Stage 3 Guided Reading Program - Newcastle Early Career ...
Stage 3 Guided Reading Program
|Text: |Text Type: |Level: |
| |Term: |Weeks: |
|Outcomes and Indicators |Orientation to the Text |Reading the Text |Working with the text |Rereading the Text Independent Activities |
|RS3.6 Uses a comprehensive range of skills and strategies appropriate to the |Reread known text. |Read title page together. |Demonstrate a specific reading |Students reread the text. |
|type of text being read. |ORIENTATION TO THE TEXT. |Have students read the text. Prompt if |strategy. |Demonstrate phrased and fluent reading and|
|• attempts several strategies when reading difficult texts, eg rereading or |Introduce text and talk about its |necessary. |Focus on grammatical knowledge.|have students practice. |
|reviewing parts of the text, making notes about key features |content. |Monitor and support each child’s |Focus on word meanings. |Independent Activities |
|• uses knowledge about texts to predict the kinds of words likely to be |Discuss cover and title. Read the |reading. Make notes on each child. |Focus on sight words. |Contract |
|included |blurb. |Pause and discuss events, characters, |Focus on sound / letter |Cloze Passage |
|• draws on knowledge of word origins and word-building strategies to work out|Revise topic knowledge and ask what |illustrations and to make and confirm |knowledge. |Comprehension |
|new words |the text might be about. |predictions. |Focus on Punctuation. |Construction and Deconstruction of texts. |
|• uses several strategies for finding information in texts, eg skimming for |Discuss purpose of the text. |Point out any differing features that |Discuss different roles of the |Word links |
|gist, scanning for specific information |Make predictions about the text. |the children may not have seen before, |reader. |Crosswords |
|• adjusts reading strategies for different texts and different purposes, eg | |i.e., speech bubbles. | |Magnetic Letters and whiteboards |
|scans information books for selected topics | | | |Find – a – words |
|• identifies reference links | | | |Worksample |
|• identifies word chains, synonyms, antonyms | | | |Worksheet on text. |
|• identifies adverbial phrases and adjectival phrases | | | | |
|• identifies words that may help readers to distinguish fact from opinion. | | | | |
|• uses a range of word-identification strategies to decode words in a text | | | | |
|• understands and uses various text layouts to access information | | | | |
|• uses appropriate speech patterns selectively, eg pause, pitch and emphasis.| | | | |
|• knows how to use a thesaurus effectively | | | | |
|• identifies and locates resources, eg through subject/key word/author/title | | | | |
|searches | | | | |
|• identifies a research topic and selects relevant and accurate information | | | | |
|• identifies relevant and valid resources for research | | | | |
|• summarises key information. | | | | |
|Assessment: Reading (Running) Records; Anecdotal Observations; Worksample; Deskgrid; Bullseye. |Evaluation: |
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