Forming ability groups See Section 2 of the NCAPS for English First Additional Language Grades R–3, where an approach for forming different ability groups is recommended. As learners progress at different rates, these ability groups will need to be revised from time to time.


A Guided reading lesson A step-by-step approach to a Group guided reading lesson is suggested and explained in the same section of the NCAPS for English First Additional Language Grades R–3.


Catering for different levels The reading levels of Grade 3 learners will vary greatly. Some learners may be reading quite fluently already and others may still be struggling to decode simple words. There are seven stages in learning to read. At


the beginning of Grade 3 most of the learners will probably be at Stages 3, 4 and 5. A few readers may still be at Stage 1 and a few may have reached Stages 6 or 7.


Stage 1: (Pre-readers): Can listen to and respond to stories. Knows some letters and is interested in reading. Can‟t decode or make meaning of words alone yet.


Stage 2: (Emergent readers): Uses picture cues to tell stories, can recognise some words, and joins in when reading familiar books with the teacher. Knows some letter sounds and is starting to try and sound out (decode) words.


Stage 3: (Early readers): Uses picture cues, can recognise many words and sound out many simple words, but reads word for word (not fluently), can read books with structures and repetitive patterns.


Stage 4: (Developing readers): Uses knowledge of phonics to decode new words, has basic sight vocabulary, links words and phrases and can read longer books. Can correct some of own errors.


Stage 5: (Early fluent readers): Uses different strategies to read; phonics, knowledge of structures, has a good sight vocabulary, uses punctuation clues and can read silently.


Stages 6–7: (Fluent and Paired/Independent readers): Reads a (wide) variety of familiar and unfamiliar texts fluently and silently, using a variety of reading strategies to work out meaning.


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Some tips for helping different ability levels


Stage 1 readers Discuss the pictures with the learners first to help them with the vocabulary. Read the text with each learner, pointing to each word as you read. Ask the learners to identify the beginning sounds of words. Help the learners to use picture clues to work out meanings of words.


Stage 2 readers


Let the learners try and read by themselves. Encourage them to look at pictures and to identify the beginning sounds of each word. Once they have identified the beginning sound, they can use prior knowledge and clues from pictures to try and guess what the word is. Knowledge of phonics and sight words is an important skill to learn at this stage.


Stage 3 readers


Help the learners to identify sight words in the text rather than trying to sound out every word they see. Make sure the learners understand what they are reading. Start asking them questions as they read to make sure they are not just sounding out the words.


Stage 4 readers


Help the learners to develop fluency by reading and trying to understand whole phrases and sentences, rather than just words. Let them reread the texts a few times. Ask questions to check comprehension.


Stages 5–7 readers


Make sure the learners have suitable books to read. Encourage them to use dictionaries to look up words which they do not understand. Ask the learners higher order questions to establish whether they have really understood what they have read.


Paired/Independent reading


Learners need to read as much and as often as possible. In Grade 3, there is class time allocated for this activity: learners will be doing this for 15 minutes a day four times a week while the teacher is doing Group guided reading. Also encourage the learners to read Independently when they have free time in class and to read at home. You should try to build up resources in your classroom for this purpose. Oxford Successful English Reading Book 1 and Reading Book 2 can be used for this purpose as well. Learners should also read the writing done by their peers.


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