Paired Reading Paired Reading helps learners to build confidence on their way to becoming independent readers. Learners read in pairs. This can take place


between learners of similar or mixed levels. Learners who are already reading independently can be paired with learners of lower reading ability to provide extra help. The Reader is ideal for this purpose. It’s a good idea to do the pre- reading activity with the whole class to prepare them to read in pairs. Learners read together while taking turns. Paired Reading is also a useful activity to do while you are busy with group reading or when the learners have completed their tasks.


Group Guided Reading Generally you will use graded readers to conduct Group Guided Reading. When doing Group Guided Reading, take small groups of learners


aside and guide them as they read from carefully chosen readers that match their reading ability. The purpose of Group 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. As learners progress at different rates, ability groups will need to be revised from time to time. There may be a wide variety of levels in your class. 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 4, 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.


Criteria for Group Guided Reading baseline assessment Reading level


Assessment guidelines


Reading level 1 (Beginner readers)


Assess whether learners: • can read from left to right


• refer very often to pictures for clues • recognise only a few sight words • read word for word, with no fluency • try to sound out unfamiliar words by recognising the initial sound in the word and guessing the rest of the word


• can retell simple details after reading a sentence (not the whole text).


Reading level 2 (Emergent readers)


Assess whether learners: • can recognise a reasonable number of sight words


• have some success in sounding out unfamiliar words by blending sounds together • successfully use pictures to help work out unknown words • retell what they have read after a few sentences • read word for word – not fluently or expressively.


Reading level 3 (Early readers)


Assess whether learners: • can recognise most common words on sight


• can read a paragraph quickly and fluently • can successfully sound out unfamiliar words • pause appropriately at the end of a sentence • after reading a paragraph, can retell most of the details.


Reading level 4 (Transitional readers)


Assess whether learners: • can read longer texts at a good pace


• can retell what happened at the beginning, middle and end of the story • can pause appropriately at all punctuation • can answer questions that are not only literal but require more reasoning.


Reading level 5 (Fluent readers)


Assess whether learners: • read fluently and accurately all the time


• can answer more complex questions about the text • are confident in reading a wide range of text types.


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