Literacy: GUIDED READING: all groups

Learning Area(s): LI TERACY - reading

Achievement Objective: Language features: Recognise and begin to understand how language features are used for effetct within and across text.
Class/Group/Level: ALL Date:TUESDAY J une 17 2014 Duration: 10 minutes each group





Preparation:
Worksheets prepared for the groups and copies of books for all students.

Key Competencies
THINKING: Thinking critally about text.
USING LANGUAGE , SYMBOLS & TEXT: Decoding written text to make mearning.
MANAGING SELF: Can work independantly to solve problems
RELATING TO OTHERS: Co-operates with and supports others in their reading group.
PARTICIPATING & CONTRIBUTING: Contributing appropriately to group discussions.






Resources:

Books and correct quantities for
students.

GROUP 2
: BALLOONS
Learning intention

Comment on specific aspects of plot, characters

Discussion
Book: Honey for Baby bear
Page 1: Is Mother Bear watching Baby Bear? Is the gate open? What will happen?
Page 9: what will he do? How is he feeling?
Page 15: describe what is happening in the picture
Guide students through the worksheet

Other tumble activities:
Big Box of Word Puzzles:
Follow on activity: asking students to retell the story and recall what happened when the bear was lost.

Silly sentences:


Book Choosing Supports reading for enjoyment.

Time:





10
mins












Assessment procedures:

Participation in guided
reading session.

Completion of worksheet














SUPERHEROES
GROUP 3
: WHAM! Emegent level of comprehension, will require more teacher quidence.
GROUP 1:
BOOM! This group has shown a higher level of comprehension and will require less guidednce.

Learning intentions:
Summerise different texts in different ways.
Discuss book characters, scenes and episodes with confidence.

Success Criteria
I can retell a story.
I can describe book characters

Discussion
Book- Whitebait Season
Cover: What is whitebait? Personal experiences shared.
What does it mean by season?
Look at the last page: what does native and endangered mean?
P 2: Silently read page 2: what does it mean when he says whitebait running?
What is a fritter
Why do they have to stop at 9 oclock?
P 3: Were they successful last time?
P. 9 Will they share any fritters with the cat? Should they?
Introduce activity

Other tumble activities:
Snake word families: Students work with laminated paper connecting the word family (eg. And) with letters to make
words. Such as Band, Hand, Stand. Supports students recognising the sounds of word families.
Follow on activity: Describing the word native and retelling aspects of the text- what is needed to go fishing.
Library corner chosing: reading for enjoyment.


Time:





10 mins

























GROUP 4
: BEES
Learning intentions:
Scan and use chunks of letters within a word
Success Criteria

I can recognise the sound certain chunks of letters make
Discussion
Book- What comes from a cow
Go through Yellow Bee words
Read title: What yellow word rhymes with come- look at the spelling of the words
Read with students guiding with sounding out and breaking up words
Page 3- can anyone see a bee word? (day)
Page 4- model breaking up butter into but-er
Page 5: what blend is on the page (br)
What is their favourite food that comes from a cow- encourage enjoyment in reading
Go over worksheet requirements

Other tumble activities:
Completing big book activity on designing and describing a type of cake. Support creative thinking and writing for an
audience in describing what type of cake they have made.
Silly sentances- ??
Go Fish- Traditional go fish game where the cards are high frequency words with the blends highlighted in red. Supports
students knowledge of these words and the letter/sound relationship.
Pick books- Students choose books for reading for enjoyment.

Time:





10
mins











Assessment procedures:

Participation in guided
reading session.

Completion of worksheet