Guided reading is an essential part of the teaching of reading from Reception to Year 6 and beyond. In school we use a reading recovery system in order to level all books within school. This ensures that the books children are using, match their abilities.
We also use the KTC approach to teaching Guided Reading. Below is guidance regarding the structure of Guided Reading sessions. Please note that the guidance below is for the teaching of fiction texts only. There are specific planning proformas for the preparation of Guided Reading and these are differentiated by book bands.
- Guided reading groups contain 5 children as a maximum so that each child can have access to a book as well as the teacher.
- There are no more than 6 groups in total and these groups form part of a rolling programme of teaching.
- Each session lasts for no more than 30 minutes.
- Confident, fluent readers are seated further away from the teacher with less confident children closer.
- The text used for each group is read by the teacher before the session is planned.
- Each text is used in a maximum of 3 sessions. However, children can continue to read the text as part of reading independently when not in a teacher led group.
- The chunks used from each text are chosen to suit the intended purpose of the teaching in that session. We use post-its to mark the pages where children are to stop or start.
- The texts chosen for groups are at a level where the children can read 90-95 % of the text (the instructional level). This relates to the children’s PM Benchmark level - which is a way of carefully 'banding' books so support the small steps of progress children make when learning to read.
- All Guided Reading sessions follow this structure:
- book introduction,
- strategy check,
- independent reading,
- return to text,
- respond to text.
- Notes about individual pupil learning are made in the session. These are then used to inform teacher assessments. (We use 'Parks Progression Statements' created by Parks Primary School).
- Independent activities to be completed are chosen from the following: follow up tasks relating to the book read, phonic/ sight word activities, independent reading, reading for pleasure, comprehension activities, spellings or grammar activities.