Guided Reading Planning Sheet - Year 3 printable pdf download

School Improvement Liverpool

2014-2015

Primary Curriculum Team

Year 3 Reading Skills Coverage

3. Making inferences

4. Comprehension

1. Word Reading

2. Themes and conventions

5. Language for effect

-apply their growing knowledge of

-listening to and discussing a wide range of fiction, poetry, plays, non-fiction

-drawing inferences such as inferring

-asking questions to improve their

-using dictionaries to check the

characters' feelings, thoughts and

understanding of a text

meaning of words that they have

root words, prefixes and suffixes

and reference books or textbooks

motives from their actions, and

-identifying main ideas drawn from more

read

(morphology and etymology) both to

-reading books that are structured in different ways and reading for a range of

justifying inferences with evidence

than one paragraph and summarising

-discussing words and phrases that

read aloud and to understand the

purposes

-straightforward inference based on a

these

capture the reader’s interest and

meaning of new words that they

-increasing their familiarity with a wide range of books, including fairy stories,

single point of reference in the text,

-checking that the text makes sense to

imagination

meet

myths and legends, and retelling some of these orally

e.g. ‘he was upset because it says “he

them, discussing their understanding and

-recognising some different forms

-across a range of texts

-identifying themes and conventions in a wide range of books

was crying”’

explaining the meaning of words in

of poetry (e.g. free verse, narrative

-preparing poems and play scripts to read aloud and to perform, showing

-predicting what might happen from

context

poetry)

details stated and implied

-retrieve and record information from

-identifying how language,

-read further exception words,

understanding through intonation, tone, volume and action

non-fiction

structure, and presentation

noting the unusual correspondences

participate in discussion about both books that are read to them and those

contribute to meaning

between spelling and sound, and

they can read for themselves, taking turns and listening to what others say

where these occur in the word

-across a range of texts

Children’s initials:

Book:

Pages:

Date:

Skill:

Intro and Qs

shared

Strategy Check

Reading- shared and

independent

Response to Text

Next Steps

Comments

Year 3

Page 1

Guided Reading Planning Sheet - Year 3

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