Ashurst Wood Primary School
Ashurst Wood Primary School
Ashurst Wood Primary School
Ashurst Wood Primary School


What is guided reading?

At Ashurst Wood Primary School we teach reading through a variety of approaches.


When children start school and in the early years they are taught synthetic phonics and read fully decodable books until they are secure in all 44 sounds. Once the mechanics of reading is established they progress through phonically decodable books and banded reading books. The banded books are comprised of 'real books' and reading scheme books and are banded in different colours providing a clear progression.


Reading approaches include:

  • individual reading to the teacher, teaching assistant or parent helper
  • guided reading
  • reading comprehension activities
  • whole class sharing of texts
  • quiet reading time
  • book clubs (All the children read the same text and then discuss the book in a group)
  • listening to stories and story tapes
  • using the school library and borrowing library books.


Our aim is first for every child to be a reader and for our children to leave the school with a love of books and reading.


What is guided reading?


The children are in a small group – usually between 3 to 7 pupils at a similar level of achievement, they read individual copies of the same text – it is essential that pupils have their own copy of the text to allow for independent reading. They can be unfamiliar texts – so that pupils are encouraged to apply, reinforce and extend taught strategies during the reading process.  Each member of the group should be able to read and readily comprehend the text at or above 90% accuracy. Pupils read independently at their own pace (not reading aloud around the group) – pupils read to themselves following an introduction with the teacher



How does the teacher support the children?


In the earlier stages, the teacher: prompts the child to use the most effective reading strategies; focuses on the use of a range of reading strategies; places planned and incidental emphasis on word level work including phonics; draws attention to unfamiliar ideas, making links with experience where possible; draws attention to key vocabulary including high frequency words and new words or structure; probes understanding and encourages reading for meaning; monitors and assesses individuals; encourages response to the book through discussion or follow up activities; supports attempts to read independently and self-correct; promotes enjoyment and appreciation; observes, prompts and praises the use of the range or reading strategies.


As children develop as readers, the teacher revises and develops the above and: teaches strategies to further develop comprehension; encourages self-regulated comprehension; uses opportunities to teach and reinforce decoding where appropriate; encourages reciprocal teaching; enables pupils to identify and comment on the structure, features and organisation of texts probes  understanding and interpretation of texts by promoting the use of deduction, inference and interpretation of ideas or events; enables pupils to explain, comment on and respond to a writer's use of language; teaches strategies to enable pupils to summarise, generalise and develop an overview of the text.

For more information on how we teach reading please contact your child's teacher.

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