Enjoy Guided Reading!
Year 4
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INTRODUCTION TO GUIDED READING
Learning Objectives
These relate to the Primary Framework for Literacy, the objectives for Reading at Year 4
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.
2
Titles
Each title has the following accompanying guidance:
• A chapter synopsis
• Text level reading objectives
• Notes for two guided reading sessions
Blessu and Dumpling, by Dick King-Smith
The book is divided into two short stories about how Blessu, the elephant, and Dumpling
the dachshund, got their names. (NB: now available as separate books.)
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.
3
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.
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
4
ENJOY GUIDED READING: Year 4 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 2
Level 3
AF1 –
use a range of
strategies, including
accurate decoding
of text, to read for
meaning
In some reading
• range of key words read on
sight unfamiliar words
decoded using appropriate
strategies, e.g. blending
sounds
• Some fluency and expression
e.g. taking account of speech
marks, punctuation
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 some reading
• some specific,
straightforward information
recalled, e.g. names of
characters, main ingredients
• generally clear idea of where
to look for information, e.g.
about characters, topics
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 some reading
• simple, plausible inference
about events and
information, using evidence
from text, e.g. how a
character is feeling, what
makes a plant grow.
• comments based on textual
cues, sometimes
misunderstood
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 some reading
• some awareness of use of
features of organisation, e.g.
beginning and ending of
story, types of punctuation
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’
5
Level 4
ENJOY GUIDED READING: Year 4 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 2
Level 3
Level 4
AF5 –
explain and
comment on writers’
use of language,
including
grammatical and
literary features at
word and sentence
level
In some reading
• some effective language
choices noted e.g. ‘“slimy” is
a good word there’
• some familiar patterns of
language identified e.g. once
upon a time, first, next, last
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 some reading
• some awareness that writers
have viewpoints and
purposes, e.g. ‘it tells you
how to do something’, ‘she
thinks it’s not fair’
• simple statements about likes
and dislikes in reading,
sometimes with reasons
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 some reading
• general features of a few text
types identified e.g.
information books, stories,
print media
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
6
ENJOY GUIDED READING: Year 4 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
The
Clumsies
make a Mess
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
S1: L 3/4
S2: L 3/4
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
Bill’s New
Frock
Conker
Freckle Juice
Blessu and
Dumpling
S1: Level 2/3
S1: Level 2/3
S1: Level 2/3
S1: Level 2/3
S2: Level 2/3
S1: Level 2/3
S1: L 2/3/4
S2: L 2/3/4
S1: L 2/3/4
S2: L 2/3/4
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
S1: Level 3
S2: Level 3
S1: Level 3
S2: Level 3
S1: Level 3
S2: Level 3
S1: Level 3/4
S2: Level 3/4
S2: Level 3/4
S1: Level2/3
S2: 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
The Iron Man
S1: Level 3/4
S1: L 3
S2: L 3/4
S2: L2/3/4
S2: Level 3/4
S1: L 2/3/4
S2: L 2/3/4
S1: L 2/3/4
S1: L 2/3/4
S2: L 2/3
S1: L 2/3/4
S2: L 2/3/4
7
S1: Level 3/4
S2: Level 3/4
S1: Level 3
ENJOY GUIDED READING: Year 4 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
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
James and
the Giant
Peach
The Lion, the
Witch and
the Wardrobe
S1: Level 3
S2: Level 3
S2: Level 3
S1: Level 3
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
S2: Level 3
S1: Level 3/4
S2: Level 3/4
S1: Level 3
S2: Level 3/4
AF4 –
identify and comment
on the structure and
organisation of texts,
including grammatical
and presentational
features at text level
AF6 –
identify and comment
on writers’ purposes
and viewpoints, and the
overall effect of the text
on the reader
S1: Level 3/4
8
It’s Too
Frightening
for Me
100 Mile-anHour Dog
The Great
Hamster
Massacre
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
S2: Level 3/4
S1: Level 3
S2: Level 3/4
S1: Level 3/4
S2: Level 3/4
S1: Level 3/4
AF5 –
explain and comment
on writers’ use of
language, including
grammatical and literary
features at word and
sentence level
AF7 –
relate texts to their
social, cultural and
historical traditions
The Worst
Witch
S1: 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 4
S1: Level 3
ENJOY GUIDED READING: Year 4 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
The
Whistling
Monster
The Amazing
Story of
Adolphus
Tips
Man of the
Match
Billy Bonkers
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
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 3/4
S1: Level 3/4
S2: Level 3/4
Hacker
Smasher
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
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
S2: Level 3/4
S1: Level 3/4
S2: Level 3/4
9
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
ENJOY GUIDED READING: Year 4 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
Fantastic Mr
Fox
The Invisible
Dog
Return of the
100 mile an
hour dog
Dominic’s
Discovery
Toms
Sausage
Lion
Pippi
Longstocking
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
S2: Level 3
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 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
S1: Level 3/4
S2: Level 3/4
S1: Level 3/4
S2: Level 3/4
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
S1: Level 3/4
S2: Level 3/4
S1: Level 3/4
S2: Level 3/4
S1: Level 3
10
S1: Level 3/4
S1: Level 3/4
S2: Level 3/4