B O O K C O N T E N T S FOREWORD by Roger Beard INTRODUCTION. The rationale for Which Book and Why; How this book works: layout and organization; What's new about this publication? PART 1: GUIDED READING -- THEORY AND PRACTICE. Text Reading in the Key Stage 1 classroom; A theory of learning; What is reading?; Seeking and interpreting evidence for teaching; Measuring progress in a complex theory of reading; Errors are important for teaching; Reading for pleasure; The guided reading lesson structure; Professional development opportunities. PART 2, UNIT 1: GUIDED READING TO DEVELOP WORD SKILLS. Section A: The place of phonics in guided reading. Section B: Implementing good practice; Initial assessment; Gradient of challenge in teaching phonics; The demands on oral language; Supporting materials; Planning for a guided lesson to develop word-reading skills. Section C: Professional development. PART 2, UNIT 2: GUIDED READING TO DEVELOP READING FOR MEANING. Section A: Theory of reading continuous text; Making meaning in early reading; Guided reading -- developing meaning in fiction; The research base for guided reading as a structural approach; Introduction to a colour-banded gradient of challenge. Section B: Effective guided reading -- implementing good practice; Efficient classroom organization; Initial Assessment. Section C: Professional development. PART 2, UNIT 3: GUIDED READING TO DEVELOP READING FOR INFORMATION. Section A: Introduction; What do we mean by non-fiction texts What's the difference? Reading for information; Genre theory; Teaching reading of non-fiction in guided reading; Boys and non-fiction; Reading non-fiction at home. Section B: Effective guided reading to develop reading for information -- implementing good practice. Initial assessment. Section C: Professional development. REFERENCES D I S C C O N T E N T S Database of guided reading titles Database of phonics titles PART 1 Professional development opportunities: Grid sheet: Some important distinctions between shared, guided, and independent reading in a literacy lesson; Cards for Activity 1; Handout: -- essential elements of a guided reading lesson; Guided reading: A planning guide; Guided reading -- school self-evaluation PART 2 UNIT 1 Professional development opportunities: Handout: Evaluating texts to develop word-reading skills; Planning sheet: Guided reading to develop word-reading skills; Handout: Guided reading to develop word-reading skills: Questions to consider; Handout: The strategy check to promote word-reading skills; Guided reading record sheet -- word-reading skills. Assessing word reading skills: Facilitator's notes; Handout: Observing children interacting with decodable texts; Guided reading record sheet -- word-reading skills PART 2 UNIT 2 Professional development opportunities: Is it worth a lesson? -- evaluation grid; Effective teaching decisions grid; Handout: Teachers' prompting guide; Banding a book -- five criterion-referenced judgements. Assessing literacy knowledge: Facilitator's notes; Assessment Pack: (Alphabet knowledge instruction page, alphabet chart and letter ID scoring sheet; Word reading instruction page, high-frequency word chart, word list record sheet; Word writing instruction page; Dictation and Sentences instruction page, dictation reference sheet; Awareness of print concepts instruction page). Running records of text reading: Session 1: Taking running records of text reading: Facilitator's notes; Running record scoring conventions. Session 2: Scoring running records of text reading: Facilitator's notes; Handout: Running record analysis sheet; Handout: Completed running record sheet for 'No Running!'; Handout: Accuracy rates and conversion chart; Blank running record sheet. Session 3: Analysing and interpreting running records of text reading; Facilitator's notes; Handout: 'No Running!' Unanalysed; Handout: Completed running record sheer for 'No Running!; Blank running record sheet PART 2 UNIT 3 Professional development opportunities: Handout: Features of non-fiction texts; Handout: Guided reading to develop reading for information: questions to consider; Key Stage 1 Reading for information checklist; Book banding descriptors, bands 1 to 11; Series reviews: Phonically decodable texts -- Introduction; Reviews of series of readers contained in mainstream phonics programmes (x 5 series); Reviews of series of decodable readers (x 18 series); Banded texts -- Introduction; Full reviews (x 14 series); Brief reviews (x 14 series). Sample lessons, bands 1 to 10; Reading to develop word reading skills: Phase 2 (non-fiction); Phase 2 (fiction); Phase 3; Phase 5 Resource materials:Colour-banded progression; Progression of text reading through Key Stage 1; The guided reading lesson sequence; The strategy check to promote reading for meaning; About labels; Blank label templates
This book will be valuable not only to professionals in schools, but also to trainee teachers at the very start of their journey into teaching. -- Alayne Ozturk President of the United Kingdom Literacy Association (UKLA) The authors have produced an excellent resource book for professional development focussed on early reading development. Grounded in extensive research evidence and deep practical experience schools and teachers will find it of real value. -- David Reedy Principal Adviser Primary Schools, London Borough of Barking and Dagenham This book is enlightening. At last there is a comprehensive and well thought-through guide to reading in school that goes beyond the phonics diet we are told all children need. It goes much deeper than soundbites: it gives schools not only a working policy but also clear guidance about hands-on practice. The professional development notes will be invaluable in helping schools ensure consistency of pedagogy and practice throughout all classes and levels of reading fluency. And the guidance for self study will enable teachers to progress and develop with simple, non-judgemental direction. The searchable booklists on disc will save time when trying to select appropriate texts as this can consume hours'-worth of reading and sorting to ensure that the text facilitates the desired outcome. This book feels like it has been written by people who are not only experts in their field but have done - and can still do - the job I am trying to do. It offers practical advice backed up by research and experience. -- Penny Blewitt assistant headteacher and class teacher, Our Lady's Primary School, Tower Hamlets
Dr Sue Bodman is a Reading Recovery national leader at the European Centre for Reading Recovery, in the Institute of Education, University of London. Glen Franklin is a Reading Recovery national leader at the European Centre for Reading Recovery, in the Institute of Education, University of London.
"This book will be valuable not only to professionals in schools, but also to trainee teachers at the very start of their journey into teaching."--Alayne OEzturk, President