Assessing Reading. Pupil Self-Assessment - Tracking progress sheet. Pupils can self assess their own reading attainment using the following progress indicators: I can do this very well. I can do this quite well. Not bad, not fantastic. I need to practise a bit more. I need to practise this a lot more. Fully editable.

4 fully editable ‘Reading Rubrics’ for assessing reading: Reading Rubric for making connections. Reading Rubric for creating images/ mind movies. Reading Rubric for questioning. Reading Rubric for making inferences.

11 fully editable question cards related to features of a book: Setting questions. Style questions. Points of View questions. Non Fiction questions. Illustrations, Glossary and Index questions. Subject and theme questions. Poetry questions. Character questions. General Non Fiction. Basic questions. Plot - Narrative Structure.

Students can use their visualisation skills and 5 senses to describe parts of their reading book. 5 resources in total: 2 PowerPoint presentations (16 slides in total). 3 worksheets (5 pages in total). Ideal for 7+ (depending on ability). Fully editable.

2 template sheets for writing poetry. Ideal for 5+ (depending on ability). Fully editable.

4 resources in total Plan and create your own rhyming couplet poems using these versatile worksheets. 8 pages in total. Fully editable.

What Good Readers do - for display. 3 charts showing ‘What Good Readers Do’: Accuracy Chart. Fluency Chart. Punctuation Chart. Also attached is a slide show showing all 3 charts. Fully editable.

Paired Reading - PEER ASSESSMENT sheet. A useful peer assessment sheet for assessing reading punctuation, fluency, delivery and accuracy. Fully editable.

3 resources attached. A 2-page booklet focusing on activating prior knowledge by make connections with the front cover of a book. A 1-page prior knowledge chart to complete - questions to complete before and after reading a text. 10 objectives to focus on when focusing on prior knowledge. Fully editable resources.

2 vocabulary-building activities. Both worksheets are fully editable. Activity 1: Vocabulary Building, Activity 2: Vocabulary 4-Dimensional Study.

A great summarising writing activity. 1 worksheet. Ideal for 5 to 9 years. Fully editable.

Students can summarise a text by identifying the key features. 1 worksheet. Fully editable. Ideal for 5 to 9 years.

An easy way to summarise a topic. Ideal for 5 to 9 years. 1 worksheet. Fully editable.

Can your student’s make sentences using the word lists provided? Easily adaptable and ideal for younger learners. 2 pages (6 topics in total). Fully editable.

Guided Reading Weekly Planning Template (over 4 days). Younger students (YR 1 - YR 3): 8 sets of guided reading books are required (2 sets of books per group). Older students (YR 4 - YR 6): 4 sets of guided reading books are required (1 set of books per group). Please note: Allow for 4 timetabled guided reading sessions each week. 2 adults are needed to complete each guided reading session - normally the class teacher and TLA (Teaching and Learning Assistant) - but you just need 2 responsible adults. Each guided reading session lasts approximately 50 minutes and each group of children should be listened to for 20 minutes (2 groups at a time). 10 minutes (per session) is allocated to changing groups and to explain independent activities - at the beginning and halfway through the session. 1 day per week (normally Friday), the guided reading session WILL NOT take place. You can choose the day! Groups and Independent Activities: Divide your class into 4 groups (these can be colour groups, different animals, shapes - whatever you decide). When a group is NOT being listened to, they will complete an independent activity set by you - it can link to the book they are reading or completely unrelated (e.g. a handwriting, spelling or times tables task). These are called pre-reading activities (an activity to complete BEFORE they read with an adult) or post-reading activity (an activity to complete AFTER they read with an adult). Learning outcomes: Choose books from the same genre - fiction, non-fiction or poetry. A maximum of 3 learning outcomes should be focused on each week. Monday’s timetable: FIRST, the TLA will listen to the red group WHILST the teacher listens to the orange group. AFTER reading to the adult, the red and orange group will complete their independent activity (set by you). NEXT, the TLA will listen to the green group WHILST the teacher listens to the black group. BEFORE reading to an adult, the green and black group will have completed an independent activity (set by you). The 5th day: On this day, you DO NOT do guided reading. Instead, you could ask your student’s to read independently (or with a partner). Alternatively, you could visit the library, read a book to your class OR read a ‘shared’ class text.

Trigger ‘connections’ between your student’s knowledge of books and their own ‘life’ experiences. A prior knowledge activity booklet and activity chart - to complete before reading a book. Great for making connections. A list of objectives to refer to when making ‘connections’ between your student’s knowledge of books and their own ‘life’ experiences. All 3 products are fully editable.