Guided Reading Records

8/9/2019 Guided Reading Records

1/19

Guided Reading Records

With the introduction of Assessing Pupil Progress (APP) our guided reading records needed to beupdated to ensure that they are aligned with other recent assessment advice and guidance.

The guided reading records now begin at 20 months and end at Level 5 with statements drawn fromEarly Years Foundation Stage (in bold) , Book Bands (in italics ) and APP reading criteria.

The Assessment Focuses for Assessing Pupil Progress in reading are:

1 Use a range of strategies, including accurate decoding of text, to readfor meaning;

2 Understand, describe, select or retrieve information, events or ideasfrom texts and use quotation and reference to text;

3 Deduce, infer or interpret information, events or ideas from texts;4 Identify and comment on the structure and organisation of texts,

including grammatical and presentational features at text level;5 Explain and comment on the writers use of language, including

grammatical and literary features at word and sentence level;6 Identify and comment on writers purposes and viewpoints and the

overall effect of the text on the reader;7 Relate texts to their social, cultural and historical contexts and literary

traditions.


2/19

22-36 monthsLook, Listen and Note: Children's favourite stories, rhymes, songs, poems or jingles

Aligned with Phase 1 of Lettersand Sounds

Development Matters: Have some favourite

stories, rhymes, songs,poems or jingles.

Effective Practice: Find opportunities to tell

and read stories tochildren, using puppets,soft toys, or real objects asprops.

Planning and Resourcing: Provide stories, pictures

and puppets which allowchildren to experience andtalk about how charactersfeel.

Childrens names:

Comments ( Remark on the remarkable):


3/19

30-50 monthsLook, Listen and Note: Children's familiarity with the way books work. For example, turning the pages and telling the story using the pictures and using

phrases such as "Once upon a time". The stories and poems children choose and know how to follow. For example retelling a story, using words and phrases from a well-

known story. Children's references to and understanding of how print works. For example, asking what a word says or what instructions mean. Children's recognition of their names, or letters or words, in scripts other than English.Aligned with Phase 1 of Letters and SoundsDevelopment Matters:

Handle books carefully. Begin to be aware of the way stories are s tructured. Understand the concept of a word. Know information can be relayed in the form of print. Listen to and join in with stories and poems, one-to-one and

also in small groups. Suggest how the story might end. Show interest in illustrations and print in books and print in

the environment. Hold books the correct way up and turn pages.

Effective Practice: Discuss with children the characters in books being read.

Encourage them to predict outcomes, to think of alternativeendings and to compare plots and the feelings of characterswith their own experiences.

Help children to understand what a word is by using namesand labels and by pointing out words in the environment andin books.

Read stories that children already know, pausing at in tervalsto encourage them to 'read' the next word.

Focus on meaningful print such as a child's name, words on acereal packet or a book title, in order to discuss similaritiesand differences between symbols.

Encourage children to use the stories they hear in their play.

Planning and Resourcing: Introduce children to books and other materials that provide

information or instructions. Carry out activities using

instructions, such as reading a recipe to make a cake. Create an attractive book area where children and adultscan enjoy books together.

Create an environment rich in print where children can learnabout words, for example, using names and labels.

Ensure access to stories for all children by using a range of visual cues and story props.

Provide some simple poetry, song, fiction and non-fictionbooks. Include books containing photographs of the childrenthat can be read by adults and that children can begin to'read' by themselves.

Childrens names:



4/19

40-60 months (including ELGs) Children may be reading Pink A,B or Red Level BooksLook, Listen and Note and EYFSP Scale Points: The words that children recognise, such as their name and signs such as'open'. Children's understanding of the elements of stories, for example, Mehmet refers to the 'beginning' and 'end' of a story. He says, "I

don't like that ending. I think he should've run away and been happy ever after". How children use non-fiction books. The confidence with which children use their developing phonic knowledge. The strategies that children use to read. Children's understanding about how information is kept in different places and can be retrieved. The favourite books, songs and rhymes children turn to, to be re-read and enjoyed. The phonic skills children use in decoding text. Children's book choices.(Reading) 1 - Is developing an interest in books. 2 - Knows that print conveys meaning. 3 - Recognises a few familiar words. 4 - Knows that,in English, print is read from left to right and top to bottom. 5 - Shows an understanding of the elements of stories, such as main character,sequence of events and openings. 6 - Reads a range of familiar and common words and simple sentences independently. 7 - Retellsnarratives in the correct sequence, drawing on language patterns of stories. 8 - Shows an understanding of how information can be foundin non-fiction texts to answer questions about where, who, why and how.Aligned with Phases 1/2/3 of Letters and SoundsDevelopment Matters: Know that information can be retrieved from books and

computers. Enjoy an increasing range of books.

Show an understanding of the elements of stories,such as main character, sequence of events andopenings, and how information can be found in non-fiction texts to answer questions about where, who,why and how.

Know that print carries meaning and, in English, isread from left to right and top to bottom.

Retell narratives in the correct sequence, drawing onlanguage patterns of stories.

Read a range of familiar and common words andsimple sentences independently.

Explore and experiment with sounds, words and texts. Effective Practice: Help children to identify the main events in a story and to

enact stories, as the basis for further imaginative play. Discuss and model ways of finding out information from

non-fiction texts. Encourage children to recall words they see frequently,

such as 'welcome', their own and friends' names, 'open'and 'bus stop'.

Create imaginary words to describe, for example, monstersor other strong characters in stories and poems.

Play word bingo to develop children's graphemecorrespondence, so that they can rapidly decode words.

Make story boxes with the children. Practitioners shouldmaximise the opportunities that these reading activitiespresent to reinforce and apply children's developing phonicknowledge and skills, particularly once they have started aprogramme of systematic phonic work which will enablethem to recognise words and read them for meaning. For example, demonstrate using phonics as the primeapproach to decode words while children can see the text,for example, using big books.

Planning and Resourcing: Provide some simple texts which children can decode to

give them confidence and to practise their developingskills.

Provide varied texts and encourage children to use their phonics knowledge to recognise words.

Encourage children to add to their first-hand experience of the world through the use of books, other texts andinformation, and information and communicationtechnology (ICT).

Provide story boards and props which encourage childrento talk about the sequence of events and characters in astory.

Provide story sacks and boxes for use in the setting and athome.

Provide picture books, books with flaps or hidden words,books with accompanying CDs or tapes, and story sacks.

Childrens names:



5/19

Pink AEYFSP Scale Points:Reading 3 - Recognises a few familiar words. 4 - Knows that, in English, print is read from left to right and top tobottom. 5 - Shows an understanding of the elements of stories, such as main character, sequence of events andopenings. 6 - Reads a range of familiar and common words and simple sentences independently.Working within the EYFSReading Recovery Level 1. Band 1.Aligned with Phase 2 of Lettersand SoundsLearning focus mostly from AF1

Locate title Open front cover Turn pages appropriately Understand that the left

pages come before theright

Understand that we read from left to right

Use meaning together withrepeated language

patterns (syntax) to predict the storyline

Match spoken word towritten word

Use a few know words toassist own reading

Childrens names:



6/19

Pink BEYFSP Scale Points:Reading 3 - Recognises a few familiar words. 4 - Knows that, in English, print is read from left to right and top tobottom. 5 - Shows an understanding of the elements of stories, such as main character, sequence of events andopenings. 6 - Reads a range of familiar and common words and simple sentences independently.Working within the EYFSReading Recovery Level 2. Band 1.Aligned with Phase 2 of Letters

and SoundsLearning focus mostly from AF1

Locate title, open front cover, turn pagesappropriately

Understand that left pagsecome before right

Use meaning together withrepeated language

patterns (syntax) and some

letters to read simple text Match spoken word to

written word (1:1correspondence)

Use a few known words tocheck own reading

Read simple CVC words inthe text from left to right

Children are ready to move tored when 1:1 correspondenceis secure

Childrens names:



7/19


8/19

YELLOW - In some reading, usually with supportEYFSP Scale Points: Reading 6 - Reads a range of familiar and common words and simple sentences independently. 7 -Retells narratives in the correct sequence, drawing on language patterns of stories. 8 - Shows an understanding of howinformation can be found in non-fiction texts to answer questions about where, who, why and how. 9 - Reads books of ownchoice with some fluency and accuracyWorking within the EYFS/ Level 1Reading Recovery Levels 6-8. Band 3.Aligned with Phases 3/ 4 of Letters and SoundsLearning focus mostly from AF1

Childrens names

Red - In some reading , usually with supportEYFSP Scale Points: Reading 5 - Shows an understanding of the elements of stories, such as main character, sequence of events and openings. 6 - Reads a range of familiar and common words and simple sentences independently. 7 - Retellsnarratives in the correct sequence, drawing on language patterns of stories. 8 - Shows an understanding of how informationcan be found in non-fiction texts to answer questions about where, who, why and how. Working within the EYFS/ towards Level 1

Reading Recovery Levels 3-5. Band 2.Aligned approx with Phase 3 of Letters and SoundsAll learning focus from AF1

Locate and recall title Consolidate secure control of 1:1 matching on a

wide range of texts Use known words to check and confirm reading Solve simple CVC words by blending phonemes

from left to right and check for meaning and correct syntax ie. Does it make sense and sound right?

Start to read more rhythmically or use phrasing whilst maintaining track of reprint

Repeat words, phrases or sentences to check,confirm or modify own reading

Level 1 Recall some simple points from texts and make

some reference to pages or sections. (AF2) Make meaning from a text which may include some

simple inferences and comments or questions aboutparticular parts of text. (AF3)

Show some awareness of the meaning of simpletext features (AF4)

Comment on obvious language features (AF5)

Make simple comments about likes and dislikes(AF6) Talk about a few basic features of well known texts

and begin to make links to other well known texts.(AF7)

Books read

Childrens names:



9/19

Follow print with eyes, finger pointing only at points of difficulty

Take more note of punctuation to support the use of grammar and oral languagerhythms

Cross-check all sources of informationmore quickly whilst reading

Note familiar words and phonemes and use these to get to unknown words

Search for information in print to predict,confirm or attempt new words whilst reading

Notice relationships between one text and another

Recall some simple points from texts andmake some reference to pages or sections.(AF2)

Make meaning from a text which mayinclude some simple inferences andcomments or questions about particular parts of text (AF3)

Show some awareness of the meaning of

simple text features (AF4) Comment on obvious language features

(AF5) Make simple comments about likes and

dislikes (AF6) Talk about a few basic features of well

known texts and begin to make links toother well known texts. (AF7)

Books read

Blue in some reading, usually with supportWorking within Level 1Reading recovery Levels 9-11. Band 4.Aligned with Phases 4/ 5 of Letters and SoundsLearning focus mostly from AF1

Childrens names


10/19

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

and understanding of the text to try alternative pronunciations

identify constituent parts of unfamiliar words to read correctly

Manage a greater range of text genre Recall some simple points from texts and

make some reference to pages or sections.(AF2)

Make meaning from a text which mayinclude some simple inferences andcomments or questions about particular parts of text. (AF3)

Show some awareness of the meaning of simple text features (AF4)

Comment on obvious language features(AF5)

Make simple comments about likes anddislikes (AF6)

Talk about a few basic features of wellknown texts and begin to make links toother well known texts. (AF7)

Books read:

Green in some reading, usually with supportWorking within level 1Reading Recovery Levels 12-14. Band 5.Aligned with Phase 5 of Letters and Sounds

Childrens names


11/19

Read fluently with attention to punctuation(AF1)

Solve new words using print detail whileattending to meaning and syntax (AF1)

Track visually additional lines of print without difficulty (AF1)

Discuss and interpret character and plot more fully (AF2)

Use contents page and glossary in non-fiction books and locate information( AF2/4)

Recall some simple points from texts andmake some reference to pages or sections .(AF2)


Show some awareness of the meaning of simple text features (AF4)

Comment on obvious language features(AF5)

Make simple comments about likes anddislikes (AF6)

Talk about a few basic features of wellknown texts and begin to make links toother well known texts. (AF7)

Books read:

OrangeIn some reading usually with somesupport

Working towards level 2Reading Recovery Levels 15-16. Band 6.

Childrens names


12/19

Aligned with Phases 5/ 6 of Letters and Sounds

Get started on fiction after briefer introductionswithout relying on illustrations (AF1)

Examine non-fiction layout and use the contents page to select which sections of a book to read (AF2/4)

Read longer phrases and more complex sentences

Attend to a range of punctuation (AF1)

Blend phonemes in unfamiliar words morefluently, cross checking with meaning and syntax (AF1)

Search for and use familiar syllables withinwords to read longer words (AF1)

begin to use appropriate terminology whendiscussing different types of text ( AF4)

Recall some simple points from texts and makesome reference to pages or sections (AF2)

Make meaning from a text which may includesome simple inferences and comments or questions about particular parts of text (AF3)

Show some awareness of the meaning of simpletext features (AF4)

Comment on obvious language features (AF5) Make simple comments about likes and dislikes

(AF6) Talk about a few basic features of well known

texts and begin to make links to other well knowntexts (AF7)

Level 2 In some reading Recall simple information and know where to

look for it in the book (AF2) Make simple inferences that make sense and

link them to the text (AF3) Show awareness of organisational features of

texts (AF4)

Comment on effective use and patterns of language (AF5) Make statements about likes and dislikes with

some reasons offered Show some awareness that writers have a

viewpoint and purpose for writing (AF6) Recognise different types of texts and that they

are set in different times and places (AF7)

Books read:

TurquoiseIn some reading usually withsupportWorking towards level 2Reading Recovery Levels 17-18. Band 7.Aligned with Phases 5/ 6 of Letters and

Childrens names


13/19

Sounds

Extract meaning from the text while reading with less dependence on illustrations (AF2)

Approach different genres with increasing flexibility (AF1)

Use punctuation and layout to read with agreater range of expression and control (AF1)

Sustain reading through longer sentencestructures and paragraphs (AF1)

Tackle a higher ratio of more complex words using known vocabulary, phonic knowledge and syllables (AF1)

Recall some simple points from texts andmake some reference to pages or sections .(AF2)


Show some awareness of the meaning of

simple text features (AF4) Comment on obvious language features

(AF5) Make simple comments about likes and

dislikes (AF6) Talk about a few basic features of well

known texts and begin to make links toother well known texts. (AF7)

Level 2 in some reading Recall simple information and know where

to look for it in the book. (AF2) Make simple inferences that make sense

and link them to the text (AF3) Show awareness of organisational features

of texts. (AF4) Comment on effective use and patterns of

language. (AF5) Make statements about likes and dislikes

with some reasons offered. Show some awareness that writers have a

viewpoint and purpose for writing. (AF6) Recognise different types of texts and that

they are set in different times and places.(AF7)

Books read:

PurpleIn some readingWorking at level 2CReading recovery levels 19 20. Band 8Aligned with Phase 6 of Letters and Sounds

Childrens names


14/19

Look through a variety of texts with growing independence to predict content, layout and story development (AF4/AF7)

Read silently or quietly at a more rapid pace,taking note of punctuation and using it to keeptrack of longer sentences (AF1)

Solve most unfamiliar words on the run by blending long vowel phonemes, recognising and using them in longer and more complex words (AF1)

Adapt to fiction, non-fiction or poetic languagewith growing flexibility (AF1) Recall simple information and know where to

look for it in the book. (AF2) Make simple inferences that make sense and

link them to the text (AF3) Show awareness of organisational features of

texts. (AF4) Comment of effective use and patterns of

language. (AF5) Make statements about likes and dislikes with

some reasons offered.(AF5) Show some awareness that writers have a

viewpoint and purpose for writing. (AF6) Recognise different types of texts and that they

are set in different times and places. (AF7)

Books read:

GoldIn some reading

Working at level 2BReading Recovery levels 21-22. Band 9.

Childrens names


15/19

Aligned with Phase 6 of Letters and Sounds

Read silently or quietly at a more rapid pace,taking note of punctuation and using it to keeptrack of longer sentences (AF1)

Solve most unfamiliar words on the run by blending long vowel phonemes, recognising and using them in longer and more complex words (AF1)

Adapt to fiction, non-fiction and poetic language

with growing flexibility (AF1) Make more conscious use of reading to extend speaking and writing vocabulary and syntax (AF5)

locate and interpret information in non-fiction(AF2)

Recall simple information and know where tolook for it in the book. (AF2)

Make simple inferences that make sense andlink them to the text (AF3)

Show awareness of organisational features of texts. (AF4)

Comment on effective use and patterns of language. (AF5)

Make statements about likes and dislikes withsome reasons offered.(AF5)

Show some awareness that writers have aviewpoint and purpose for writing. (AF6)

Recognise different types of texts and that theyare set in different times and places. (AF7)

Books read:

WhiteIn some readingWorking at Level 2A, working towards level 3.Reading Recovery Levels 23-24. Band 10Letters and Sounds Phases cease to be relevant Read silently most of the time (AF1)

Childrens names


16/19

Sustain interest in longer texts, returning to it easily after a break (AF1)

Use text more fully as a reference and as amodel (AF2)

Search for and find information in texts moreflexibly (AF2)

Notice the spelling of unfamiliar words and relate to known words (AF1)

Show increased awareness of vocabulary and precise meaning (AF5)

Comment on main characters and how they relate to each other (AF3)

Discuss feelings created by stories (AF3) Retelling of stories is balanced and clear (AF2) Recall simple information and know where to

look for it in the book. (AF2) Make simple inference that makes sense and

link it to text . (AF3) Show awareness of organisational features of

texts. (AF4) Comment on effective use and patterns of

language. (AF5) Make statements about likes and dislikes with

some reasons offered.(AF5) Show some awareness that writers have aviewpoint and purpose for writing. (AF6)

Recognise different types of texts and that theyare set in different times and places. (AF7)

Level 3 in most reading Read with fluency, understanding and

expression (AF1) Identify key information from a text and refer

to detail of the text to support ideas but notalways relevant(AF2)

Make inferences drawn from a singlepoint/event in the text

Understand the literal meaning of texts andrelate the meaning to personal speculation,experience or opinion(AF3)

Refer to text structure and organisation(AF4)

Refer to writers use of language (AF5) Express personal response to text (AF6) Comment on the writers purpose in a

simple form (AF6) Make simple connections between texts

(AF7) Identify some of the features which indicate

the context for a text(historical/cultural/social) (AF7)Books read:

Level 3In most reading Read with fluency, understanding and

Childrens names


17/19

expression (AF1) Identify key information from a text and refer

to detail of the text to support ideas but notalways relevant(AF2)

Make inferences drawn from a singlepoint/event in the text

Understand the literal meaning of texts andrelate the meaning to personal speculation,experience or opinion(AF3)

Refer to text structure and organisation(AF4)

Refer to writers use of language (AF5) Express personal response to text (AF6) Comment on the writers purpose in a

simple form (AF6) Make simple connections between texts

(AF7) Identify some of the features which indicate

the context for a text(historical/cultural/social) (AF7)

Books read:

Level 4Across a range of reading

Identify relevant points, and supportthese by some relevant reference to text

Childrens names


18/19

or quotation (AF2) Make appropriate inferences across a

text (AF3) Talk about a whole text in terms of its

structure and organisation (AF4) Identify basic features of writers

language and comment on it.(AF5) Comment on writers main purpose,

viewpoint and the effect on the reader (AF6)

Comment on the features that connecttexts (AF7)

Comment on the effect that a reader or writers context has on the meaning of texts (historical/cultural/social) (AF7)

Books read:

Level 5In most reading

Identify the most relevant points andsupport with reference to text or quotation

Childrens names


19/19

(AF2) Comments explain inferences drawn from

across a text based on textual evidence(AF3)

Comment on a range of structural choicesmade by the writer (AF4)

Identify and explain various features of writers language and show someawareness of its effect on the reader (AF5)

Clearly identify main purpose and view pointwith some explanation of the effect on thereader. (AF6)

Identify similarities and differences betweentexts.(AF7)

Discuss how the context in which texts arewritten and read contribute to meaning.(AF7)

Books read:

Documents

Guided Reading Records