Guided Reading Planning Sheet
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1School Improvement Liverpool
2014-2015
Primary Curriculum Team
Year 5 Reading Skills Coverage
3. Making inferences
4. Comprehension
1. Word Reading
2. Themes and conventions
5. Language for effect
across a wide range of texts
-continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-
- drawing inferences such as inferring
- making comparisons within and
- discuss and evaluate how authors
characters' feelings, thoughts and motives
across books
use language, including figurative
fiction and reference books or textbooks
-reading books that
from their actions, and justifying inferences
- checking that the book makes sense
language, considering the impact
-apply their growing
are structured in different ways and reading for a range of purposes
with evidence
to them, discussing their
on the reader
knowledge of root words,
-increasing their familiarity with a wide range of books, including myths, legends and
- comments make inferences based on
understanding and exploring the
- comment on overall effect on
prefixes and suffixes
traditional stories, modern fiction, fiction from our literary heritage, and books from
evidence from different points in the text, e.g.
meaning of words in context
reader, e.g. ‘the way she describes
(morphology and
other cultures and traditions
-recommending books that they
interpreting a character’s motive from their
- asking questions to improve their
him as “ratlike” and “shifty” makes
etymology) both to read
have read to their peers, giving reasons for their choices
actions at different points
understanding
you think he’s disgusting’
aloud and to understand the
- identifying and discussing themes and conventions in and across a wide range of writing
- inferences often correct, but comments are
- retrieve, record and present
- distinguish between statements of
not always rooted securely in the text or
information from non-fiction
fact and opinion
meaning of new words that
-simple comments show awareness of writer’s viewpoint, e.g. ‘he only tells you good
repeat narrative or content
- explain and discuss their
- identifying how language,
they meet
things about the farm and makes the shop sound boring’
-learning a wider
- predicting what might happen from details
understanding of what they have read,
structure and presentation
range of poetry by heart
-preparing poems and plays
stated and implied
including through formal
contribute to meaning
-intonation to make the
to read aloud and to perform, showing understanding through intonation, tone and
- summarising the main ideas drawn from
presentations and debates,
simple comments on writer’s
meaning clear
volume so that the meaning is clear to an audience
more than one paragraph, identifying key
maintaining a focus on the topic and
choices, e.g. ‘“disgraceful” is a good
-participate in discussions about books that are read to them and those they can read for
details that support the main ideas
using notes where necessary
word to use to show he is upset’
- provide reasoned justifications for their
themselves, building on their own and others’ ideas and challenging views courteously
views
Children’s initials:
Book:
Book:
Book:
Book:
Book:
Book:
Pages:
Pages:
Pages:
Pages:
Pages:
Pages:
Date:
Date:
Date:
Date:
Date:
Date:
Skill:
Skill:
Skill:
Skill:
Skill:
Skill:
Intro and Qs
shared
Strategy Check
Reading- shared and
independent
Response to Text
Next Steps
Comments
Year 5
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