An opportunity to: 1. Unpack the WALT 2. Introduce new vocabulary and language structures 3. Activate students knowledge and make links to prior learning 4. Model ways to construct meaning for the reader 5. Stimulate students to think critically 6. Encourage students to reflect on their learning 7. Monitor students closely while they engage and process texts 8. Build confidence as independent readers

1. Guided Reading
Mark Barratt

2. Warm Up Activities
PEOPLE BINGO

3. Outcomes (WALT)
• Reconnect with each other
• Revisit Guided Reading

4. Text rich classrooms are important!!
Congratulations to all those who sent in some fabulous
examples of Text Rich Activities they have created
https://drive.google.com/open?id=1o1f0QYNIa2p4i2l6inocH_n0JHmbb0qjDDH
aOvn2ccs

5. Guided Reading
An opportunity to:
• Unpack the WALT
• Introduce new vocabulary and language structures
• Activate students knowledge and make links to prior learning
• Model ways to construct meaning for the reader
• Stimulate students to think critically
• Encourage students to reflect on their learning
• Monitor students closely while they engage and process texts
• Build confidence as independent readers

6. Guided Reading is NOT
● Round Robin Reading
● A once a week treat
● A whole class activity
● Students coming to the table and completing a worksheet with the teacher
● It’s not just picking up a book and making it up as you go
● Thinking that you’ve got to through the whole text
● Busy work activities

7. Group Discussion
Complete Chart:
Before During After

8. The Teacher’s Role
Before:
● Activate prior knowledge of the topic
● Encourage student predictions
● Set the scene by briefly summarising the plot
● Demonstrate the kind of questions readers ask about a text
● Identify the pivotal pages in the text that contain the meaning and ‘walk’t hrough the
students through them
● Introduce any new vocabulary or literary language relevant to the text
● Locate something missing in the text and match to letters and sounds
● Clarify meaning
● Bring to attention relevant text layout, punctuation, chapter headings, illustrations,
index or glossary
● Clearly articulate the learning intention (i.e. what reading strategy students will
focus on to help them read the text)
● Discuss the success criteria (e.g. you will know you have learnt to ….. by ………)

9. The Teacher’s Role
During:
• ‘Listen in’ to individual students
• Observe the reader’s behaviors for evidence of strategy use
• Assist a student with problem solving using the sources of information - the use of
meaning, structure and visual information on extended text
• Confirm a student’s problem-solving attempts and successes
• Give timely and specific feedback to help students achieve the lesson focus
• Make notes about the strategies individual students are using to inform future
planning and student goal setting

10. The Teacher’s Role
After Reading:
● Talk about the text with the students
● Invite personal responses such as asking students to make connections to
themselves, other texts or world knowledge
● Return to the text to clarify or identify a decoding teaching opportunity such as work
on vocabulary or word attack skills
● Check a student understands what they have read by asking them to sequence, retell
or summarise the text
● Develop an understanding of an author’s intent and awareness of conflicting
interpretations of text
● Ask questions about the text or encourage students to ask questions of each other
● Develop insights into characters, settings and themes
● Focus on aspects of text organisation such as characteristics of a non-fiction text
● Encourage students to reflect on whether they achieved the success criteria.
● Provide follow up activities that are primarily literacy based

11. Video:
While watching the video what deliberate acts of teaching (DAT’s) did the
teacher employ?
Record the DAT’s onto the Before/During/After Sheet
http://www.education.vic.gov.au/school/teachers/teachingresources/discipli
ne/english/literacy/readingviewing/Pages/teachingpracguided.aspx

12. Wrap Up
School Leadership will be looking to see if these elements are part of your
Guided Reading Programme