Reading Explorer Website

[Lynn Hepler]

Asmentioned earlier, there are some downsides to consulting a dictionary while reading. Instead, perhaps a better time to do this is at the end of the reading passage, or at the end of a book chapter. If students have annotated the text and highlighted unknown vocabulary, they can now spend a short time looking back at these words and, if necessary, checking their meanings in a dictionary.

For example, suppose a student encounters the synonyms surprised and flabbergasted for the first time in a reading passage. The learner can check the words in a dictionary, but they may not know how useful each word would be to memorize.

When students have decided on which words to prioritize for further study, they will need to keep a record of them. Vocabulary diaries are a great way to do this. They can be simple lists of words with definitions, but they can also be more elaborate. Some diaries might include example sentences, synonyms, collocations, and even illustrations.

As the vocabulary diary fills up, it will become a great tool for self-study. Learners can review the vocabulary entries at regular intervals and use memorization techniques to study them. For example, students could cover up the words in their diaries, look at the rest of the diary entry, and try to remember the words.

I am suggesting this website to my students in Italy. Reading is the best way to learn new vocabulary. Especially reading about the world, which is of great interest to students who are young and already working. They should not stop at that one word, but also check out other words related in a Thesaurus to push their knowledge further. Learning is a never-ending story. Thanks!

I have been missing off the blog for some time now and it is with reason, I promise. One big thing that has changed my priorities is the kids learning arrangements. If you are new to the blog, I have a 6-year old ( Carter, Kindergartner) and 17-year old (Jasmine, Junior). Both kids are doing remoting learning. I absolutely love having the kids home with me.

Remote learning means yours kids need a break away from the screen. When Carter and I received the books we were so excited because Carter has been into detective and mystery books since they started reading Chapter Books at school.

These books are not only great because my kids and I love National Geographic, but because it allows you to open up so many conversation with your children about exploring and discovering different places.

National Geographic Kids inspires young adventurers to explore the world through its award-winning books, magazines, website, television series, apps, games, and more. It is the only major kids brand with a world-class scientific organization at its core. National Geographic Kids brings its brand of powerful, smart storytelling to the fiction world under its Under the Stars imprint, which launched in 2018 with the first book in the Explorer Academy series, The Nebula Secret.

Firstly, thanks for doing this.

Secondly, let me say that I could see that this could work. I've never had a TA for Guided Reading, but I can see the benefits of doing it this way if you have a TA.

I'm still not entirely sold, but as with @primary1teacher's model, I can only welcome any alternatives to the traditional carousel of holding activities!

Thanks for taking the time to write that up! It's given me a really good idea of what your sessions look like. If I move to a school which requires this sort of set up then I will definitely use this model. I shall recommend this to teachers who require a carousel model.

Presumably this is geared towards KS2? Pre-reading pages for the following week etc. What would you do for that session if the book was short - say for KS1?

I see, thanks for clarity. I do like the pre read activity with some post-it-notes for evidence finding. I use this in my shared reading and it's worked well. I can imagine it has similar effects during GR.

A very clear and useful post, Rob. I teach reading in a very similar way. The only difference really is that the 'comprehension' group would work on specific comprehension skills identified from my previous assessments e.g. they might need further work on re-casting information so their comprehension time would be spent working on re-casting activities.

Some great ideas here - I too have been guilty of the diary entry/handwriting 'fillers'! Will be trying mine this way - in Y6 this year so need to make the most of every minute I have with regards to GR! Thanks!

Thanks for taking the time to explain. I also do pre- reading and follow up tasks similar to you with my Y6. I find that some of my more able kids like to rush ahead and finish their books if we are reading a novel (they have even been known to get hold of their own copy to do this at home). I obviously don't want to discourage this love of reading. I'm going to trial a system where they use post it notes to make comments and stick into pages in their books to share. I want to give them specific foci for this and will spend the first few weeks modelling.

I find that children still working at level 3 need lots of practice at answering comprehension questions so my TA and I take it in turns to work on this with them, in addition to discussion of texts. We also have Bug Club but last year my class were quite reluctant to use it - they prefer real books. I have a group of children who use Lexia several times a week to build up their word reading skills too. This is in addition to guided reading group with me. I'm keen to explore other ideas and like Primary1's book club - definitely for my able children who do like to discuss texts in depth.

Thanks for this.We have what we call Group reading for 20 mins each day and also concentrate on the comprehension of reading. In some sessions TAs are available. We have found the time very useful and our reading levels have improved. I don't know of any teacher doing pre reading activities though and I really like this idea. I'll be copying this blog to staff for reading and suggesting they give it a go. Thanks again.

The TA only covers one session - going through the answers with the children, if they couldn't have this discussion I would probably have to mark them rather than discussing the answers and the children could do reading for enjoyment.

We've always used a carousel of holding activities and I've always wanted a better way to focus on GR. This year we move to bug club and guided reading is changing across the school - I'm not sure how yet! WIll definitely try and borrow some of these ideas though.

Thanks :) going to try and adapt this for year 1 this year...its similar to how I teach but have a massive problem in that groups share texts! Excellent ideas as always, love the website :) thanks Rob!

Thank you so much! I too am starting a new job tomorrow, and this guided reading model has really helped! Last year I was an NQT and spent much valuable guided reading time setting pointless tasks.

I am sure guided reading time will be much more productive this year!

Thanks for taking the time to write this up.

Josie.

In key stage 1 I have used a lotto board for each pupil in a group to find newly introduced key words or phonics. Also vertically grouped paired reading for expression, interest and explanation, just need to coordinate with another class. Great blog, thanks.

Thanks for this. I've been trying to work out how to advise colleagues on the organisation of their guided reading sessions - your blog has reassured me that I'm thinking along the right lines. I may be quoting you in school!

Great post. Assuming this is done over 5 days... What are the children who are not learning directly with you, not in your focus group, doing? Pre-read can be done at the same time,but follow up learning/steps can't be, can they?

I do something similar with the pre-reading. My question session is focused a lot on speaking and listening and this has proved to have a positive effect on the rest of my teaching. I have the children make reading response journals. Details in my own blog if interested.

Hi Rob

Thanks for taking the time to write this up. I would like to replicate your system, however I am unclear on the logistics. How do you organise your class? if on Monday your less able are doing the pre read activity and on Tuesday reading with you what are the other children doing?

Thanks I found this post really useful. Last term's guided reading teaching lacked lustre so I am looking for fresh ideas. I've been inspired :) One thing the children really enjoyed was the chance to listen to an audio book for one session a week in a small group with my TA. It encouraged a lot of those children to pick up the printed version since!

I've loved reading the different bogs from year groups. I do a guided reading matrix and always have. Year 1 at present, so teacher guided group(chn don't break the magic circe) 1group comprehension to previous day's reading book, 1group phonics word building and game, 1free readers and 1in rich language &books roleplay... Use bells to keep noise levels down:-)

This is very useful and beautifully clear.

Btw,I don't know who was writing your FB posts last Saturday but I found her ( pretty sure it was a 'her' ) extremely discourteous, and disrespectful of others' opinions. Just saying.......

Thank you for posting this. My school are really pushing to promote a love of reading in school and ensure the children have regular access to books, both independently and with a teacher. I am currently in Y1 and am interested in introducing guided reading sessions but I was wondering if you had any suggestions for independent reading, particularly with my lower ability children (most of whom are working towards level 1)

Our KS1 guided reading is hard so our approach changed. As a teacher we model good reading with meaning, then the children read their own books with focus questions on the board and then the children reflect. As I also agree it is not enough time to get into something.

Our problem are the younger children who cannot read in their head so read out loud. Then the classroom becomes noisy. Some children are put off reading which is what we definitely don't want to do!

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