Guided+Group+Reading

//__ Year 3 and 4 Guided Reading Program, Term 3 __//
 * Comprehension Strategy  ||   Learning Experiences   ||
 * Sensory Images

(Week 1 and 2) || * Students are introduced to sensory images and describe how it creates a movie in your head as your reading.
 * Students read their book pack.
 * Model how to flick through the book and use their senses to activate their background knowledge and create a movie in their head.
 * Using the pictures and senses, students write key words on the visualisation chart.


 * //Resources//**: //Visualisation chart.// ||
 * Background Knowledge

(Week 3 and 4) || * Demonstrate how to read a page / paragraph and think aloud what connection is being made (TS, TT or TW).
 * Using the background knowledge worksheet, model how to fill it out by thinking aloud as you write a sentence or paragraph explaining the connection you made.


 * //Resources//**: //Background Knowledge worksheet.// ||
 * Fix Up Strategies

(Week 5 and 6) || * Give students small flag markers and ask them to place a flag in any areas where comprehension is lost while reading.
 * At the end of reading, ask students to go back to the text with a partner to discuss the confusing material.
 * The partners should try to clarify the passage and make sense of the message.
 * Afterwards both partners should write in the Fix up strategies T-Chart worksheet writing down the word or short sentence they didn’t understand in one column and then writing the fix up strategy they used to work it out in the next column.


 * //Resources//**: //Fix up strategy T-Chart worksheet, Fix up strategy Tools chart.// ||
 * Questioning

(Week 7 and 8) || * Teacher explains to students that careful readers ask questions before, during and after reading.
 * Model to students how the title and cover graphics raise questions in your mind. Record the questions that are asked before you begin reading under the before heading.
 * Continue modelling, and read the first couple of pages thinking aloud about your questions. Record the questionsunder //during// heading.
 * When you finish reading the first few pages, model to the students that you still have questions. Record the questions under //after// heading.
 * Review that some answers to questions can be found in the text or inferred from the text and some answers will need to come from an outside source or might not be answered. Help students see that by asking questions and pondering them, they comprehend at a deeper level.


 * //Resources: Questioning worksheet//** ||