Guided Reading Program - Newcastle Early Career Teachers
Early Stage 1: 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 |
|RES1.6: |Reread known text. |Read title page together. |Demonstrate a specific reading |Students reread the text. |
|Demonstrates developing reading skills and strategies |ORIENTATION TO THE TEXT. |Have students read the text. Prompt if |strategy. |Demonstrate phrased and fluent reading |
|when reading books, dealing with print and comprehending texts. |Introduce text and talk about it’s |necessary. |Focus on grammatical knowledge. |and have students practice. |
|demonstrates awareness that print is an expression of meaning |content. |Monitor and support each child’s |Focus on word meanings. |Independent Activities |
|recognises that a series of words makes up a text |Discuss cover and title. Read the |reading. Make notes on each child. |Focus on sight words. |Contract |
|expects text to make sense and can recall the sense of a text |blurb. |Pause and discuss events, characters, |Focus on sound / letter knowledge.|Cloze Passage |
|uses the illustration on the cover of the book to make predictions |Revise topic knowledge and ask what |illustrations and to make and confirm |Focus on Punctuation. |Comprehension |
|about what the story is going to be about when reading |the text might be about. |predictions. |Discuss different roles of the |Construction and Deconstruction of |
|uses picture clues to predict content and makes connections |Discuss purpose of the text. |Point out any differing features that |reader. |texts. |
|between illustrations and written text when reading |Make predictions about the text. |the children may not have seen before, | |Word links |
|consistently interprets some familiar written symbols in context | |i.e., speech bubbles. | |Crosswords |
|makes acceptable substitutions when reading simple literary and factual texts. | | | |Magnetic Letters and whiteboards |
|identifies words that tell who or what in texts, eg nouns and noun | | | |Find – a – words |
|groups, during shared or guided reading | | | |Worksample |
|identifies words that are verbs during shared or guided reading | | | |Worksheet on text. |
|identifies words that indicate when and where actions take place | | | | |
|in shared or guided reading | | | | |
|uses knowledge of grammatical structure of language to assist reading | | | | |
|identifies repetition of words in texts. | | | | |
|distinguishes print from drawings | | | | |
|shows an awareness of the horizontal nature of print in English | | | | |
|and left to right direction | | | | |
|recognises and supplies rhymes | | | | |
|recognises spoken words with same sound or given sound | | | | |
|recognises that words are made up of letters | | | | |
|hears and articulates sound segments in words | | | | |
|identifies some letters or sounds beyond those in own name | | | | |
|recognises most sounds of the alphabet | | | | |
|segments words into onset and rime (eg ‘strip’ – ‘str’ and ‘ip’), | | | | |
|recognises sight words in printed texts | | | | |
|identifies full stops and capital letters in printed texts. | | | | |
|knows basic book conventions, ie can open book and hold book in correct way to | | | | |
|look at pictures, can turn pages in correct order | | | | |
| | | | | |
|Assessment: Reading (Running) Records; Anecdotal Observations; Worksample; Deskgrid; Bullseye. |Evaluation: |
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