Guided Reading Group Record

Guided Reading Group Record

Class:
Group:
KEY:
BL – Book level
NCL – National Curriculum Level EYT – End of Year Target / The structure of a guided session:
1 Book Introduction or recap /discussion
2. Shared objective/teaching point
3. Strategy check
4. Independent reading
5. Return to the text /refocus on learning
6. Respond to the text
7. Next steps
Children:
……………………………BL…….NCL…….EYT….. ……………………………BL ……. NCL…….EYT…..
…………………………..BL …….NCL…….EYT….. …………………………..BL ……. NCL…….EYT…..
……………………………BL …… NCL…….EYT….. ……………………………BL ……. NCL…….EYT…..
…………………………..BL …….NCL…….ELT….. ……………………………BL ……..NCL…….ELT…..

Year 4 Core Learning Objectives:

Understanding and interpreting texts

Identify and summarise evidence from a text to support a hypothesis

Deduce characters' reasons for behaviour from their actions and explain how ideas are developed in non-fiction texts

Use knowledge of different organisational features of texts to find information effectively

Use knowledge of word structures and origins to develop their understanding of word meanings

Explain how writers use figurative and expressive language to create images and atmosphere

Engaging with and responding to texts

Read extensively favourite authors or genres and experiment with other types of text

Interrogate texts to deepen and clarify understanding and response

Explore why and how writers write, including through face-to-face and online contact with authors

Overview of learning: Year 4

The reading curriculum in Year 4 must be soundly based on a wide range of high-quality fiction, poetry and non-fiction and provide opportunities for children to apply their developing reading skills appropriately. Teachers continue to plan to teach reading skills and comprehension explicitly through shared, guided and independent reading. A planned read-aloud programme continues to support independent reading and introduces children to a range of genres they may not choose for themselves. At the same time, children need many opportunities to choose their own books and other reading materials to develop personal tastes in text-types and authors. Teachers continue to make reading relevant, exciting and pleasurable as well as demonstrating its vital functional use in all aspects of life. They plan frequent opportunities for reading in literacy lessons, for cross-curricular purposes and outside school. In Year 4, as well as listening to teachers and other adults read, for example on CD, children need time to read silently for extended periods to develop fluency and stamina. When securely based in evidence from the text, personal and analytical responses work together to deepen understanding. Children need to be aware of the reading skills required for different texts, for example navigating a website, following instructions or reading a novel, and how to vary them consciously to suit different purposes. The Year 4 reader needs to develop the ability to access and use a range of resources to find information and answers to formulate questions, deciding which are

helpful and trustworthy and which to treat with caution or put aside. For the majority of children, the balance of attention in reading will have fully shifted from decoding words to comprehending subject matter. Children’s grasp of phonics by the beginning of Year 4 is so

secure that they can decode many unfamiliar words sufficiently rapidly for the comprehension of the sentence they are reading not to be disrupted. In the course of the year they decode words that are not in their spoken vocabulary and make sensible deductions about their meaning from their structure within the context of the sentence. This opens up the possibility of a limitless expansion of their

vocabulary through reading. Some children in Year 4 are still insecure with reading and continue to need support in learning skills

and strategies and in maintaining interest and enthusiasm. Wanting to read is important as well as learning how to do it. As in Year 3, listening to high-quality texts, guided reading and targeted intervention programmes are essential elements for this group. It is vital to maintain the interest and motivation of struggling readers, giving them access to texts well beyond their own reading ability.

Including non-fiction regularly helps learners to understand and internalise text organisation and exposes them to the linguistic features of explanation, discussion and persuasive texts. It helps the transition from writing based largely on spoken, personal language to the more formal style introduced in Year 4. Talking, first-hand experience, listening to the teacher reading aloud and personal reading all

provide the foundation for writing, which needs to be firmly located in a relevant, motivating context.

Progression in text types: Year 4 (reading)

Poetry / · describe poem’s impact and explain own interpretation by referring to the poem;
· comment on the use of similes and expressive language to create images, sound effects and atmosphere;
· discuss the poem’s form and suggest the effect on the reader
· vary volume, pace and use appropriate expression when performing
· use actions, sound effects, musical patterns and images to enhance a poem’s meaning
Narrative / · Develop understanding of story structure: recognise the stages of a story: introduction – build-up - climax or conflict – resolution; appreciate that chronology does not always run smoothly, (e.g.) some events are skimmed over, others are told in more depth.
· Develop awareness that the author sets up dilemmas in the story and devises a solution. Make judgements about the success of the narrative, (e.g.) do you agree with the way that the problem was solved? Understand that the author or director creates characters to provoke a response in the reader, (e.g.) sympathy, dislike; discuss whether the narrator has a distinctive ‘voice’ in the story.
· Identify the use of figurative and expressive language to build a fuller picture of a character; look at the way that key characters respond to a dilemma and make deductions about their motives and feelings – discuss whether their behaviour was predictable or unexpected; explore the relationship between what characters say and what they do – do they always reveal what they are thinking?
· Authors can create entire imaginary worlds; look for evidence of small details that are used to evoke time, place and mood. Look for evidence of the way that characters behave in different settings.
Recount / · Watch or listen to third person recounts such as news or sports reports on television, radio or podcast. Identify the sequence of main events. Read examples of third person recounts such as letters, newspaper reports and diaries and recount the same event in a variety of ways, such as in the form of a story, a letter, a news report, ensuring agreement in the use of pronouns.
N-C Reports / · Collect information to write a report in which two or more subjects are compared, (e.g.) spiders and beetles; solids, liquids and gases, observing that a grid rather than a spidergram is appropriate for representing the information.
· Draw attention to the precision in the use of technical terminology and how many of the nouns are derived from verbs.
Instructions / · In group work, give clear oral instructions to achieve the completion of a common task. Follow oral instructions of increased complexity.
· Evaluate sets of instructions (including attempting to follow some of them) for purpose, organisation and layout, clarity and usefulness.
· Identify sets of instructions which are for more complex procedures, or are combined with other text types (e.g. some recipes). Compare these in terms of audience/purpose and form (structure and language features).
Information / · Prepare for factual research by reviewing what is known, what is needed, what is available and where one might search.
· Routinely use dictionaries and thesaurus and use 3rd and 4th place letters to locate and sequence words in alphabetical order.
· Scan texts in print or on screen to locate key words or phrases, headings, lists, bullet points, captions and key sentences (to appraise their usefulness in supporting the reader to gain information effectively. Collect information from a variety of sources.
· Identify how paragraphs are used to organise and sequence information. Mark and annotate headings, key sentences and words in printed text or on screen.
· Make short notes, e.g. by abbreviating ideas, selecting key words, listing or in diagrammatic form.
Explanation / · Read and analyse explanatory texts to identify key features. Distinguish between explanatory texts, reports and recounts while recognising that an information book might contain examples of all these forms of text or a combination of these forms
· Orally summarise processes carried out in the classroom and on screen in flowcharts or cyclical diagrams as appropriate.
Persuasion / · Read and analyse a range of persuasive texts to identify key features (e.g. letters to newspapers, discussions of issues in books, such as animal welfare or environmental issues). Distinguish between texts which try to persuade and those that simply inform, whilst recognising that some texts might contain examples of each of these.
· Analyse how a particular view can most convincingly be presented, e.g. ordering points to link them together so that one follows from another; how statistics, graphs, images, visual aids, etc. can be used to support or reinforce arguments
· From examples of persuasive writing, investigate how style and vocabulary are used to convince the reader.
· Evaluate advertisements for their impact, appeal and honesty, focusing in particular on how information about the product is presented: exaggerated claims, tactics for grabbing attention, linguistic devices such as puns, jingles, alliteration, invented words
· Explore the use of connectives, e.g. adverbs, adverbial phrases, conjunctions, to structure a persuasive argument, e.g. ‘if…, then’; ‘on the other hand…’; ‘finally’; ‘so’
Discussion / · In exploring persuasive texts, and those presenting a particular argument (see Progression in Persuasion), begin to recognise which present a single (biased) viewpoint and which try to be more objective and balanced.
Date / Learning Objective and Success Criteria / Planning Notes/Key Questions/Comments
Next Steps Forward

Reading assessment guidelines: levels 3 and 4

Pupil name / Class / Group / Date
AF1 - use a range of strategies, including accurate decoding of text, to read for meaning / AF2 - understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text / AF3 - deduce, infer or interpret information, events or ideas from texts / AF4 - identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level / AF5 - explain and comment on writers' use of language, including grammatical and literary features at word and sentence level / AF6 - identify and comment on writers' purposes and viewpoints, and the overall effect of the text on the reader / AF7 - relate texts to their social, cultural and historical traditions
Level 4 / Across a range of reading
§ some relevant points identified
§ comments supported by some generally relevant textual reference or quotation, eg reference is made to appropriate section of text but is unselective and lacks focus / Across a range of reading
§ comments make inferences based on evidence from different points in the text, eg interpreting a character’s motive from their actions at different points
§ inferences often correct, but comments are not always rooted securely in the text or repeat narrative or content / Across a range of reading
§ some structural choices identified with simple comment, eg ‘he describes the accident first and then goes back to tell you why the child was in the road’
§ some basic features of organisation at text level identified, eg ‘the writer uses bullet points for the main reasons’ / Across a range of reading
§ some basic features of writers’ use of language identified, eg ‘all the questions make you want to find out what happens next’
§ simple comments on writer’s choices, eg ‘“disgraceful” is a good word to use to show he is upset’ / Across a range of reading
§ main purpose identified, eg ‘it’s all about why going to the dentist is important and how you should look after your teeth’
§ simple comments show some awareness of writer’s viewpoint, eg ‘he only tells you good things about the farm and makes the shop sound boring’
§ simple comment on overall effect on reader, eg ‘the way she describes him as “ratlike” and “shifty” makes you think he’s disgusting’ / Across a range of reading
§ features common to different texts or versions of the same text identified, with simple comment, eg characters, settings, presentational features
§ simple comment on the effect that the reader’s or writer’s context has on the meaning of texts eg historical context, place, social relationships
Level
3 / In most reading
§ range of strategies used mostly effectively to read with fluency, understanding and expression / In most reading
§ simple, most obvious points identified though there may also be some misunderstanding, eg about information from different places in the text
§ some comments include quotations from or references to text, but not always relevant, eg often retelling or paraphrasing sections of the text rather than using it to support comment / In most reading
§ straightforward inference based on a single point of reference in the text, eg ‘he was upset because it says “he was crying”’
§ responses to text show meaning established at a literal level eg “walking good” means “walking carefully” or based on personal speculation eg a response based on what they personally would be feeling rather than feelings of character in the text / In most reading
§ a few basic features of organisation at text level identified, with little or no linked comment, eg ‘it tells about all the different things you can do at the zoo’ / In most reading
§ a few basic features of writer’s use of language identified, but with little or no comment, eg ‘there are lots of adjectives’ or ‘he uses speech marks to show there are lots of people there’ / In most reading
§ comments identify main purpose, eg ‘the writer doesn't like violence’
§ express personal response but with little awareness of writer’s viewpoint or effect on reader, eg ‘she was just horrible like my nan is sometimes’ / In most reading
§ some simple connections between texts identified, eg similarities in plot, topic, or books by same author, about same characters
§ recognition of some features of the context of texts, eg historical setting, social or cultural background
BL
IE
Overall assessment (tick one box only) / Low 3 / Secure 3 / High 3 / Low 4 / Secure 4 / High 4