Case Study: Year 2 Intensive Reading Support Materials

Resource 9: Sample Guided Reading Plan and Record

Guided Reading Plan: Group
Introduction or recap; strategy check (5 mins) Session 1 The Three Billy Goats Gruff Tell children the book title and give a brief summary of the content and characters if children are not familiar with the story. Share lesson focus (rereading if something does not make sense and using interesting voices that sound like talking). Choose one sentence on pages 2-3 and one from pages 4-5. e.g Once upon a tim there were there Billy Goats Gruff. Which part did not make sense? What would look right and sound right? Teacher models the rereading and self-correcting. Read pages 7& 8 to the group to model expressive reading. Teachers would not be expected to include this level of detail in their planning. It is given here so they have a clear idea of what to do and say during each part of the lesson. Session 2

Level: Orange
Independent reading Children read pages 2-9 independently. Remind them to reread if something does not make sense, and to think about how the Billy Goats would sound when they talk. (Children read quietly to themselves. Teacher moves around behind/alongside each child, listening and supporting.)

Term:
Returning to the text; response Either give examples of where the children have read expressively and used punctuation or reread and self-corrected when meaning was lost. Or, Choose one or other of these focuses that requires attention and remodel this for the group. Children read to end of story if time, otherwise they could do this the next day before doing the follow-up work. Follow-up/independent reading Reread favourite page to partner. Or, Draw a picture from the story, add speech bubbles to the characters and insert text. Practise reading this in an interesting reading voice. Share with class during plenary to model use of punctuation and expression to aid meaning. Or, Practise the play independently and then present to the class.

Session 3

Session 4

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Case Study: Year 2 Intensive Reading Support Materials Guided Reading Record
Lesson sequence: 1. Introduction/recap, strategy check 2. Independent reading 3. Returning to text/response Names & any individual targets Texts: The Three Billy Goats Gruff (PM Traditional Tales) Code: A = absent Tick = observed child applying target strategy Half Term: Teacher: NC/Book Band Level: Orange NC level 1a

Group guided reading focus 1: To reread a sentence and selfcorrect if meaning is lost.
14/01 Accepts meaning loss. 21/01 Showing awareness of meaning loss but not sc.

Group guided reading focus 2: Read with pace/expression, pause at full stops, raise voice for questions, change voice for speech.
14/01 Runs over full stops. 21/01 Attending to f/s now.

Group guided reading focus 3: Predict words from preceding words in sentence and suggest alternatives.
21/01 Confident & accurate.

Evaluation, next steps.

P--------------

21/01 Continue focus on targets 1 & 3 for group. Use of expr and puct much impr. Chn enjoying. Provide poems and plays for indep rdg to practise these things.

L-----------------

14/01 Aware of meaning loss. Needs support to correct errors. 21/01 Rereading and sc

14/01 Expr. Direct speech. 21/04

21/01 Developing confidence and accuracy.

confidently. A-----------------14/01 Is dev. effective monitoring and self-correction strategies. 21/01 14/01 Lacks expr. 21/04 Needs expr/phrasing modelled. 21/01 Needs encour. to predict.

R---------------

S-------------------

M------------------

14/01 Uses visual info, ignores meaning. 21/01 Needs prompting to use meaning. 14/01 Overly reliant on visual info. 21/01 Doesnt always reread if meaning loss occurs. 14/01 Accepts meaning loss 21/01 scs more frequent.

14/01 A 21/01 Needs to slow down, uses expr. 21/01 Intonation for questions needs further work, o/wise ok

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DRAFT