Mon Guided Reading Tumble 395r1h

Literacy: GUIDED READING: all groups Learning Area(s): LITERACY - 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:MONDAY June 16 2014 Duration: 10 minutes each group Preparation: Worksheets prepared for the groups and copies of books for all students.

Resources: Books specific to the reading groups

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 s others in their reading group. PARTICIPATING & CONTRIBUTING: Contributing appropriately to group discussions.

GROUP 1

Time:

Participation in guided reading session.

Learning intention 

Comment on specific aspects of the plot

Discussion       

Book: Little Baby Bear Climbs a Tree? Go through Balloon words Title- does anyone know the character? Who is he? What will happen? Read through for fluency. Why were the squirrels hiding the nuts? If time role play with voices of Baby Bear and Mother Bear.

Other tumble activities:  

Assessment procedures:

: BALLOONS

Completing big book activity on deg and describing a type of cake. creative thinking and writing for an audience in describing what type of cake they have made. Book choosing- reading for enjoyment.

Completion of worksheet 10 mins

Time:

GROUP 4: SUPERSTARS WHAM! Emegent level of comprehension, will require more teacher quidence. 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.

Discussion        

Book- Two Tiger Tales- Competition Tell students that we are practicing our retell. First look at sequence retel- start, middle end Ask one student student to try to retell the beginning, middle, end. How could we summerise the book? What is it about? What type of character is the frog? What type of character is the tiger? Introduce activity sheet.

Other tumble activities: 

Completing big book activity on deg and describing a type of cake. creative thinking and writing for an audience in describing what type of cake they have made.

10 mins

Key Competencies: Thinking: Thinking critically about text Using lang Symbols and Text Managing self

Relating to others Participating & contributing

Time:

GROUP 3 : 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- T- Shirts Go through Yellow Bee words Read title: emphasising ‘sh’ blend Read with students guiding with sounding out and breaking up words Yell-ow, orange (look at pic), ‘th’ blend in three. Page 9- discuss the order of the children and what numbers are on their t-shirts? Page 11: how many blends? (Three, she) Go over worksheet requirements

Other tumble activities:  



Completing big book activity on deg and describing a type of cake. creative thinking and writing for an audience in describing what type of cake they have made. Follow up t-shirt activity. Students design their own t-shirt and come up with a word for the centre. Scan text to answer what colour was dad’s t-shirt? Helps students relate to the text and encourages scanning text. Silly sentances- ??

Assessment procedures: Participation in guided reading session.

10 mins

Completion of worksheet