Presentation on theme: "The following notebook pages are to show examples of guided reading activities related to the assessment focuses. These examples should be used as starting."— Presentation transcript:
1The following notebook pages are to show examples of guided reading activities related to the assessment focuses.These examples should be used as starting points for setting guided reading activities or independent activities for groups during guided reading sessions. They would need to be added to in order to ensure that you see the children demonstrating their progress over a range of activities.Please review the activities and adapt them to suit your children and curriculum.Teachers' notes on each page show what level the children may be working towards.
3Pick out and talk about the main events from your story (AF2) Reading Challenge!Pick out and talk about the main events from your story (AF2)Draw pictures on the story hill to show what happens in each part of your story.Problem/MiddleEnding/ResolutionIntroduction/BeginningTEACHERS' NOTES: (Working Towards Level 2C)
4Make a really good guess about what will happen in a story. (AF3) Reading Challenge!Make a really good guess about what will happen in a story. (AF3)(Link to Espresso where children can read an extract of The Gruffalo)Look at the front cover and read this part of the story.What do you think will happen to the mouse?Do you think there is a Gruffalo?What do you think the Gruffalo would say if he met the mouse?TEACHERS' NOTES: (Working Towards Level 2C)
5Who are the letters from that the postman delivers? Reading Challenge!Compare stories and think about whether they have anything in common (AF3)Who are the letters from that the postman delivers?What do you know about each character that has written a letter?A link to Espresso's Video Storybook 'The Jolly Postman'TEACHERS' NOTES: (Working Towards Level 2C)
6How do you know where the girl is each day? Reading Challenge!Talk about the way that information texts are organised and use this to help you read a non-fiction text. (AF4)A link to Espresso's online big book 'Places We Like To Visit'How do you know where the girl is each day?What is the photograph for?Can you find out what she does on a Thursday?TEACHERS' NOTES: (Working Towards Level 2C)
7What is your favourite book? What do you like about it? Reading Challenge!Choose and talk about a favourite book (AF6)What is your favourite book?What do you like about it?Can you tell me about what happens in the story?Draw a picture of your favourite character and explain what they are like.TEACHERS' NOTES: (Working Towards Level 2C)
9My question is: What are false teeth? Reading Challenge!Make up questions before reading and use knowledge of a book's features to help to find specific information (AF2)My question is: What are false teeth?Which page might I go to to get the answer?Now make up some questions about your book.Use the contents, index and diagrams to help you to find the answers.TEACHERS' NOTES: (Working Towards Level 2B)
10Chart how the little lion cub feels all the way through the story. Reading Challenge!TEACHERS' NOTES: (Working Towards Level 2B)Show an understanding of how a character thinks and feels about the things that happen to them in the story.(AF3)Watch and listen to 'A Kiss Like This' by Laurence and Catherine Anholt.Chart how the little lion cub feels all the way through the story.
113) Ask 3 questions about what you would like to learn from the book Reading Challenge!TEACHERS' NOTES: (Working Towards Level 2B) The children could be given a differentiated page from a text rather than a whole book if appropriateHow useful is the information in your book/piece of text for answering questions? (AF4)1) Choose a non-fiction book on a topic you likeWhat?Who?2) Think about....What do you know already?3) Ask 3 questions about what you would like to learn from the bookWhere?When?Why?4) Try to find answers to your questions!Did you find the answers?Is there anything else you wanted to find out but couldn't? Why?Did you learn a lot from your book?
12What happens in the middle? Reading Challenge!TEACHERS' NOTES: (Working Towards Level 2B)Talk about and explain what you think about the way that a story is written.Middle/ProblemWhat happens in the middle?Is it exciting? Why?What is the problem? Does the character sort the problem out straight away?Ending/ResolutionHow does the story end?Do you think it has a good ending?What happens to the characters?Beginning /Introduction- Do you learn about the characters?- Do you find out about the setting?- Do the pictures help you to understand the story?At the beginning of the story.....
13Which words couldn't you use? Reading Challenge!TEACHERS' NOTES: (Working Towards Level 2B)Explain how the vocabulary choice affects meaning (AF5)Can you pick out the words that describe what gums are like?Which words tell you what the enamel is like?Which of these words could you use to describe teeth and which could you use to describe gums?Which words couldn't you use?hard tiny solid squashy rough tough rusty redWhy do you think they say 'Normally the root of a tooth is longer than its crown?If tooth enamel is the hardest thing in the body, can you make a list of the things that it is harder than?
14Which book are you reading at the moment? Reading Challenge!TEACHERS' NOTES: (Working Towards Level 2B)Make choices about which texts to read based on what you have read before and your understanding of books (AF6)Which book are you reading at the moment?Why did you choose that book?Have you read a book like this before?Did a friend tell you about it?Did you like the look of the front cover?Did you read the blurb?
16Reading Challenge!TEACHERS' NOTES: (Working Towards Level 2A)Retell a story clearly and with enough detail to help your listener understand the story too. (AF2)Retell your story for a friend. Ask them to draw pictures as you speak.When you finish, ask your friend to use their pictures to tell the story back to you.Did you give them enough detail? Did you remember all the important parts of the story?
17Reading Challenge!TEACHERS' NOTES: (Working Towards Level 2A)Identify key themes and discuss reasons for events in stories.(AF3)Choose a character from the book that you are reading and think about the main things that happen to them. Why do you think those things happened?The Three Little PigsEvent 2Event 1CharacterWhy do you think that happened?Why do you think that happened?Event 3Why do you think that happened?
182) Look at the title and the pictures and skim over some of the words. Reading Challenge!TEACHERS' NOTES: (Working Towards Level 2A)Gain an overall impression of a text by making predictions about content/subject of a book by skim reading, title, contents, illustrations. (AF4)1) Choose a book that you haven't seen before from the middle of your table.2) Look at the title and the pictures and skim over some of the words.3) Draw a picture and a short explanation of what you think the book is going to be about.
19Reading Challenge! Identify and comment on vocabulary (Af5) TEACHERS' NOTES: (Working Towards Level 2A)Identify and comment on vocabulary (Af5)Are there any words or phrases in your book that helped you to get a clear picture in your mind about what was happening?Write the words and phrases in your reading journal and draw the picture that it made you think of next to each one.
21Reading Challenge!TEACHERS' NOTES: (Working Towards Level 3C)Recognise what the different punctuation marks do in writing and how they help us to make our reading aloud interesting. (AF1)Work with a partner and take it in turns to read a paragraph from your reading book. Ask your partner to listen very carefully and each time they think you've come across a punctuation mark, they should draw that punctuation mark in their reading journal.When you have finished reading, look together to see whether they were right.For every right punctuation mark, you both score one point. Good Luck!
221) _ _ot (you might make one of these when you tie your shoelaces!) Reading Challenge!TEACHERS' NOTES: (Working Towards Level 3C)Spot and be able to read the consonant diagraphs kn and wr (AF1)In my book I spotted 3 words beginning with the consonant digraph kn - look at my quiz below - can you work out what my words are?1) _ _ot (you might make one of these when you tie your shoelaces!)2) _ _ock (I do this to make someone answer their door)3) _ _ee (It's a part of your leg)NOW YOUR TURN!!! Look in YOUR book OR in a dictionary. Can you find any words that have the digraph kn? Make your own quiz in your reading journal for a friend.BONUS CHALLENGE!Can you find any words with the consonant digraph wr as it write? You might want to use a dictionary to see if you can find a whole range of words with it in!
23Reading Challenge!TEACHERS' NOTES: (Working Towards Level 3C)Show that you understand the main points of a paragraph or text. Talk about parts of the text to show that understanding. (AF2)Take a chapter of your book or pick out one of the main points from a story or non-fiction book or from an on-screen text.Draw a picture to illustrate what the main point is and label it with parts of the story to explain what is going on. Good Luck!!!
24Think carefully about all of these things: Reading Challenge!TEACHERS' NOTES: (Working Towards Level 3C)Recognise the main differences between fiction and non-fiction texts. (AF2)Choose a fiction book and a non-fiction book from the literacy area. Try to pick two books that you already know well.Look at both books carefully and have a go at making a venn diagram in your reading journal like the one below.Think carefully about all of these things:The layout of the book and how the information is presentedThe language usedThe pictures/diagramsThe way you have to read itNon-FictionSometimes have drawn picturesFictionTells a storyFactual
25Add text to explain your ideas. Reading Challenge!TEACHERS' NOTES: (Working Towards Level 3C)Make really good predictions about what might happen using what you already know about a text to help you (AF3)What has happened so far?What might happen next?Draw pictures along the track above to show what has happened and what your prediction is for what might happen next.Add text to explain your ideas.
26Interview with Daddy Bear from Goldilocks and the Three Bears Reading Challenge!TEACHERS' NOTES: (Working Towards Level 3C)Discuss the actions of the main characters and justify views using evidence from the text. AF3Who are your main characters? What did they do in the story and why?In your reading journal...Make up an interview between you and one of the main characters. Ask them questions about why they acted in a particular way and make up the answers that you think the characters would give you.Good luck!Interview with Daddy Bear from Goldilocks and the Three BearsQuestion 1: Why did you leave the door of your house unlocked when you went for a walk?Daddy Bear - I thought that it would be safe! We always leave the door unlocked because we live in a very quiet part of the wood.
27Reading Challenge!TEACHERS' NOTES: (Working Towards Level 3C)Understand the purpose of the paragraph. (AF4)Paragraphs can sometimes be one sentence long.Read a page of your book and decide which of these statements about paragraphs are true or falseNew paragraphs are started when the writer wants to change the topic.New paragraphs are started when the writer wants to change the viewpoint.Paragraphs are used after every 3 sentencesNew paragraphs are started when the writer finishes each sentence.New paragraphs are started when the writer wants to change the time.Paragraphs help you to understand a text because the author has organised his or her ideas well.NOW COMPARE YOUR IDEAS WITH A FRIEND WHO IS READING A DIFFERENT BOOK. DID YOU THINK THE SAME STATEMENTS WERE TRUE AND FALSE?
28Reading Challenge!TEACHERS' NOTES: (Working Towards Level 3C)Identify where language is used to create mood or build tension. (AF5)In your reading journal, collect sentences or phrases from texts that create a particular mood or build tension (make you feel on edge and scared)Scared/TenseAngryHappySad/Upsetting
32Reading Challenge!Show understanding of significant ideas, themes,events and characters. (AF2)Pick out the main character from your book. Consider what happens to that character throughout the text or throughout one chapter and order the events from the most important to the least important.BONUS - Explain why you have ordered the events of the story in that way.TEACHERS' NOTES: (Working Towards Level 4C)
33Reading Challenge!LO : Empathise with different characters’ points of view. (AF3)Pick out an event from the book that you are reading that made your character react strongly and behave in a particular way (Something that made them really angry, scared, overjoyed or excited)What was the event?How did they react?Why did they react in that way?Do you think that you would have felt the same way as the character? Why?/Why not?BONUS - Write a telephone conversation between you and the character at that moment in time - what would you say to them? Would you want to calm them down/cheer them up?TEACHERS' NOTES: (Working Towards Level 4C)
34·Compare, contrast and evaluate different non-fiction texts (AF4) Reading Challenge!·Compare, contrast and evaluate different non-fiction texts (AF4)Choose 2 non-fiction books on the same topic. Ask 3 questions that you think the books might help you to answer. Write them into your reading journal.Now use the books to try to find the answers. Think carefully about:* How easy the books were to find your way around* How clear the information was* Whether you liked the layout*Whether the book helped you to answer your questionBONUS - Write a book review for the non-fiction book that you preferred, explaining why you preferred it.TEACHERS' NOTES: (Working Towards Level 4C)
35Reading Challenge!LO: Identify and comment on expressive, figurative and descriptive language to create effect in poetry and prose (AF5)Look at the poem on your table. Pick out the language that helps you to build a picture in your mind.Draw what the language helps you to imagine and write the words and phrases from the poem onto your picture to explain your ideas.TEACHERS' NOTES: (Working Towards Level 4C)