Guided Reading Planning and Assessment

Sunderland City Council

Guided Reading
Planning and Assessment
Target : / ThemesandConventions / Comprehension / Inference / LanguageforEffect
Names of Pupils: /
  • Identifyfeaturesof familiartexts
e.g. “There’salways abaddie;“Theyallhave happyending”
  • Makeconnections between textse.g. “This is likea traditionaltale because there’s anevilwitch/abadwolf”
  • Identifyfactualtextse.g. “This
tells you about animals/houses” / Expresspersonalresponses, including likesand dislikes;givesomereasonslinkedto ownexperiences
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
Text :
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.”
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  • 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
/ Usepersonalexperienceto connectwithtexts e.g. a responsebasedon whatthey personally wouldbefeelingratherthanfeelings ofcharacterinthe text
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

Text :
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.”
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  • Expresspersonalresponsestofiction, non-fictionand poetry
  • Beabletoexplainthemeaningof wordsin contexte.g.usingdictionariesorknowledgeof spellingconvention
  • Beabletolocatekeyinformationfora purpose
  • Askquestionstoimproveunderstanding
  • Makepredictions basedonwhatis statedand implied
  • Identifythemainideasfrommorethanone paragraph
  • Discussandidentifyhow structureand presentationcontributetomeaning
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  • 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
/ Understandhow languagein differenttextsappealstoreaders
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.”
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  • Expresspersonalresponsestofiction, non-
fictionand poetry
  • Beabletoexplainthemeaningof wordsin
contexte.g.using dictionariesorknowledgeof spellingconventions
  • Beabletolocatekeyinformationefficiently, for a purpose
  • Preparepoemsandplay scriptstoreadaloud
andtoperform,showing understandingthrough intonation, tone,volumeandactione.g. pupils chooseown poemslinkedtotheme/topic;use drama ordrama techniquestoconvey meaning; pupils negotiateown rolesprior toperformance
  • 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
contributetomeaninge.g. “Thewindhowled”; pupils commentupontheusefulnessof diagrams,photos,subheadings /
  • 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.”
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  • 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

Text :
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
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  • 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
/ Makeinferencesbasedon textual evidencee.g.readbetweenthelinesand
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

Text :
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
historicalcontextinfluencedadvertsor warreportsfromdifferent timesand places;how a novelrelatestowhenand whereit was written
  • Identifyandcommentonfeaturescommontodifferenttextsor versionsof thesametexte.g. characters,settings,presentational features;“Inthesetextsthecharactershavenopositive attributes”; “Thewriters useopenings that implythecharacteris driving thenarrative”;“The textsare allin favourof space exploration”.
/ Clearlyidentifythemost relevantpoints, includingthoseselectedfrom different placesinthetext
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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