Guided Reading & Whole Class Guided Reading
Guided Reading in Key Stage 1
In Key Stage one, children take part in reading activities every day during their class reading sessions. These sessions enable teachers to focus on teaching the key skills for becoming a fluent and skilled reader. For these sessions, children will be divided into groups of no more than 6, grouped by their Nation Book Band colours, which enables teachers to select appropriate texts for the pupils reading ability and tailor their teaching to the specific needs of the children in each group. We have over 30 sets of books in each book band colour to ensure children have access to high quality fiction and non-fiction books during these sessions.
Whole Class Guided Reading in Key Stage 2
In Key Stage 2, all children follow our Whole Class Guided Reading scheme. Research shows there are many incredible benefits to this approach to class reading. Firstly, it means that children are reading texts 5 days a week, increasing the time they spend trying to decode and discuss texts with both their peers and teacher. It is a fantastic way to encourage a love of reading – something as a school we are very passionate about.
Every child in each KS2 class will have one book between two. Our aim is to have each child reading the same word at the same time and having one book between two allows for maximum absorption and minimum distraction during sessions.
So what does Whole Class Guided Reading look like?
Part 1 – The introduction
The first lesson of a new unit begins with an introduction to the novel and exploring the cover and blurb. Each subsequent lesson begins with a question recapping the last chapter in order to consolidate the children’s understanding of the text so far and review key events.
Part 2 – The vocabulary check
Before each chapter, teachers create a short list of vocabulary that the children will encounter within the chapter that they will find challenging. These words will be discussed as a class and in some cases this can be extended as an activity for the children to use dictionaries to find definitions and then use the words in a new sentence. All new vocabulary will then be added to Magpie walls in class.
Part 3 – Modelled Reading
One of the most important aspects of WCGR is teachers modelling of reading including fluency, expression and intonation.
In addition to this modelled reading, teachers will use a variety of reading strategies and methods depending on the skills, abilities and needs of the children in their class. These include:
- Selecting individual children to read
- Silent, independent reading
- Teacher listening to selected pupils to check their fluency, while the others read independently
- Use of ‘Drop in’ reading
- Pupils reading in pairs, alternating paragraphs or pages
Part 4 – Lesson focus and modelled task
Each lesson concentrates on one reading objective in particular and ensures that different aspects of comprehension are developed and reinforced while reading the text. These focus objectives are suitable for pupils of all abilities but activities are differentiated for children requiring support or extension as required.
Before attempting tasks relating to the focus objective, teachers use a modelled task to provide clear instruction and example to the children.
Part 5 – Main activity with differentiation
Main activity tasks include a range of activities, such as answering questions, drama, discussion, recording observations, group or paired work. These activities are differentiated to meet the needs of children working below age-related expectation or those working above their age-related expectations.