Guided reading

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Key stage 2 Guided reading is ‘small-group’ reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency. The small group model allows key stage 2 children to be taught in a way that is intended to be more focused on their specific needs, accelerating their progress. There are three models of guided reading that can be used based upon the above structure depending upon the National Curriculum (NC) level that the group is reading at. The models do overlap.

Early Model
This model is used for children who are reading up to about NC level 1A/2C. In this model the book introduction, strategy check, independent reading, return to text and response to text ,all take place generally within one session. This is aided by the fact that the books suitable for  children reading at this stage are very short.

Transitional Model
This model is used for children who are reading at NC level 2C to 3C/B. Generally two guided sessions will be needed to read a book. The first session generally focuses on the book introduction, strategy check and independent reading. Whilst children are reading at their own pace, it is important to start to introduce an element of silent reading. This is to develop the skills of meaning making when reading independently. Because books at this stage are generally longer, it is not possible to read the whole book in one session. Once the children have done some reading in the session they can be asked to read the rest of the book prior to the second session. This session then focuses on returning to the text and responding to the text. These are the more able children and not those at level 1

Fluent Model
Readers working at a NC level of 3B upwards will need the fluent model of guided reading. Here it is not necessary for children to read the text during the guided sessions. At these levels children can generally decode the words. What is important is that they discuss the meaning that they make from the text which will form the basis of the discussion. Therefore the session tends to focus on return to text and response to the text with the strategy check implicit in the discussions.