and consequences during reading.
C10 - Responds to and interprets texts by discussing the differences between literal and inferred meanings.

C10 - Chooses a reading path appropriate to the text (literary, factual, electronic) and navigates multimodal texts appropriate to the
purpose.
C10 - Interprets the meaning of a text by seeking further information in other sections of a text or in different texts.
C10 - Identifies ways texts present different perspectives.

C11 - Reads for sustained periods (20-30 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over
several days.
C11 - Confidently engages with a wide range of authentic texts, e.g. newspapers, TV documentaries, websites and chooses reading
pathways appropriate to the purpose for reading/viewing.
C10 - Evaluates text accuracy and credibility by comparing texts on a similar topic.
C10 -Analyses and evaluates the relative importance of key ideas and information in a text to construct an overview.

C11 - Monitors reading for accuracy and meaning and adjusts reading when difficulties are encountered, e.g. adjusts speed, rereads and
attends to most important information.
C11 - Manipulates multiple texts that include a variety of purposes and modes to locate information for a specific purpose.
C10 - Responds to and analyses texts by discussing the ways language structures and features shape meaning.
C10 - Responds to and interprets texts by integrating sources of information in texts.

C11 - Uses text navigation skills such as skimming and scanning to efficiently locate specific information in literary, factual and electronic
texts
C12 - Reads increasingly longer novels and subject texts using a range of effective word identification strategies to maintain meaning.
C12 - Reads, views and uses a wide variety of literary and factual, print and electronic texts with increasing autonomy, e.g. extended
novels and information texts, video documentaries, multimedia and performance texts, graphic material.

10

C11 - Analyses and evaluates the ways that inference is used in a text to build understanding.
C11 - Re-examines sections of texts for evidence to support interpretations and opinions

Week

Weekly Cluster Markers

C11 - Manipulates multiple texts that include a variety of purposes and modes to locate information for a specific purpose.
C11 - Uses text navigation skills such as skimming and scanning to efficiently locate specific information in literary, factual and electronic
texts
C10 - Responds to and analyses texts by discussing the ways language structures and features shape meaning.
C10 - Responds to and interprets texts by integrating sources of information in texts.

C12 - Reads increasingly longer novels and subject texts using a range of effective word identification strategies to maintain meaning.
C11 - Analyses and evaluates the ways that inference is used in a text to build understanding.

C12 - Reads, views and uses a wide variety of literary and factual, print and electronic texts with increasing autonomy, e.g. extended
extended novels and information texts, video documentaries, multimedia and performance texts, graphic material.
C11 - Re-examines sections of texts for evidence to support interpretations and opinions.
C11 - Evaluates a personal interpretation of a text by critically re-examining evidence within the text.

C12 - Reads more demanding subject texts that have increasing levels of technicality and abstraction.
C11 - Responds to themes and issues evident in texts that present different perspectives on a given topic or different points of view in
a text.
C11 - Analyses texts to explain and compare how audience, purpose and context influence texts.

C12 - Monitors reading for accuracy and meaning selecting and using appropriate higher order word identification skills such as
knowledge of word origins and analogy.
C11 - Critically analyses and interprets a text to create a summary that demonstrates an understanding of the different views and
values represented.

C12 - Confidently adjusts the chosen reading/viewing pathway to achieve the intended purpose in literary and factual, print, electronic
and multimodal texts.
C11 - Analyses and responds to language and grammatical techniques used to influence an audience.

10

C11 - Analyses and compares how information and ideas are presented in a range of texts on the one topic.
C12 - Interprets and critically analyses texts by responding to inferred meaning within a text and justifying interpretations using
evidence.
C13 - Reads for sustained periods (30+minutes) and maintains meaning in longer texts or across a variety of texts on a single topic over
time.
C13 - Adjusts reading rate appropriate to subject content and purpose.

Week

Weekly Cluster Markers

C11 - Manipulates multiple texts that include a variety of purposes and modes to locate information for a specific purpose.
C11 - Uses text navigation skills such as skimming & scanning to efficiently locate specific information in literary, factual &electronic texts
C11 - Analyses and evaluates the ways that inference is used in a text to build understanding.

C12 - Reads increasingly longer novels and subject texts using a range of effective word identification strategies to maintain meaning.
C11 - Evaluates a personal interpretation of a text by critically re-examining evidence within the text.
C11 - Responds to themes &issues evident in texts that present different perspectives on a given topic or different points of view in a
text.

C12 - Reads, views and uses a wide variety of literary and factual, print and electronic texts with increasing autonomy, e.g. extended
novels and information texts, video documentaries, multimedia and performance texts, graphic material.
C11 - Analyses texts to explain and compare how audience, purpose and context influence texts.
C11 - Critically analyses and interprets a text to create a summary that demonstrates an understanding of the different views and
values represented.

C12 - Reads more demanding subject texts that have increasing levels of technicality and abstraction.
C12 - Monitors reading for accuracy and meaning selecting and using appropriate higher order word identification skills such as
knowledge of word origins and analogy.
C11 - Analyses and responds to language and grammatical techniques used to influence an audience.
C11 - Analyses and compares how information and ideas are presented in a range of texts on the one topic.

C12 - Confidently adjusts the chosen reading/viewing pathway to achieve the intended purpose in literary and factual, print, electronic
and multimodal texts.
C12 - Interprets and critically analyses texts by responding to inferred meaning within a text and justifying interpretations using
evidence.
C12 - Reinterprets ideas and issues by creating innovative personal responses to ideas and issues in literary texts through oral,
dramatic, written and multimodal presentations.

C13 - Reads for sustained periods (30+) and maintains meaning in longer texts or across a variety of texts on a single topic over time.
C12 - Critically analyses a wide range of imaginative, informative and persuasive texts in different forms to compare how ideas are
presented.
C12 - Explains how texts can be interpreted from a variety of perspective s by discussing the ways that different views and values are
presented

10

C13 - Adjusts reading rate appropriate to subject content and purpose.


C12 - Interprets texts by identifying and discussing multiple purposes within the same text.
C12 - Interprets and analyses several different texts on one topic to present a summary of information and ideas that show an
understanding of the topic.