Guided Reading Planning and Assessment
Sunderland City CouncilGuided Reading
Planning and Assessment
Target : / ThemesandConventions / Comprehension / Inference / LanguageforEffect
Names of Pupils: /
- Identifyfeaturesof familiartexts
- Makeconnections between textse.g. “This is likea traditionaltale because there’s anevilwitch/abadwolf”
- Identifyfactualtextse.g. “This
Simplepointsfromfamiliartexts areidentifiedand discussed
Discussnewvocabularyandlinkmeaningsto whatis alreadyknown
Checkthatthetextmakessense astheyreade.g.self- correction
Discussthesignificanceof simpletextfeaturese.g. title, events / Linkwhattheyreador hearread totheirown experiences
Drawonwhattheyalreadyknoworon backgroundinformationandvocabularyprovidedbytheteachere.g. “He must be goingon holiday– he’s packing his case,” or“The motherstays bythe nest toprotectthe eggs.”
Predictwhatmight happenonthebasisof what has beenreadsofar e.g. “Jackwillsave them becausethat’s whathe alwaysdoes”; “The next partwilltell youabout what lions eat.”
Useroleplaytoidentifywithcharactersandmake inferencesonthebasisof whatisbeingsaidanddonee.g. “The childrenwere scaredof the dragon because theyranaway.” / Recogniseandjoininwith predictablephrases,exploringtheeffectsof patternsof languageand repeatedwordsand phrasese.g. “Run, runas fastasyoucan, you can’t catchme I’mthe Gingerbread Man.”
Discusswordmeanings,linking new meaningstothosealreadyknown e.g. “Enormous means big.”
Begintounderstandhow written languagecanbestructuredinorder e.g.tobuildsurpriseinnarrativesor topresentfacts in non-fiction
Tryoutthelanguagetheyhave listenedtoe.g.throughroleplay, retelling stories
Commentonobviousfeaturesof languagee.g.rhymesandrefrains, significantwordsand phrases
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Objective : / Teaching Focus / Assessment
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Target: / ThemesandConventions / Comprehension / Inference / LanguageforEffect
Names of Pupils: /
- Recognisethemainpurposeof
- texte.g.“It tells you howto...”
- “It tells you whereanimals live”, “The writer doesn’t like violence.”
- Show someawarenessthat writershaveviewpoints e.g. “She thinksit’s not fair.”
- Identifysimilaritiesanddifferencesbetweenfictionand non-fiction e.g.similaritiesin plot,topic,about same characters.“This book tells you abouttheyoungof all catsbut this onetellsyou abouteachcat separately,this onehas lots of littlepicturesbutthis one has more writing.”
- Expresspersonalresponses,including likesand dislikeswith reasons,e.g. “She was justhorrible likemyGranissometimes.”
- Useevidenceincludingquotationsfromor references totexte.g. oftenretelling or paraphrasingsectionsof thetextratherthan usingittosupport comment
- Recallstraightforwardinformatione.g.namesof characters,mainingredients
- Beabletoanswerandask questionsbylocating informationintextse.g.about characters,topics
- Discusssequenceof eventsin stories
- Simple,mostobvious pointsidentified e.g.about information fromdifferentplacesin thetext
- Understandthatnon-fictiontexts arestructuredin differentwayse.g.this parttellsaboutdifferent things youcan doatthezoo
- Identifysomefamiliar patternsoflanguagee.g.first, next
- Workoutmeaningsof somenewvocabularyfrom contextandknowledgeofe.g. prefixes (happy/unhappy)
- Recogniserecurringliterarylanguage
Makeplausiblepredictionsbased onreadingof texte.g. “He’s goingtorunaway,” or“I think itwilltellus howthe fire started.”
Makeplausibleinferencesbased ona single point of referenceinthetexte.g.givereasonsfor why things happen or characterschange, suchas, “Henrystartedtobehave because he knew his mumhadsweetsin herbag” or, “Childrenhadto workall dayin themine–that’swhytheywere scaredandtired.” /
- Commentonlanguagechoicese.g.“slinky”isa good wordforacat.
- Recognisepatternsof literary languagee.g. onceuponatime, first, next,last.
- Workoutmeaningsof new vocabularyfromcontexte.g. squashed andsqueezedand knowledgeofe.g.prefixes,unhappy
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Objective : / Teaching Focus / Assessment
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Text :
Objective : / Teaching Focus / Assessment
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Target: / ThemesandConventions / Comprehension / Inference / LanguageforEffect
Names of pupils: /
- Identify the main purpose of texts e.g. “This book will help us learn about ….”, “I can use this to find out about….”
- Identify author viewpoint with reference to text e.g. “The writer wants us to be afraid of him by saying he has a scar across his face.”
- Expresspersonalresponsestofiction, non-fictionand poetry
- Beabletoexplainthemeaningof wordsin contexte.g.usingdictionariesorknowledgeof spellingconvention
- Beabletolocatekeyinformationfora purpose
- Askquestionstoimproveunderstanding
- Makepredictions basedonwhatis statedand implied
- Identifythemainideasfrommorethanone paragraph
- Discussandidentifyhow structureand presentationcontributetomeaning
- Infercharacters’ feelings, thoughtsandmotivesfromtheir actionse.g. “He wasn’t happy there–that’s why heran away.”
- Begintounderstandwhatthe writerisimplyingina texte.g.“It doesn’t saythat shedoesn’t like herbrotherbut there are clues.”
- Predictwhatmight happenfrom detailsstatedandattemptto predictfrom detailsimplied
- Identifymainideasfrommore thanoneparagraph e.g. use evidencefromacrossatextto explaineventsand/orideas
Identifyfeaturesthatwritersuse toprovokereaders’ reactions e.g. descriptiveandemotivelanguage
Understandhow writersuse figurativeandexpressive languageto createimagesand atmosphere
Discusshow languageisusedto createemphasis,humour,
atmosphereorsuspense
Target: / ThemesandConventions / Comprehension / Inference / LanguageforEffect
Names of pupils: /
- Identifyandexplainthemainpurposeof texts inrelationtothereadere.g.“This book is just togivefactsbutthis onetellsus whatpeople think as well.”; “Ittells us nottobetakeninby howthings look.”
- Express personal opinionof writer’sviewpoint and effectonthereadere.g.“The writer thinksfamiliescare abouteachother but sometimes they don’t.”
- Identifythemesina widerangeof texts e.g.triumphof goodoverevil
- Recognisedifferentformsof poetrye.g.freeverse,narrativepoems
- Commenton how writersuseconventionsto engagethereadere.g. letters,postcards, diaries,maps andcontributetomeaning e.g. “The pictures tella different story.”;“The letters show us thathe’s keepingthings back soas not toworrythem.”
- Expresspersonalresponsestofiction, non-
- Beabletoexplainthemeaningof wordsin
- Beabletolocatekeyinformationefficiently, for a purpose
- Preparepoemsandplay scriptstoreadaloud
- Askquestionstoimprovetheirunderstandingof a texte.g.pupils askquestions linkedtoauthor purpose/themes/broaderlearning, “What happenedtothe girlafterthe storyended?”; “What was the largest dinosaurthat everlived?”
- Identifymainideasdrawnfrommorethan one paragraphandsummarisethese
- Identifyhow structureandpresentation
- Infercharacters’ feelings, thoughtsandmotivesfromtheir actionsandjustifyinginferences withevidencee.g. “Thereare clues that tellus hewasn’t happy there–that’s why heran away.”
- Understandthedifference betweenwhatiswrittenand whatisimpliedina texte.g. WhatI know... whatI thinkI know
- Predictwhatmight happenfrom both detailsstatedandthose implied
- Identifymainideasdrawnfrom morethanoneparagraphand summarisethesee.g.use evidencefromacrossatextto explaineventsand/orideas such as, “We knowthat girls weren’t treatedfairly,”or“This chapter letsus knowthatWilliamwould ratherbeliving inEngland with his Dad.”
- Identifywordsorphrasesthat capturetheirinterestand imaginatione.g. “I like ‘maze of hills’; it makes me think of a mysterious place.”
- Discusshow shadesof meaning canaffectunderstandinge.g.’Desperately fast’ might meanthey are running fromsomething
- Exploretheoriginsof words withintextsread
- Demonstrateunderstandingof figurative languagee.g.in discussion, childrenfindexamples andcommentonimpact
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Objective : / Teaching Focus / Assessment
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Target: / ThemesandConventions / Comprehension / Inference / LanguageforEffect
Names of pupils: /
- Makecomparisonswithinandacrosstexts identifying somethemesandconventions e.g. “I knowShakespearewantstoshow how bravethis characterisin thisplay, andin this playhe does the same by...”, or“These authorsexplorefriendshipbutthis textshows theunhappinessof onefriendwhereasinthis text bothcharactersare ...”
- Identifypurposeandviewpointof texts
- Expresspersonalopinionsabouta widerangeof texts
- Makecomparisonswithinandacrosstexts
- Identifyand discussthesignificanceof textsthat arestructuredindifferentwaysandfor differentpurposes
- Askquestionsinorderto interrogatethetext
- Summarisemainideasfrommorethanone paragraph,identifyingkeydetails that support themainideas
- Checkthatthetextmakessense tothem, discussingtheirunderstandingand explaining themeaningof wordsincontexte.g. why the authordescribes the character asbeing‘jaded’; pupils re-readtochecknew meaning in context
findevidenceforthe interpretation
Explaininferredmeaningsdrawingon evidenceacrossthetext/se.g.“Theyboth
showdadsindifferentways;Sarah’sdad toldlies tocoverup whathe’ddoneand thedadintheotherstory was the opposite;healwaystold the trutheven thoughhe’dgotojail.”
Predictfromdetailsstatedandimpliedand modifypredictionsin the lightofnew
evidence
Summarisethemainideasdrawnfrom morethanone paragraph,identifying
somekey detailsthatsupporttheme.g. “Thischapteris aboutthe way children suffered;itsays XandXbut theothertext presentsthingsdifferently...”; “It’sall abouthowdifficultit wasfortheexplorers: thefood,weather,communicationetc.” /
- Understandhow writersuse languageforcomic and dramaticeffect
- Understandhow wordmeanings changewhenusedin different contexts
- Recogniserhetoricaldevicese.g. thoseusedtoargue,persuade, misleadandsway the reader
- Recognisenuances invocabulary choices
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Objective : / Teaching Focus / Assessment
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Target: / ThemesandConventions / Comprehension / Inference / LanguageforEffect
Names of pupils: /
- Makecomparisonswithinandacrosstextsdiscussingthemese.g. heroismsuch as RosaParks,GraceDarling or fictional characters andconventions e.g.narrativeconventionsinarangeof genre,ballads,newsreports
- Identifythemainpurposeandviewpointwithinandacrossgenres and overalleffectonthereadere.g.social relationships, community, bias
- Commentonthedifferencesinauthorviewpointof thesame evente.g.fictionalandfactual accounts of theSpanish Armada
- Someexplanationof how contextcontributestomeaninge.g. how
- Identifyandcommentonfeaturescommontodifferenttextsor versionsof thesametexte.g. characters,settings,presentational features;“Inthesetextsthecharactershavenopositive attributes”; “Thewriters useopenings that implythecharacteris driving thenarrative”;“The textsare allin favourof space exploration”.
Makecommentsgenerallysupportedby relevanttextualreferenceorquotation
Commenton structuralchoicesshowing
some generalawarenessof authors’ craft e.g. “Ittells you allthethings burglars can dotoa houseandthen thelastsection explains howthealarm protects you”
Clearlyidentifyvariousfeaturesrelatingto organisationattextlevel,includingform, withsomeexplanatione.g. “Each section startswith aquestion asifhe’s answering the crowd”
Distinguishbetweenfactandopinion
Summarisethemainideasand, drawing frommorethanoneparagraph,identify
keydetails / Makeinferencesbasedontextual evidencee.g.readbetween thelines andfindevidencefor theinterpretation
Provideexplanationsof inferred meaningsdrawingon evidenceacross thetext/se.g. “Eagles arepredators becauseineverychapterittells you how animals hideand how small animals get caught
Drawingona rangeof evidencefrom differentpartsof thetext,confidently predictindetailusinginformation
statedandimplied
Makestructuredresponsesby stating thepoint,finding evidenceand explainingideas
Summariseindepththemainideas drawnfrommorethanoneparagraph,
explainingkeydetailsthatsupportthem / Evaluatehow authors uselanguageandits effectonthereader
Evaluatetheimpactof figurative language includingits effecton thereader
Understandanduse appropriate
terminologytodiscuss textse.g.metaphor, simile, analogy, imagery,style and effect
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Objective : / Teaching Focus / Assessment
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