1 / Guided reading / Follow-up task from guided reading / Library / Personal reading choice / Prepare for Guided Reading
2 / Prepare for Guided Reading / Guided reading / Follow-up task from guided reading / Library / Personal reading choice
3 / Personal reading choice / Prepare for Guided Reading / Guided reading / Follow-up task from guided reading / Library
4 / Library / Personal reading choice / Prepare for Guided Reading / Guided reading / Follow-up task from guided reading
5 / Follow-up task from guided reading / Library / Personal reading choice / Prepare for Guided Reading / Guided reading
Suggested Independent Reading Activities
Early readers / Fluent readers- Re-reading shared texts, rhymes, poems individually or with a partner.
- Re-reading familiar texts – previously read guided reading book or other familiar text.
- Cut-up sentences from the text.
- Response to texts through illustration, drama, role play or use of puppets.
- Listening to taped stories.
- Sequencing activities: pictures, sentences, key events, etc.
- Character(s) from the text – insert text into speech bubbles.
- Writing a similar story on the computer.
- Read a range of other books by the same author/publisher (in pairs, to puppets, etc).
- Matching pictures and text.
- Simple book review (sentence starters and smiley faces to rate the book).
- With support from a TA:
- Re-enact the story.
- Re-tell the story using puppets and props.
- Read the story onto tape.
- Re-reading the text.
- Book making based on the story read. For example: zig zag books.
- Close activity – missing high frequency words, verbs, nouns, rhyming words etc.
- Matching games – (word matching, letter matching).
- Phonic games/ activities
- High frequency word snap/lotto.
- Reading journals – reflecting on any aspect of the text.
- Re-reading or continuing to read the text.
- Preparing for a guided reading session by reading a part of the text.
- Text marking, e.g. highlight in ‘blue’ evidence about the character’s feelings.
- Research (ICT and books).
- Reading other texts on the same topic or by the same author.
- Writing thought bubbles about sections of text to record thoughts and feelings.
- Re-writing a section of the text as a comic.
- Re-writing a section of the text from the point of view of another character.
- KWL grid (mainly non-fiction)
e.g. if the children are reading a book about weather
they could record what they already know and want
to learn, prior to the session and then fill-in the final
column as a follow-up task.
- Comprehension – this could be varied by: asking children to write questions for each other to answer; writing the answers and the children write the questions. Ensure comprehension covers the six QC/A assessment areas.
- Drama activities: hot seating; mime; performing a scene from the text.
- Debate/group discussion.
- Reading the story onto a tape.