and the Assessing Pupils Progress (APP) Reading and Writing Assessment
focuses. ... AF5 - explain and comment on writers' use of language, including ...
Enjoy Guided Reading!
Year 5
www.badgerlearning.co.uk
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INTRODUCTION TO GUIDED READING Learning Objectives These relate to the Primary Framework for Literacy, the objectives for Reading at Year 5 and the Assessing Pupils Progress (APP) Reading and Writing Assessment focuses. • Explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level. • Read short stories and serialised longer stories and review the main features of the characters, plot and setting. Discuss views, response and preferences as a class. Compare settings and analyse words and phrases used for description.
Reading Assessment Guidelines, Levels 1-5 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.
Writing Assessment Guidelines, Levels 1-5 AF1 - write imaginative, interesting and thoughtful texts. AF2 - produce texts which are appropriate to task, reader and purpose. AF3 - organise and present whole texts effectively, sequencing and structuring information, ideas and events. AF4 - construct paragraphs and use cohesion within and between paragraphs. AF5 - vary sentences for clarity, purpose and effect. AF6 - write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. AF7 - select appropriate and effective vocabulary. AF8 - use correct spelling.
Criteria for selecting titles The books are all fiction and include a range of popular titles and modern classics, many of which were selected and banded according to The Institute of Education’s Guided Reading Handbook. They contain a level of differentiation so that for each year group there are books that cover a range of abilities.
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Titles Each title has the following accompanying guidance: • A chapter synopsis • Text level reading objectives • Notes for two guided reading sessions
Chapter synopsis This section breaks the book down into chapters, thus familiarising teachers with unknown texts.
Text Level Reading objectives Reading objectives for each title are taken from the National Literacy Strategy text level objectives and are specific to that particular year group. They are referred to throughout the two guided reading sessions and either form part of the group discussion or are targeted during the independent follow up work.
Guided Reading Sessions The two guided reading sessions are broken down as follows: Guided reading session 1 • Introduction to the text • Strategy check • Independent reading • Return to text • Two follow-up activities Guided reading session 2 • Response to the text • Strategy check • Independent reading • Return to the text • Two follow-up activities Introduction to the text (session 1 only) This section suggests ways in which the text can be introduced, for example through discussing the front cover and title, reading the blurb or the first part of the book prior to the first session and using this knowledge to discuss and make predictions on what the book is about, or what may happen. Strategy check In this section reference is made to the following: • Specific features of the text, for example the use of punctuation, such as exclamation marks, to highlight the need for expression when reading. • Developing reading strategies, such as the use of contextual cues to help decode unknown words within the text. • Text level reading objectives and how they can be used to extend the children’s understanding and enjoyment.
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Independent reading The children are given a reading focus and asked to read independently. For this part of the session they will need either reading journals or whiteboards and pens so they can make notes related to the reading focus. Return to the text Follow up questions are provided to facilitate discussion related to the independent reading task. Follow-up activities Two follow up activities are suggested to support each guided reading session and depending on the time available just one or both the activities could be completed. Should there not be time to complete the follow up activities in full, it is important that the children carry out the independent reading part of the activity so that they are prepared for the second guided reading session. The follow up activities involve interpreting the text in a range of ways, for example independently reading the text, making notes, writing mind maps, carrying out research or a more formal writing task. The writing tasks cover different forms of writing, for example letters, diary entries or newspaper reports and are designed to add interest to the text. However, while there will not be time for the teacher to model the writing before the children begin the activity, the teacher may refer back to any previous class work completed in that style. It is important to note that when marking the children’s work the emphasis should be placed on whether the children have interpreted the text correctly, rather than whether they are able to adopt the given style correctly. Response to text (session 2 only) This section contains questions specific to the follow up activities at the end of session one and also general questions related to each of the chapters the children were required to read in preparation for the second guided reading session. While there may not be time to discuss all the chapters the children have read independently, teachers can choose to discuss one chapter in detail or select questions from each of the chapters. Sarah St John
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ENJOY GUIDED READING: Year 5 APP READING LINKS (Part 1) Assessment of reading is important if children are to make progress. The sessions planned are designed to allow for the teaching and assessment of specific assessment focuses for reading. The levels below refer to the APP assessment guidelines and will support teachers with addressing any gaps the children may have. Assessment Focus
Level 3
AF1 – use a range of strategies, including accurate decoding of text, to read for meaning
In most reading • range of strategies used mostly effectively to read with fluency, understanding and expression
AF2 – understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
In most reading • simple, most obvious points identified though there may also be some misunderstanding, e.g. about information from different places in the text • some comments or quotations from or references to text, but not always relevant, e.g. often retelling or paraphrasing sections of the text rather than using it to support comment
Across a range of reading • some relevant points identified • comments supported by some generally relevant textual reference or quotation e.g. reference is made to appropriate section of text but is unselective and lacks focus.
AF3 – deduce, infer or interpret information, events or ideas from texts
In most reading • straightforward inference based on a single point of reference, e.g. ‘he was upset because it says he was crying’” • responses to text show meaning established at a literal level e.g. ‘”walking good means walking carefully”’ or based on personal speculation e.g. a response based on what they personally would be feeling rather than feelings of character in the text.
Across a range of reading • comments make inference based on evidence from a different points in the text, e.g. 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
AF4 – identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
In most reading • a few basic features of organisation at text level identified, with little or no linked comment, e.g. ‘it tells about all the different things you can do at the zoo’
Across a range of reading • some structural choices identified with simple comment e.g. ’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 e.g. ‘the writer uses bullet points for the main reasons’
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Level 4
ENJOY GUIDED READING: Year 5 APP READING LINKS (Part 2) Assessment of reading is important if children are to make progress. The sessions planned are designed to allow for the teaching and assessment of specific assessment focuses for reading. The levels below refer to the APP assessment guidelines and will support teachers with addressing any gaps the children may have. Assessment Focus
Level 3
Level 4
AF5 – explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level
In most reading • a few basic features of writer’s use of language identified, but with little or no comment e.g. ‘there are lots of adjectives’ or ‘he uses speech marks to show there are lots of people there’
Across a range of reading • some basic features of writer’s use of language identified e.g. ’all the questions make you want to find out what happens next’ • simple comments on writer’s choices e.g. ‘”disgraceful” is a good word to show he is upset’
AF6 – identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader
In most reading • comments identify main purpose, e.g. ‘the writer doesn’t like violence’ • express personal response but with little awareness of writer’s viewpoint or effect on reader, e.g. ‘she was just horrible like my nan is sometimes’
Across a range of reading • main purpose identified e.g. ’it’s all about why going to the dentist is important and how you should look after your teeth’ • simple comments show awareness of writer’s viewpoint e.g. ‘he only tells you good things about the farm and makes the shop sound boring’ • simple comment on overall effect on reader e.g. ’the way she describes him as “ratlike” and “shifty” makes you think he’s disgusting
AF7 – relate texts to their social, cultural and historical traditions
In most reading • some simple connections between texts identified e.g. similarities in plot, or books by same author, about same characters • recognition of some features of the context of texts e.g. historical setting, social or cultural background
Across a range of reading • features common to different texts or versions of the same text identified, with simple comment e.g. characters, settings, presentational features • simple comment on the effect that the reader’s or writer’s context has on the meaning of texts e.g. historical context, place, social relationships
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ENJOY GUIDED READING: Year 5 Book 1 APP READING LINKS Each title has two Guided Reading sessions based on the text. If the sessions are followed, as laid out in this book, the following assessment focuses will be addressed. S = Session Assessment Focus 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
The Mousehole
The Stinky Cheese Man
S2: Level 3
S2:Level 3
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4
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
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Stig of the Dump
Street Child
Butterfly Lion
Aquila
S1: Level 3 S2: Level 3
S1: Level 3/4 S2: Level 3/4
S2: Level 3/4
S2: Level 3/4
S1: Level 3/4
S2: Level 3/4
S1: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4
ENJOY GUIDED READING: Year 5 Book 2 APP READING LINKS Each title has two Guided Reading sessions based on the text. If the sessions are followed, as laid out in this book, the following assessment focuses will be addressed. S = Session Assessment Focus
World According to Humphrey
Goodnight Mister Tom
The Illustrated Mum
How the Whale Became and other stories
S2:Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3 S2: Level 3/4
S1: Level 3 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
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
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Charlotte’s Web
The FireworkMaker’s daughter
S1: Level 3
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4
S1: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 4 S2: Level 3/4
S1: Level 3
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4
S1: Level 3/4 S2: Level 3/4
ENJOY GUIDED READING: Year 5 Book 3 APP READING LINKS Each title has two Guided Reading sessions based on the text. If the sessions are followed, as laid out in this book, the following assessment focuses will be addressed. S = Session Assessment Focus
How to Be a Pirate
How to Train Your Dragon
Spy Dog
Sleeping Sword
The Queen’s Nose
The Chocolate Cipher
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
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
9
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 4
S1: Level 3/4 S2: Level 3/4
S1: Level 3 S2: Level 3
S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3
ENJOY GUIDED READING: Year 5 Book 4 APP READING LINKS Each title has two Guided Reading sessions based on the text. If the sessions are followed, as laid out in this book, the following assessment focuses will be addressed. S = Session Assessment Focus
The Water Horse
A Dog So Small
Cloud Busting
Half Moon Investigations
The Diamond of Drury Lane
Victory
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4
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
10
S1: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S2: Level 3/4
S1: Level 3 S2: Level 3/4
S1: Level 4 S2: Level 3/4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4
S1: Level 3
S1: Level 3/4
S1: Level 3/4
S1: Level 4
S1: Level 3/4 S2: Level 3/4
S1: Level 3/4 S2: Level 4
S2: Level 3/4
S1: Level 3/4
S1: Level 3 S2: Level 4
