Please refer to the notes on group guided reading and paired/independent reading on pages 11–12 in this Teacher‟s Guide. The notes include a detailed explanation of how to manage and monitor these activities. Organise the learners in ability groups of 6–10


children and then select a text from one of the Readers (Reading Book 1 or Reading Book 2) suited to the level of each group. Work with each group once a week for 15 minutes while the other learners do paired reading or read on their own.


Shared reading/Focused Listening and speaking activities


As per the NCAPS documents, you should do two Shared reading activities each week, each lasting about 15 minutes. The teaching guidelines for each week provide details about which texts and books to use for each week. The Shared reading texts are used to develop


concepts, to introduce and recycle vocabulary, and to introduce and practise language structures and skills. Shared reading activities allow learners to join in reading a text when they feel confident about doing so. They hear and see words at the same time, which helps them to make the connection between written and oral language. Shared reading therefore prepares the learners for reading activities in the Group guided reading lessons.


How to use Big Books for Shared reading


Getting ready Place the Big Book on a stand or on the rim of the blackboard. Use a pointer to point to objects in the pictures. Keep it open with paper clips. Ensure that all the children are able to see the pictures and words – having the children on the carpet is ideal. If your class is too big to bring to the front, hold the Big Book open and walk around to make sure each child can see the pictures and text clearly. Try and use the Big Book each day to talk,


read, reread, introduce new oral vocabulary and do phonemic awareness. Leave the book on the stand in the classroom for children to page through and read in spare moments.


Step 1: Introduce the text to the learners Read the title of the story in English and translate it into the home language. Ask the learners questions such as, What do you think this story is about? (for stories) andWhat is this page about? (for non-fiction texts and posters). Then look at each picture in the story or on the


page and help the learners to look for details and clues. Don‟t look at the last page yet, especially if the story has a surprise ending.


Step 2: Reading the text Read the story or the text on the page out loud to the learners in English. Point to the words as you read. Then read the story for a second time in English and ask questions in the home language to make sure that the learners understand everything. The learners can join in and read the text with you as soon as they feel confident doing so.


Step 3: Using the text to develop skills In the next lesson, read the text again and use the text to teach phonics and vocabulary. Phonics: Ask learners to point to objects that


begin with certain sounds. Ask them to find rhyming words. Vocabulary: Do word recognition activities with


the new words and with sight words. For example, learners can match flash cards with words in the Big Book. Or you can write words on the board and ask the learners to find the words in the Big Book. Stories and non-fiction texts: You can copy


sentences on to strips of paper and give each strip to a learner in a group. The learners can then use their strips to retell the story, putting events in the correct sequence. For non-fiction texts they can do the sentences as a summary, or in the form of point-form instructions in the case of procedural texts.


Step 4: Responding to the story The learners can act the story or make up their own similar stories. Encourage them to use words they have learned from the story when they act.


Teaching Reading and phonics in


Grade 3 In Grade 3 the learners continue to read stories and non-fiction in the Shared reading activities. After that they need to spend 1 hour and 15 minutes each week on Guided reading and phonics activities. Please refer to the section below on Group guided reading for more information on how to teach and manage these activities, using Oxford Successful English.


Group guided reading


The purpose of Guided reading lessons is to give learners individual attention and to help them develop the strategies they need to become fluent readers. To achieve this, learners need to be grouped according to the stage they have reached in the process of learning to read. Reading Book 1 has the same texts as the Big Books, but in a simplified form, to make them suitable for group guided and paired/independent reading activities.


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