Stage 2 Guided Reading Program - Newcastle Early Career ...



Stage 2 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 |

|RS2.6 |Reread known text. |Read title page together. |Demonstrate a specific reading |Students reread the text. |

|• Uses efficiently an integrated range of skills and strategies when reading |ORIENTATION TO THE TEXT. |Have students read the text. Prompt |strategy. |Demonstrate phrased and fluent |

|and interpreting written texts. |Introduce text and talk about its |if necessary. |Focus on grammar knowledge. |reading and have students |

|• Uses a range of automatic monitoring and self-correcting methods when |content. |Monitor and support each child’s |Focus on word meanings. |practice. |

|reading. |Discuss cover and title. Read the |reading. Make notes on each child. |Focus on sight words. |Independent Activities |

|• Draws on experience or knowledge of the topic or context to work out the |blurb. |Pause and discuss events, characters,|Focus on sound / letter knowledge. |Contract |

|meaning of unknown words. |Revise topic knowledge and ask |illustrations and to make and confirm|Focus on Punctuation. |Cloze Passage |

|• Skims a text for overall message using headings, subheadings, layout, |what the text might be about. |predictions. |Discuss different roles of the |Comprehension |

|graphics. |Discuss purpose of the text. |Point out any differing features that|reader. |Construction and Deconstruction of|

|• Relates information in text to accompanying graphics. |Make predictions about the text. |the children may not have seen | |texts. |

|• Uses strategies to confirm predictions and to locate information (eg key | |before, i.e., speech bubbles. | |Word links |

|words, headings, subheadings). | | | |Crosswords |

|• Reads texts aloud, using appropriate stress, pause and intonation. | | | |Magnetic Letters and whiteboards |

|• Identifies adjectives and how they are used to provide information about | | | |Find – a – words |

|nouns. | | | |Worksample |

|• Identifies words that indicate possibility, probability. | | | |Worksheet on text. |

|• Identifies relationships in written sentences signalled by conjunctions | | | | |

|and/or connectives. | | | | |

|• Identifies evaluative language in literary and factual texts. | | | | |

|• Uses word-identification strategies. | | | | |

|• Reads two- and three-syllable words and contractions. | | | | |

|• Makes substitutions or omissions that maintain meaning when reading. | | | | |

|• Reads aloud using appropriate pitch, pause, emphasis and intonation. | | | | |

|• Uses knowledge of alphabetical order, first and subsequent letters of a word | | | | |

|to locate information in dictionaries, encyclopedias and glossaries. | | | | |

|• Makes brief notes of information relevant to the topic. | | | | |

|• Locates and sorts information on a topic from a variety of | | | | |

|sources. | | | | |

|Assessment: Reading (Running) Records; Anecdotal Observations; Worksample; Deskgrid; Bullseye. |Evaluation: |

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