Stoneleigh

Academy

Guided Reading
Policy
2015-16
Reading is a multi-strategy approach to understanding the written word.
It involves the ability to read with understanding a wide range of different
texts, including fiction, non-fiction and real world texts such as labels,

captions and lists. Competence in reading is the key to independent

learning and therefore the teaching of reading is given a high priority by
all staff at Stoneleigh Academy. Success in reading has a direct effect on
progress in all areas of the curriculum and is crucial in developing
childrens self-esteem, confidence and motivation.

Early Reading at Stoneleigh Academy

At Stoneleigh Academy early reading begins in the Foundation Stage
through the high quality teaching of phonics delivered using the Read
Write Inc programme. R.W.I. is fully implemented in Reception where
sessions include a 10 minute speed sounds lesson with follow up
handwriting and reading sessions.
In Key Stage One sessions will occur daily and include a 10 minute Speed
Sounds lesson followed by Reading and Get Writing! sessions. Once
children complete the RWI programme they will progress onto whole
school Guided Reading books.

Guided Reading at Stoneleigh

Academy
What is Guided Reading?
Guided reading is an instructional approach that involves a teacher
working with a small group of pupils who demonstrate similar reading
behaviours and can all read similar levels of texts.
The text must offer challenges and opportunities for problem solving, but
be easy enough for pupils to read with some fluency. Teachers must select
texts that help pupils expand their reading strategies and comprehension
skills.

When should Guided Reading be

taught?
Pupils who have completed the RWI scheme Year 6 should engage in a
20-30 minute guided reading activity every day. This must include at least
one Teacher led guided read session per group each week. It is the
responsibility of the class teacher to plan a timetable and class groupings.
During the 20-30 minute session when a group is not reading they will be
completing a carousel of activities that are linked to reading or phonics.
These activities will be independent and so must be relevant to each
group (set at the relevant reading and phonic level) in order to
consolidate, practise or apply knowledge.
Example phonic activities may include:

Phoneme bingo
Sentence substitution
Identifying sound buttons
Phoneme spotting in texts Picture/caption matching

Example reading activities may include:

Follow up activities such as writing a character description,

phoneme spotting from the book, creating a story map
Reading comprehension
Writing a new book

How should children be grouped?

Individual children should be assessed according to their comprehension
and decoding ability. In terms of decoding, they should be able to read
90% of the text independently.
Groups will have no more than six children per group. Group sizes may
vary according to ability range and class size.

What is the structure of a guided

reading session?
Each guided reading teaching sequence will include most of these
parts
1.
2.
3.
4.
5.
6.

Text introduction and sharing the learning objectives with the children
Walk through the text
Reading strategy check
Independent reading
Returning to the text for teaching points and discussion
Responding to the text and follow up

What evidence should be collected?

During each session a guided reading assessment criteria checklist should
be completed. This allows teachers/teaching assistants to record a childs
ability to answer a range of questions and assess their responses to the
text. The box to the right of the checklist should be filled in relating to
whether the main objective has been achieved or why it has not been
achieved. This provides the evidence to complete the Target Tracker
assessment grid.

Story Time!
A love of reading and books is one of the most precious gifts teachers and
parents can give. While knowing how to read is essential, loving to read
opens new worlds for children.
Foundation Stage/Key Stage One
Story time must take place every day. This can include both written text
and storytelling by an adult. Each class must choose a book of the week
and display their chosen book on their classroom door.

Key Stage Two

Story time must take place every day for at least 15 minutes. This can
include both written text and storytelling by an adult. Each class must
display the front cover of their current class novel on the classroom door.

Policy Date: 24th September 2015

Review Date: June 2016
Policy written by: Rachael Finn (Reading Leader)