‘Just in Time’ Guided reading teaching sequence Overview
This text could be used effectively in a guided reading session to support a number of the learning objectives in mathematics.(original framework) Year 3 Measures (79) Read and begin to write the vocabulary related to time. Use units of time and know the relationship between them. Read the time to 5 minutes on an analogue clock and a 12 hour digital clock and use the notation 9:40. (77) Read scales to the nearest division
This text could be used effectively in a guided reading session to support a number of the learning objectives in mathematics.(renewed framework) Year 3 Measuring Strand Read the time on a 12-hour digital clock and to the nearest 5 minutes on an analogue clock; calculate time intervals and find start or end times for a given time interval.
This text could be used effectively in a guided reading session to support a number of the learning objectives in English (original framework)
Year 3 T17 To notice differences in style and structure of non-fiction and fiction writing. . This text could be used effectively in a guided reading session to support a number of the learning objectives in English (renewed framework) Strand 7. Understanding and Interpreting texts Most children learn to: - retrieve, select and describe information, events or ideas - deduce, infer or interpret information, events or ideas - use syntax, context, word structure and origins to develop their understanding of word meanings - identify and comment on the structure and organisation of texts - explain and comment on writers‟ use of language, including vocabulary, grammatical and literary features. Year 3 Explain how different texts appeal to different readers.
Strand 8. Engaging with and responding to texts Most children learn to: - read independently for purpose, pleasure and learning - respond imaginatively, using different strategies to engage with texts - evaluate writers‟ purposes and viewpoints. And the overall effect of text on the reader. Year 3 Infer characters‟ feelings in fiction and consequences in logical explanations. Empathise with characters and debate moral dilemmas portrayed in text. Identify features that writers use to provoke readers‟ reactions.
Session notes This is a suggested general structure only. It can and should be varied to meet particular teaching needs. The focus and questioning need to be adapted to match the particular reading and mathematics curricular targets being pursued. Introduction Explain that you are going to do some reading and also we will be dealing with an aspect of mathematics (in this case, time). Briefly discuss the children‟s previous experience of reading a book about mathematics. Look at, read and discuss the cover. Key questions: „What does the book cover show or tell us?‟ Who wrote the book? „What do you think the book is going to be about?‟ „What do you think you might find inside this book that you have seen in other books? Why?‟ (Ask them to relate their answers to evidence from other books.). „Why do you think the illustrator chose this particular picture for the cover?‟ „How do you think this fits with what we are doing in mathematics at the moment?‟
Strategy Check (do at this stage so introduction not too long) Remind the children of strategies such as blending, using the picture, close procedure, using the initial letter, using the pattern of the text During the strategy check, you might like to choose 2 or 3 words from the text and do some joint decoding in order to remind children of the range of strategies they might use when meeting a tricky word in the text. Share the main objectives of the session here. Look together at the first few pages and talk about the word „minute‟ – a tricky one to sound out. Demonstrate to the children how long a minute lasts for. Emphasise the long hand tells us the number of minutes. Children read independently Allow the children to read through the next few pages stopping when they have read the page with Mum in the doorway, holding a cup. “While you are reading this think about……………….. The difference between the text on the left hand page and the text on the right hand page Can you read the words on the page that we use when we are telling the time? “
Look at the two clocks on the left hand page – differences? names? (analogue and digital)
Return to text Allow the children to read through the next few pages and deal with any decoding issues children may have. Stop when they have read the page showing 8:30. “The non-fiction page talks about the long hand and the short hand here. You know what the long hand shows, what do you think the short hand shows? Remind children that long/short are opposites. Children make detailed contributions and refer to text. Analysis and personal response should be encouraged. Independent reading Set questions before reading the remainder of the book. „What times do you think are coming next and why?‟ Can you talk about other stories or rhymes we know that include time?‟ Think about other opposites that we come across maths (count on/back; more/less; large small etc….)
Children have time to read the remainder of the book independently. Deal with any decoding issues before continuing. Plenary Can we count in fives accurately? Point out that digital clock never says, eg. “…10 mins to12….”; this clock only shows time that has already gone. Return to review the main objectives of the session
Follow-up task: Look at the classroom clock at several points during the school day, when minute hand exactly on a number rather than between numbers, and ask how many minutes until playtime/ lunchtime/hometime and encourage children to use time vocabulary. Make a zig-zag book of the time you have at home between tea-time and bedtime. Can you put the clocks on the page.
Recording Remember that you can be recording success for objectives to do with Guided Reading and objectives for mathematics.