Stage 3 Guided Reading Program

Text: / Text Type: / Level:
Term: / Weeks:
Outcomes and Indicators / Orientation to the Text / Reading the Text / Working with the text / Rereading the Text Independent Activities
RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text being read.
• attempts several strategies when reading difficult texts, eg rereading or reviewing parts of the text, making notes about key features
• uses knowledge about texts to predict the kinds of words likely to be included
• draws on knowledge of word origins and word-building strategies to work out new words
• uses several strategies for finding information in texts, eg skimming for gist, scanning for specific information
• adjusts reading strategies for different texts and different purposes, eg scans information books for selected topics
• identifies reference links
• identifies word chains, synonyms, antonyms
• identifies adverbial phrases and adjectival phrases
• identifies words that may help readers to distinguish fact from opinion.
• uses a range of word-identification strategies to decode words in a text
• understands and uses various text layouts to access information
• uses appropriate speech patterns selectively, eg pause, pitch and emphasis.
• knows how to use a thesaurus effectively
• identifies and locates resources, eg through subject/key word/author/title searches
• identifies a research topic and selects relevant and accurate information
• identifies relevant and valid resources for research
• summarises key information. / Reread known text.
ORIENTATION TO THE TEXT.
Introduce text and talk about its content.
Discuss cover and title. Read the blurb.
Revise topic knowledge and ask what the text might be about.
Discuss purpose of the text.
Make predictions about the text. / Read title page together.
Have students read the text. Prompt if necessary.
Monitor and support each child’s reading. Make notes on each child.
Pause and discuss events, characters, illustrations and to make and confirm predictions.
Point out any differing features that the children may not have seen before, i.e., speech bubbles. / Demonstrate a specific reading strategy.
Focus on grammatical knowledge.
Focus on word meanings.
Focus on sight words.
Focus on sound / letter knowledge.
Focus on Punctuation.
Discuss different roles of the reader. / Students reread the text.
Demonstrate phrased and fluent reading and have students practice.

Independent Activities

Contract
Cloze Passage
Comprehension
Construction and Deconstruction of texts.
Word links
Crosswords
Magnetic Letters and whiteboards
Find – a – words
Worksample
Worksheet on text.
Assessment: Reading (Running) Records; Anecdotal Observations; Worksample; Deskgrid; Bullseye. / Evaluation: