guided reading levels

Guided Reading

Record Booklet

Foundation Stage – Level 5

…………………………………………………….

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INTRODUCTION

October 2006 Dear Colleague This booklet can be used on its own but the reading objectives at each level can be found in the HIAS publication: Supporting Guided Reading - Starting Points with a sample guided reading session exemplifying each objective. In addition, at the end of the booklet, a range of strategies to develop comprehension are listed. For guidance on how to develop very early reading and strategies, we recommend the publication Reading Recovery by Marie Clay (Heinemann - ISBN 0-435-08764-9). Best wishesPauline Drew & Dani WadeHIAS English Team

NATIONAL EXPECTATIONS The following outlines National Curriculum levels that pupils should be expected to

achieve at the end of each year. The planning pace of teaching, lesson content and

approaches and strategies used, should enable pupils to achieve national levels.

Pupils Working Within National Expectations

Year 1 are expected to reach 1AYear 2 are expected to reach 2BYear 3 are expected to reach 2A/3CYear 4 are expected to reach 3BYear 5 are expected to reach 3A/4CYear 6 are expected to reach 4B

Pupils Working Above National Expectations

Year 1 are expected to reach 2C+Year 2 are expected to reach 3CYear 3 are expected to reach 3B/AYear 4 are expected to reach 4CYear 5 are expected to reach 4B/AYear 6 are expected to reach 5C

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END OF KEY STAGE ONE ASSESSMENTREADING

To supplement the school’s own records, we recommend a combination of the following tools to support the assessment and levelling of reading. The use of these tools (particularly the first four elements) in combination, and at different times of the year, is considered to exemplify good practice.

1. Book Bands Level This continuum is able to show progress within NC levels. The bands also match to Reading Recovery Levels:

• Band 1 (Pink) -2 (Red) working towards Level 1 • Band 3 (Yellow) - 4 (Blue) - 5 (Green) working within Level 1

• Band 6 (Orange) working towards Level 2

• Band 7 (turquoise) working towards Level 2

• Band 8 (purple) - Level 2C

• Band 9 (Gold) – Level 2B

• Band 10 (White) working toward or within Level 2A/3

2. Guided Reading Records 3. Nelson PM Benchmark Kit 2 (or 1) (published by Nelson)A copy of this folder has been given to each school by HIAS (as part of the THREP programme resources). It contains ‘unseen’ assessment texts matching the Book Band/Reading Recovery levels. A running record sheet and some simple comprehension are included for each text. 4. Running Record This is a valuable tool to identify what reading strategies/behaviours are being used. An assessment text is available in the PM Benchmark Kit but schools may like to use their own books at regular intervals. 5. QCA Assessment Focus Information (see QCA website) 6. Reading Conference (notes made from discussion(s) between the child and teacher)

These can provide useful qualitative information about a children’s attitude to reading and their reading preferences, etc. The information can be used to make informed decisions about which type of texts children should be encouraged to read in order to develop their enjoyment of reading, their reading and comprehension skills.

7. Home-school Record / Reading Card Record 8. Reading Age A simple straightforward test (e.g. Salford) can be used to complement the above. It should not be used on its own to indicate a level because it rarely measures comprehension. Even when a child has a matching reading/chronological age this does

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not mean they have reached the NC expectations for reading.

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PM Benchmark Kit PM Reading Levels and Reading Ages

(use as a guide for levelling)

NC LevelFor Guidance Only

Reading Recovery

Level

Colour Band(Book Bands)

Foundation Level 1 Magenta 1

Reading Ages for PM Levels1-14 are in the range of

R.A. 5 years – 6.5 years.

The fine grading of the PM levelling makes it inappropriate to give a specific Reading Age to the individual levels between

PM Levels 1-14.

Foundation Level 2 Magenta 2 Working towards L1C Level 3 Red 1Working towards L1C Level 4 Red 2Working towards L1C Level 5 Red 3 Working within L1C Level 6 Yellow1Working within L1C Level 7 Yellow 2Working within L1C Level 8 Yellow 3Working within L1C Level 9 Blue 1Working within L1C Level 10 Blue 2Working within L1C Level 11 Blue 3Working within L1C Level 12 Green 1Working within L1C Level 13 Green 2Working within L1C Level 14 Green 3 Level 1B Level 15 Orange 1 R.A. >6.5 yearsLevel 1B Level 16 Orange 2 R.A. < 7.0 yearsLevel 1A Level 17 Turquoise 1 R.A. >7.0 yearsLevel 1A Level 18 Turquoise 2 R.A. < 7.5 yearsLevel 2C Level 19 Purple1 R.A. >7.5 yearsLevel 2C Level 20 Purple 2 R.A. < 8.0 yearsLevel 2B Level 21 Gold 1 R.A. >8.0 yearsLevel 2B Level 22 Gold 2 R.A. < 8.5 yearsLevel 2A Level 23 Silver 1 (white) R.A. >8.5 yearsLevel 2A/3C Level 24 Silver 2 (white) R.A. < 9.0 years

Level Level 25 Emerald 1 R.A. 9.0 to 9.5 yearsLevel Level 26 Emerald 2 R.A. 9.5 to 10.0 yearsLevel Level 27 Ruby 1 R.A. 10.0 to 10.5 yearsLevel Level 28 Ruby 2 R.A. 10.5 to 11.0 yearsLevel Level 29 Sapphire 1 R.A. 11.0 to 11.5 yearsLevel Level 30 Sapphire 2 R.A. 11.5 to 12.0 years HIAS note: A quick and useful way of using this grid to establish reading level:• The RR levels above match with those in the KS1 Book Bands publication. 1. Complete a quick reading test (e.g. Salford) to establish approximate reading age.2. Match reading age (right hand column) to equivalent Benchmark reading recovery

level.3. Select the appropriate level ‘unseen’ Benchmark reading book from PM Benchmark Kit

and hear child read and /or take running record (NB quickly establish, before reading the whole book, if the book is too easy or too hard, and swap the book for a higher or lower text to achieve instructional reading level, i.e. 5-10% challenge (1 in 5 words to 1

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in10 words as reading errors).

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4. Establish NC level (in conjunction with other information).GUIDED READING SESSION RECORD

BOOK BAND LEVEL: 1NC Level: Working towards NC level 1 (Pink)Reading Recovery Level:

Today’s date:

Group name:Names of children:

• •

• •

Title of text:

Main teaching objective(s) for this lesson (tick):q Can recognise own nameq Can hold book correctlyq Can recognise front and back coverq Can understand that reading is made from

writingq Can understands that print conveys meaningq Can differentiate between text and illustrationq Can name some letters (capitals and lower

case)q Can talk about stories and use pictures to

supportq Locate title

• Open front cover• Turn pages appropriately• Understanding that left page comes before

right• Understand that we read print from left to right• Match spoken word to printed word (one-to-one

corresponding)• Locate familiar words and use them to check

own reading• Use the meaning of the text• Use language patterns (syntax)• Predict the story line and some vocabulary

Observations individual / group and points for next session :

Some children need more challenge (reorganise groups?)

Some children need more reinforcement (reorganise groups?)

Follow up: (e.g.)• Preparation task for next GR session - home learning activity

• Reinforcement activity, e.g. picture sequencing, phonic game,

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• Retell story to friend

• Give time for further independent reading in class

• Make response in Reading Journal

Remember to fill in home-school reading card.

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GUIDED READING SESSION RECORD

BOOK BAND LEVEL: 2NC Level: Working towards NC level 1 (Red)Reading Recovery Level:

Today’s date:


• •

• •

Title of text:

Main teaching objective(s) for this lesson (tick):• Locate and recall title• Have secure control of one-to-one meaning• Use known words to check and confirm reading• Start to read more rhythmically or use phrasing while maintaining track of print• Repeat words, phrases or sentences to check, confirm or modify own reading• Predict from meaning, syntax and print to solve new wordsq Can recognise familiar words in simple textq Can recognise print structure of a word, individual letters and the space between wordsq Can say how they feel about stories and poemsOther:






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BOOK BAND LEVEL: 3NC Level: Working within NC level 1 (Yellow)Reading Recovery Level:

Today’s date:


• •

• •

Title of text:

Main teaching objective(s) for this lesson (tick):• Follow print with eyes only, finger-pointing only at points of difficulty• Take more note of punctuation to support the use of grammar and oral language rhythms• Cross-check all sources of information more quickly while reading• Note familiar words and letter clusters and use these to get to unknown words, e.g. look – took• Search for information in print to predict, confirm or attempt new words while reading• Notice relationships between one text and another• Predict in more detailOther:






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BOOK BAND LEVEL: 4NC Level: Working within NC level 1 (Blue)Reading Recovery Level:

Today’s date:

Group name:

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Names of children:

• •

• •

Title of text:

Main teaching objective(s) for this lesson (tick):• Move through text attending to meaning, print and sentence structure flexibly• Self-correct more rapidly on the run• Re-read to enhance phrasing and clarify precise meaning• Solve new words using print information along with attention to meaning• Use analogy with known vocabulary to solve new words• Manage a greater variety of text genre• Discuss content of the text in a manner which indicates precise understandingOther:






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BOOK BAND LEVEL: 5NC Level: Working within NC level 1 (Green)Reading Recovery Level:

Today’s date:


• •

• •

Title of text:

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Main teaching objective(s) for this lesson (tick):q Can read aloud with support q Can make simple deductions with help and prompts from the teacher• Read fluently with attention to punctuation• Solve new words using print detail while attending to meaning and syntax• Track visually additional lines of print without difficulty• Manage effectively a growing variety of texts • Discuss and interpret character and plot more fullyOther:






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BOOK BAND LEVEL: 6NC Level: Working towards NC level 2 (Orange)Reading Recovery Level:

Today’s date:


• •

• •

Title of text:

Main teaching objective(s) for this lesson (tick):• Get started without relying on illustrations• Read longer phrases and more complex sentences• Attend to a range of punctuation

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• Cross-check information from meaning, syntax and print on the run• Search for and use familiar syllables within words to read longer words• Infer meaning from the textOther:






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BOOK BAND LEVEL: 7NC Level: Working towards NC level 2(Turquoise)Reading Recovery Level:

Today’s date:


• •

• •

Title of text:

Main teaching objective(s) for this lesson (tick):• Extract meaning from the text while reading with less dependence on illustrations• Approach different genres with increasing flexibility• Use punctuation and text layout to read with a greater range of expression• Sustain reading through longer sentence structures and paragraphs• Tackle a higher ratio of more complex wordsOther:






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BOOK BAND LEVEL: 8NC Level: Working within NC level 2C (Purple)Reading Recovery Level:

Today’s date:


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• •

• •

Title of text:

Main teaching objective(s) for this lesson (tick):• Look through a variety of texts with growing independence to predict content, layout and story

development• Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of

longer sentences• Solve most unfamiliar words on the run• Adapt to fiction, non-fiction or poetic language with growing flexibility• Take more conscious account of literacy effects used by writers• Begin to make more conscious use of reading to extend speaking and writing vocabulary and syntaxOther:






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BOOK BAND LEVEL: 9NC Level: Working within NC level 2B (Gold)Reading Recovery Level:

Today’s date:


• •

• •

Title of text:

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Main teaching objective(s) for this lesson (tick):• Look through a variety of texts with growing independence to predict content, layout and story

development• Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of

longer sentences• Solve most unfamiliar words on the run• Adapt to fiction, non-fiction or poetic language with growing flexibility• Take more conscious account of literacy effects used by writers• Begin to make more conscious use of reading to extend speaking and writing vocabulary and syntaxOther:






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BOOK BAND LEVEL: 10NC Level: NC level 2A/working towards level 3C (White)Reading Recovery Level:

Today’s date:


• •

• •

Title of text:

Main teaching objective(s) for this lesson (tick):q Can read aloud confidently, using expression and intonationq Can comment on the ways in which the book is written or presentedq Can suggest extensions or alternatives to plotq Can identify and discuss main charactersq Can use knowledge of the alphabet to locate information in dictionaries, indexes etcq Can suggest extensions or alternative to plot• Read silently most of the time

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• Sustain interest in longer text, returning to it easily after a break • Use text more fully as a reference and as a model• Search for and find information in texts more flexibly• Notice the spelling of unfamiliar words and relate to known word• Show increased awareness of vocabulary and precise meaning• Express reasoned opinions about what is read• Offer and discuss interpretations of textOther:






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BOOK BAND LEVEL: 11NC Level: Lower NC level 3CReading Recovery Level:

Today’s date:


• •

• •

Title of text:

Main teaching objective(s) for this lesson (tick):q Read independently, using strategies to appropriately to establish meaningq Can show understanding of main pointsq Can express reading preferencesq Can extract information from non-fictionq Can make sensible predictionsq Can use appropriate voices for charactersq Can adopt a story-telling voiceq Can recognise the main differences between fiction and non-fiction textsOther:


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BOOK BAND LEVEL: 12NC Level: Upper NC level 3Reading Recovery Level:

Today’s date:


• •

• •

Title of text:

Main teaching objective(s) for this lesson (tick):q Can read a range of appropriate texts fluently and accuratelyq Can justify prediction by referring to the storyq Can begin to find meanings beyond the literalq Can respond to the tension in a storyq Can read ahead to determine direction in meaningq Can pause appropriately in response to punctuation and/or meaningOther:






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BOOK BAND LEVEL: 13NC Level: Lower NC level 4Reading Recovery Level:

Today’s date:


• •

• •

Title of text:

Main teaching objective(s) for this lesson (tick):q Shows understanding of significant ideas, themes, events and charactersq Can identify key points when reading an appropriate textq Can use evidence from the text to justify opinionq Can locate and use informationq Can show with help that they have used inference and deductionq Can find relevant words in a text without promptingq Can show awareness of the listener through use of pauses, emphasis and pace to entertain and

maintain interestq Can understand how the meaning of sentences is shaped by punctuation, word order or connectivesOther:






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Today’s date:


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• •

• •

Title of text:

Main teaching objective(s) for this lesson (tick):q Can refer to the text to support predictions and opinionsq Can show by their answers that they have read beyond the literalq Can tackle unfamiliar and challenging texts with confidence q Can identify expressive, figurative and descriptive language used to create effects in poetry and

proseq Can use skimming, scanning and note-making to identify the gist or key points in a textq Can recognise the ways writers present issues and points of view in fiction or non-fictionq Can identify how language is used and structured in a range of textsq Can recognise complex sentencesq Can recognise and identify the language conventions of a range of textsq Can locate relevant information and use finding coherentlyq Can identify fact and opinion in a textOther:






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BOOK BAND LEVEL: 15NC Level: Lower NC level 5Reading Recovery Level:

Today’s date:


• •

• •

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Title of text:

Main teaching objective(s) for this lesson (tick):q Can use voice and language to engage the readerq Can select relevant information from a range of appropriate textsq Can identify key features, themes and characters across a range of appropriate textsq Can select sentences, phrases and relevant information to justify opinionsq Clearly understand the storyq Can draw on detail to give persuasive answer to questionsq Can explain implied meanings making reference to textq Can use note-making effectively to summarise the main points in a textOther:






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Today’s date:


• •

• •

Title of text:

Main teaching objective(s) for this lesson (tick):q Can use inference and deduction with confidenceq Can describe and evaluate authors’ use of techniques, e.g. narrative structure, themes or figurative

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language, justifying interpretations by reference to the textq Can retrieve and collate information from a range of sourcesq Can communicate a sense of the hidden irony• Reads and comprehends text that is abstract and removed form personal experience• Makes critical comparisons between texts• Can recognise and discuss the elements and purposes of different text structures, e.g. reports,

procedures, narratives etc.Other:






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BOOK BAND LEVEL: NC Level: Reading Recovery Level:

Today’s date:


• •

• •

Title of text:

Main teaching objective(s) for this lesson (tick): Other:






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Strategies to Develop Children’s

Understanding of Text

Strategies to Develop Children’s Understanding of Text

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There is a large body of literature on strategies to support readers in understanding, responding to and reflecting on texts. The following is a ‘reference list’ and a very brief outline of some of the main strategies. Each of these comes from a background of theory, research and classroom practice and references are given where possible. You may well find that some of the things we mention are already well known to you (e.g. character grids), but others may be completely new. It is not an exhaustive list and it is one that we hope will continue to grow as we share our successful practice with each other. As you look at these consider whether they are pre-reading, during reading or post-reading strategies. Also consider how children could use these strategies in independent reading as well as when reading with a supportive adult. The strategies apply equally to ‘reading’ pictures in picture books and other texts where exploring the visual information is important to a full understanding. 1. COGNITIVE STRATEGIES Prior knowledge activation Activation of prior knowledge can develop children’s understanding by helping them see links between what they already know and new information they are encountering. There are many ways of encouraging children to bring to the forefront of their minds, knowledge that relates to the text they are about to read or are reading • Brainstorming around the title, chapter heading, picture on the front cover (these can

be written, oral or drawn) • Word association chain around key word in title or an image in the text • Ask for memories around key word in title or an artefact (this reminds me of … It makes

me think of) • Filling in a mind-mapping, concept mapping or other grids/proforma (e.g. the first

column of a KWL grid) The use of such strategies is based on insights from schema theory, which explores how we build and access knowledge. Rumelhart, D.E. (1980) ‘Schemata: The Building Blocks of Comprehension’, in Spiro, R., Bruce, B. & Brewer, W. (eds.) Theoretical Issues in Reading Comprehension, Hillsdale, New Jersey: Lawrence Erlbaum.Anderson, R.C. (1994) ‘The Role of Reader’s Schema in Comprehension, Learning and Memory.’ In R.B. and M.R. Ruddell (Eds) Theoretical Models and Processes of Reading, (Fourth Edition). Neward, Delaware: International Reading Association.

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Prediction/group prediction This involves discussing a text with a teacher or reading partner. The aim of the strategy is to establish the purpose for reading, to encourage reasoning whilst reading and to test predictions. The children read the text a section at a time and as they do so the teacher encourages them to explain what is happening, predict what will happen next, predict how it will end, revise their earlier predictions in the light of new evidence found in the text. The children should offer evidence for their hypothesis. This can be oral, or children could make written predictions/revisions in a reading journal. Prediction is one of a group of strategies, including cloze procedure, summarising, sequencing, comparing texts and alternative representations. These are known collectively as Directed Activities Related to Text (DARTS), which were developed, by Lunzer and Gardner in the 1980s. Lunzer, E. & Gardner, K. (1979) The effective use of Reading. Oxford: Heinemann Lunzer, E. & Gardner, K. (1984) Learning from the Written Word. Edinburgh: Oliver & Boyd Wray, D. & Lewis, M. (1997) Extending Literacy: Children Reading and Writing Non-fiction. London & New York: Routledge Constructing images (visualising, drawing, drama)Creating visual images is claimed to improve comprehension by linking prior experiences to the new idea thus building richer schemas (also see ‘Activating prior knowledge’ above). • The teacher models the process by reading aloud and talking about any associations

that come to mind and asking the children to picture it. Children are then encouraged to do the same for other passages and verbalise this process to a partner. Can be used with both fiction and non-fiction texts.

• During and after reading children can sketch what they see, undertake freeze frames of

key moments in a story and make models based on the text e.g. creating the Borrowers living room in design and technology sessions.

Olsen, M.W. & Gee, T.C. (1991) ‘Content Reading Instruction in the Primary Grades; Perceptions and Strategies’. The Reading Teacher, 45:4.Moline, S. (1997) I See What You Mean. Children Working With Visual Information. Longman Johnson, C (2000) ‘Speaking, Listening and Drama’, in Fisher R and Williams M (eds.) Unlocking Literacy: A Guide For Teachers, London: David Fulton.

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Summarising Effective summarising involves children evaluating a text and deciding which elements of it are most significant. • Model skim reading a text. Then encourage skim reading or rereading and ask for oral

summaries. • Go through a text paragraph by paragraph highlighting the key sentence/sentences in

each • Children can be asked to write brief summaries at the end of each chapter outlining key

events and further insights into character and plot. • Summarise by restructuring key information contained in a text into a non-prose form.

It may involve children drawing a matrix, a tree diagram, a semantic map/word web, a labelled picture or a retrieval chart.

Fisher, R. (2000) ’Stories Are For Thinking. Creative Ways To Share Reading’. In Fisher, R. and Williams, M. (eds.) Unlocking Literacy: A Guide For Teachers, London: David Fulton. Neate, B. (1992) Finding Out about Finding Out, Sevenoaks: Hodder & Stoughton. Mallet, M (2000) Young Researchers, London: Routledge. Questioning/clarifying• DiscussionClass, group or individual focused discussion with the aim of clarifying understanding. Such discussion goes beyond simple recall questions into inference and deduction. A list of useful alternative prompts to direct questions is contained in the NLS consultants’ training module on Teaching and Learning Strategies, OHT 4 and Handout 2 • Talk to the AuthorA text is provided (with wide margins). Questions to the author are written in the margin, for example ‘Who was this? Why did this happen?’ The teacher models the process initially and then the children try. It is claimed that it encourages children to engage with the text and helps them differentiate between fact and opinion, as well as helping them search for bias. Cairney, T.H (1990) Teaching Reading Comprehension: Meaning Makers at Work, Milton Keynes: Open University Press. • Focus journalsThese journals are claimed to encourage students to review their background knowledge, reflect on previous learning and predict future learning. The children will have read some of the book in private reading and when they join the guided group it is a way of focusing their attention before reading the next section. The teacher writes the focus on the board before the children join the group e.g. what seemed important to you in what you learnt about X? The children read the focus, reflect on their response and write in their journals. This then serves as a basis for discussion. Pardo, L.S. & Raphael, T.E. (1991) ‘Classroom Organisation For Instruction In The Content Areas’. The Reading Teacher, 44:8.

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Story grammar/Text structure analysisThroughout the 1970’s and early 80’s cognitive psychologists examined individual’s mental representations (schema) of story components and how these components fitted together. They argued that as we listen to and read stories so our knowledge about stories grows and we can draw on this knowledge to help us predict and understand what is happening, and is likely to happen, in new stories. This accumulating knowledge of stories texts develops in us a set of expectations for the structure of a story, helps facilitate our understanding of stories and improves our memory/recall of a story. This work gave rise to several classroom strategies such as story mapping story and story structure charts. In the 80’s and 90’s attention turned to the structure of non-fiction texts. Mandler, J.M. & Johnson, N.S. (1977) ‘Remembrance of Things Parsed: Story Structure and Recall’. Cognitive Psychology, 9, 111-151.Whaley, J.F. (1981) ‘Story Grammars and Reading Instruction’. The Reading Teacher, 34:8, 762-771.Derewianka, B. (1990) Exploring How Texts Work, Newtown, New South Wales: PETA. • Story maps/story shapes/story chartsChildren draw a ‘map’ of the events in a story. This helps them recall and retell the story. The particular structure of a story, such as a circular story or an ‘A to B’ journey can also be made explicit via story mapping. Lewis, M. (1999) Developing Children’s Narrative Writing Using Story Structures, in Goodwin, P (ed) The Literate Classroom London: Fulton: LondonBenton, M & Fox, G. (1985) Teaching Literature 9-14. Oxford: Oxford University Press Newman, J.M. (1989) Online, The Flexible Page. Language Arts. 66(4) 457-464Merchant G & Thomas, H. (1999) Picture Books For The Literacy Hour. Fulton: London • Structural organisersRecognising the structure of non-fiction texts and then mapping the content onto various structural organiser grids e.g. point/evidence grid, cause/effect grid, argument/ counterargument list. Reid, D. & Bentley, D. (1996) Reading On. Developing Reading at Key Stage 2, Leamington Spa: Scholastic.Wray, D. & Lewis M. (1997) Extending Literacy: Children Reading and Writing Non-fiction, London & New York: Routledge.

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2. INTERPRETIVE STRATEGIESAs many books on reading cover strategies from several of the subheadings listed under ‘Interpretive strategies’ a general reference list will be found at he end of the section. Character development Imagining how a character might feel; identifying with a character, charting the development of a character over time in a longer text). There are many strategies that require children to make explicit their response to and knowledge of a character. These include: • Feeling graphs or map showing how emotions develop throughout the story. • Journal entries • Hot seating • TV interviews. Compile a list of questions to ask if you were to interview the character.

This can be combined with hot seating and the interview conducted with the ‘character’. • Drawing characters and surrounding the drawing with phrases from the text • Writing thought bubbles for characters at key moments in the text when they don’t

actually speak • Relationship maps between different characters with evidence from text • Relationship grid with each character listed along the top and down the side. Each cell

represents a relationship to be explored • Speculating on actions and motives e.g. asking why did, what if? • Character emotions register. This involves creating a 5-point emotions scale with

the pupils for the possible range of reactions at certain specific points in the story (for example from ‘mildly irritated’ to ‘incandescent with rage’). Pupils then rate characters on the scale.

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Identifying themes/information• The author’s chair:

Child takes on role of the author, answering questions about the book and justifying what ‘they’ have written

• Draw a diagram, grid, flow chart etc. to show information • Draw strip cartoon/story board identifying 4/5 main points from story or information • Highlight words, phrases which link together to build a picture of character or mood, or

setting and so on • Write a blurb for the book • Identify facts and opinion and consider how they are woven together • What’s important grid (Susan Close materials) Reading for multiple meanings• Rank characters according to criteria e.g. most powerful to least powerful, kindest to

meanest. Do different criteria give different insights? • ‘The roles we play’. In an outline character shape pupils record all the different roles

they play in a story - e.g. daughter, friend • Identify and discuss any differences or additional information to be found between text

and illustrations • Give the text only or pictures only from a multi layered picture book and ask children

to tell the story/read the prose story before reading the complete book. Discuss any changes in their perceptions and responses. Any changes?

• Retell a scene from the point of view of a minor character within it • Justify the actions of a ‘villain’ • Problem solving. Stop at the point where a character faces a problem or dilemma.

List alternative suggestions from the group. Consider the consequences of each suggestion. Arrive at a group decision

Looking for/challenging a consistent point of view• Genre Exchange - ask children to transpose something from one written genre they

have just read into another written genre • Criteria rating certain scenes at a crucial point - mostly likely to happen/least likely to

happen, mostly likely to be true, least likely to be true • Story comparison charts. Several versions of a story are read (e.g. Cinderella tales)

and a comparative chart is completed

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Relating texts to personal experiences• Say what they would have done at certain points in the story • Choose the funniest, scariest, most interesting moment from a story or information

book. Justify their choice • Response journals (ongoing throughout the reading of long books) • Relate to other books by same author or on same topic, read by the group or individual.

Discuss similarities or differences. Creenaune. T. & Rowles, L. (1996) What’s Your Purpose? Reading Strategies For Non-Fiction Texts, NSW, Australia: PETAHill, S. & O’Loughlin. J (1995) Book Talk. Collaborative Responses to Literature, Armadale, Australia: Eleanor Curtain Publishing.Merchant G & Thomas, H (2001) Non-Fiction For The Literacy Hour: Classroom Activities for Primary Teachers, Fulton: LondonPhinn, G (2001) Young Readers And Their Books. Suggestions And Strategies For Using Texts In The Literacy Hour, Fulton: London.Marriott, S. (1995) Read On: Using Fiction In The Primary School, Paul ChapmanWorthy, M.J. & Bloodgood, J.W. (19930 ‘Enhancing Reading Instruction through Cinderella Tales’. The Reading Teacher, 6:4, 290 - 301. 3. SEMANTIC STRATEGIES Previewing vocabularyThe teacher provides a list of words relating to the book/topic. The meanings of the words are then discussed before reading. Guided Reading Units for the Fluent Reader at Key Stage 2Guided Reading Units at Key Stage 1 Both produced by the City of Coventry Support and Advisory Service Building banks of new wordsAs children read they mark or note on post-it notes or in vocabulary journals any new word/words they are unsure of. After reading, the group discusses ways of working out the meaning (e.g. root, morphology, etc). Once a word is understood children note its meaning. They may add a visual cue to remind them of the meaning. Word tracker/oral thesaurusChildren track particular groups of words/phrases (e.g. appearance words). They list these and suggest alternatives. Making dictionaries and glossariesChildren can track words whose meanings are unclear, e.g. technical words, dialect words, slang and so on. They then investigate the meanings and create text specific dictionaries or glossaries.

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guided reading levels

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