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Guided Reading

Guided Reading 

This is an approach which enables the teacher to support a small group of children in talking, reading and thinking their way purposefully through an unfamiliar text. 

During guided reading children should consolidate the learning from previous experiences: modelled, shared and group emergent sessions. 

Why Guided Reading? 

To help children: 

  • use independent reading strategies successfully; 

  • actively problem solve challenges in the text;

  • develop positive attitudes; 

  • take risks in a safe, supportive environment; 

  • support each other and work collaboratively; 

  • develop their understanding of the text; 

  • explore themes and ideas,making connections with own experiences; 

  • understand the purpose of the text; 

  • explore the language and features of texts. 

    Selecting a text 

    Texts should be selected to provide opportunities to focus on the planned learning outcome(s), keeping in mind: 

    • interest factor;
    • curriculum topics;
    • layout,use of illustrations,etc. 

    All selected texts need to be at an appropriate level for the readers. Texts should be at instructional level, 5–10 errors per 100 words (90% –95% accuracy). 

    Remember: one error in every ten words means that the text is too difficult. 

Picture 1 Connor and Mollie reading with Miss Malone
Picture 2 Tara, Eabha, Aidan and Joanne reading with Miss Malone
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