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How does the reading from the Literacy Portal  connect with what you already know and do? How? 

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How does the reading from the Literacy Portal  connect with what you already know and do? How? 

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What new ideas did you get that extended your thinking in new directions? 

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What new ideas did you get that extended your thinking in new directions? 

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What is still challenging or confusing for you? What questions, wonderings or puzzles do you now have?

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What is still challenging or confusing for you? What questions, wonderings or puzzles do you now have?

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-before reading discussion
-independent reading
-after reading discussion

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develop skills for both decoding and comprehension

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Students are organised into groups based on similar reading ability and/or similar learning needs

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Students are organised into groups based on similar reading ability and/or similar learning needs

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frontloading vocabulary
Hightlightin language features
decoding strategies which may help

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guiding or scaffolding towards independent reading 

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guiding or scaffolding towards independent reading 

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guided reading - revisit independent goals/assist student with using reading strategies to encourage reading for meaning

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guided reading - revisit independent goals/assist student with using reading strategies to encourage reading for meaning

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forming groups based on similar reading abilities

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Guided reading links to the CAFE strategies - you teach comprehension, accuracy, fluency and expand their vocabulary.

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Guided reading links to the CAFE strategies - you teach comprehension, accuracy, fluency and expand their vocabulary.

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practice and consolidate effective reading strat

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practice and consolidate effective reading strat

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All students are supposed to reading the same text at instructional level, but when there is a huge gap in reading levels and you run a strategy group how is this supposed to work? It's not always possible to put students into a group of similar ability...

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ensure teacher is taking notes during guided reading

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students read/talk and think their way through the text

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students read/talk and think their way through the text

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groups don't have to be on decoding levels, they can be on a particular skill

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groups don't have to be on decoding levels, they can be on a particular skill

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Have prompts for feedback to support students

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Have prompts for feedback to support students

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time management planning guided reading groups and also ensuring you have time to read with each group throughout the week.
I would like to prepare follow up activities for students to complete independently throughout the week after we have had a guided reading session such as cloze activities but I find this challenging with time mana

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texts are supposed to be instructional, so what does guided reading look like with students who are not yet even instructional on a level A?

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texts are supposed to be instructional, so what does guided reading look like with students who are not yet even instructional on a level A?

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all students provided with their own copy of the focus text - based on students learning needs

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all students provided with their own copy of the focus text - based on students learning needs

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Taking anecdotal notes during guided reading - again, time management

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Taking anecdotal notes during guided reading - again, time management

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Note what strategies students are/aren't using during the guided reading group and be aware of when to give timely feedback

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collecting evidence based on students goals, in particular the more complex strategies such as comparing texts

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Choose the teaching purpose before choosing the text

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use of quality literature not just readers

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use of quality literature not just readers

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teacher to keep anecdotal records on what strategies students use independently or with some assistance

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teacher to keep anecdotal records on what strategies students use independently or with some assistance

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Selecting texts for strategy based groups

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Selecting texts for strategy based groups

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If conferences are based off strategies you could have students with a wide range of decoding levels. How do you choose a good text to suit everyone?

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each student to read the text individually

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each student to read the text individually

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Providing a Learning intention and success criteria

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Providing a Learning intention and success criteria