Date:	17/10/2016
Focus:	Guided Reading
Big Idea:	Guided Reading - How does it look
Key Ideas/Messages that informed/or challenge my teaching practice	Guided reading is the biggest mover for children’s reading levels Aim of GR is to support the development of children’s processing systems Repetitive books with no story do not develop students’ processing skills. Not all students are ready for guided reading - must have basic processing skills first e.g text direction and one to one, Students learn concepts about print through shared reading Shared reading could be done in small groups to help with transition. Phonics - is it worthwhile to have it as a stand alone? There shouldn’t be any non fiction during guided reading before turquoise level. Guided reading frame work: Introducing the story - Teacher holds the book ⅔ mins Build anticipation I wonder Not many questions Use conversation exchange to discuss tricky language features. Avoid paying too much detail as this stops the flow Monitor each child’s independent reading - After intro - pass book out Students read quietly to themselves - whispering Need to train students how to read quietly Sit close to a student and ask them to read a little bit louder. Nor corral or round robin reading
Implications/Actions for my teaching practice	I need to reflect on a guided reading session straight after and make comparissons ith the framework above - what am I doing well? What could I develop? Pick one thing to improve on... Continue discussion with the rest of the staff around teaching phonics in isolation - is this the best thing for our students?