Guided reading

Alongside teaching children to acquire the skills they need in order to be able to read, the school also develops children’s understanding of what they are reading through:-

  • Recall and literal understanding
  • Developing inference skills
  • Ensuring children can make connections when reading
  • Encouraging reading in order to learn

We understand the key role that prosody plays in building fluency and in turn developing comprehension.

In Reception and Year 1 whilst children are following the Little Wandle Programme they read 3 times a week in a small group. Each reading practice session has a clear focus, so that the demands of the session do not overload the children’s working memory. The reading practice sessions use the same book each day but have been designed to focus on three different key reading skills:

  • On the first day children will be focusing on becoming confident at  decoding: using phonics knowledge to read the words in the book.
  • On the second day children will be learning to read the words with prosody: this is reading with intonation and expression
  • On the third day children will be focusing on reading with comprehension: where they will be learning to understand the text and develop higher level thinking skills such as inference. 

From Year 2 upwards children have three whole class reading sessions a week.  These sessions will be focussing on teaching the skills of reading using high quality texts.  The texts used for these sessions are high quality texts which are from the Pie Corbett reading spine or page turners list.  When choosing the texts to use for these sessions, teachers try to link these with the blueprint or the focus of their English teaching sequences for that term.  This means that the children are experiencing and becoming familiar with another example of these text types and will be able to ‘magpie’ sentence structure and language which they can then use in their own writing.  

These texts are available for all abilities within the class so that our least able children are still being able to hear this high quality language even if they find it difficult to decode the words themselves.  This means that the gap in terms of their vocabulary does not widen.

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