Should good readers be having guided reading in Yr 2?

[notyummy]

Just wondering really, as DD claims she hasn't read to the teacher or TA since they started back at school. Now I realise a. that may be one version of the truth and not correct, and b. it's still early days....but I am curious as to what common practice is?

Context is that DD is a very good reader. Not a genius but very keen on books etc. Free reading about 3 months into Yr1. Very fluent, reads with real understanding and flare for language. She picks books at school and she reads them with us every evening (we write up in homework diary), as well as other books from the library that she reads in bed at night/in the morning. So we know she is reading - but weren't sure what we should be expecting from school. In most ways it is a good school and we have been pretty happy with the provision and her progress thus far. Quite big classes though, so I wonder if this is forcing teachers to concentrate resources where they perceive children are struggling? I know from chatting to a friend that a group of children are all having 15 extra individual phonics everyday because they need to 'catch up' a bit. Which sounds eminently sensible - maybe this is temporary and when it ends more general reading practice will resume?

Just interested in any reflections/experiences.

In answer to your question, yes, guided reading should be happening. This does not necessarily mean that the teacher hears them read though.

My DS school has "reading challenge" for the first half hour of every day. The children work in ability groups and are given a set reading related task - something like discussing inference, author's writing style etc. The Teacher (or TA for some groups) listens in and, if needed, guides the discussion, and ensures that all groups members are participating.
Occassionally the children just get half an hour to quietly read their school reading book.

Some groups needs extra help - on phonics, etc, so their reading challenge may take a different format and a TA is usually with them for the entire session.

I am confident that the school are aware of my son's reading ability, but when I had questions like yours, I did ask the teacher.

Be prepared though that the days of reading aloud regularly, on a 1 to 1 basis with teacher/TA, are probably over. It does happen but in my experience it is infrequent.

Ours still have guided reading in year 6. groups of about 5 in ability and it focusses on comprehension as well as reading out loud. IME the better readers are not listened to as much even in year 2 especially if supported at home.

Parent helpers do reading at our school - classes with more helpers read aloud more than those who don't - time constraints mean teachers can't listen to everyone 1-1 any more.... volunteer to help!

Yes they should be.

Possibly she had done some reading but not realised it ie not from a book as such.

DS has just got into yr3 and read for the first time with his TA yesterday...

Thanks all. I work nearly full time (35 hours) so volunteering is tricky. Might be able to do the occasional fortnightly session though.

Yes. Guided reading happens up to y6 in our school.

I think of guided reading as early English Lit, so groups discussing comprehension of the concrete and more abstract themes as they get older, not just reading aloud. In my school all DC have 1/2 hour guided reading in ability groups once or twice a week with a teacher or a TA up until Y6, but it sometimes takes a few weeks to get assessments out of the way to set them.

We don't do guided reading in any class

regardless of reading ability

Mrz -out of interest, what do you do instead??

121 reading with TA?

One to one reading with a teacher (usually before school and at break/lunch times). We also do class reading from a novel from Y2 upwards ... taking turns reading around the class.

You must have a very small class mrz. Most of my Y2s would be snoring by the time we'd got round 28 of them.

How do you deal sensitively with the poor readers? How do you pick a book to suit all readers? I can't see how you can differentiate appropriately.

Well I got a letter from DD's class today (she is in reception) to be told her reading day will be Monday and she will be reading with the teacher every week on this day so I guess it can be done.

DD is in a class of over 80 with 3 teachers and 2 TAs so I guess it can be done!!

It can be done. Whether it is the best use of the teacher's time is another matter.

30 in my Y2 class last year alcofroli and 30+ in KS2 classes.
Class novels are high level (we have read Shakespeare, Percy Jackson and the Lightening Thief, Spiderwick Chronacles ...) Good readers read paragraphs, less able read one or two sentences and I select the reader according to the difficulty of the next section of text. Differentiation is quite straightforward

Shakespeare (The Tempest) , Percy Jackson and Spiderwick were Y2 texts.

You must have very mature Y2s mrz! Many of mine this year have the mentality of 3 year olds and Noddy would probably challenge their comprehension skills.

I remember Pie Corbett saying "If you put Noddy in you will get Noddy out"
High quality texts that do challenge their understanding discussed and studied as a class helps extend vocabulary and comprehension skills.

That's unnecessarily judgemental mrz.

I know some of my class couldn't cope with those texts and they would be asleep or messing around in a class reading session, because they wouldn't be able to follow the story. You must have a different intake to us.

How am I being judgemental?

Our children arrive unable to speak in sentences, (some don't even use words just grunts) some have never seen a book before they get to school ... I imagine very different from your intake?

Actually I found the Noddy comment you made fairly judgemental, alcofrolic.

I am amazed that a class of 30 children can access (nay, read and understand) Spiderwick Chronicles at the age of 6. Sorry, I can't believe that they're all engaged.
And Feenie, my comment was slightly tongue in cheek, but the children in my class are quite immature this year, and would certainly not be able to sustain the boredom extended inactivity of 'reading around the class'.
Guided reading at least gives each child a chance to read at a higher level in a small group (where they're not belittled by far-advanced readers) and to give the teacher a chance to get to know each child individually.

Then you underestimate Y2 pupils alcofrolic

I think there's a fine line between thinking you're being realistic and having low expectations though, alcofrolic. We have to be really careful there.

My point was that mrz wasn't being judgemental, but you were, a little - if anyone was.

On the contrary mrz. I just feel that spending several sessions a week class reading a book which is not suited to all abilities would be a waste of my time and that of the children. I am quite aware of the texts to choose to push each reading group, and by the end of the year 40%+ achieve L3.