Guided Reading Prompts Guided Reading Prompts Guided Reading Prompts

for the for the for the

Foundation Stage Foundation Stage Foundation Stage
and and and
Key Stage One Key Stage One Key Stage One

Guided Reading Prompts Guided Reading Prompts Guided Reading Prompts

for the for the for the
Foundation Stage Foundation Stage Foundation Stage
and and and
Key Stage One Key Stage One Key Stage One
 Guided Reading Teaching Sequence Guided Reading Teaching Sequence Guided Reading Teaching Sequence

· Book introduction · Book introduction · Book introduction

· Walk through the text · Walk through the text · Walk through the text
· Independent reading · Independent reading · Independent reading
· Returning to the text for teaching points · Returning to the text for teaching points · Returning to the text for teaching points
· Responding to the text and follow up · Responding to the text and follow up · Responding to the text and follow up

Guided Reading Teaching Sequence Guided Reading Teaching Sequence Guided Reading Teaching Sequence

· Book introduction · Book introduction · Book introduction

· Walk through the text · Walk through the text · Walk through the text
· Independent reading · Independent reading · Independent reading
· Returning to the text for teaching points · Returning to the text for teaching points · Returning to the text for teaching points
· Responding to the text and follow up · Responding to the text and follow up · Responding to the text and follow up
 The Book Introduction
· Identification of the text type and
objectives for the session
· Relate the story to the children’s own
experience (fiction)
· Tap into the children’s prior knowledge of
the subject (non-fiction)
· Very brief overview of the story without
revealing too much
· Look at front cover and encourage
prediction – who? Where? What?
· Look at back cover and blurb
· Note font size, layout, length
· Look at illustrations
The Book Introduction
· Identification of the text type and
objectives for the session
· Relate the story to the children’s own
experience (fiction)
· Tap into the children’s prior knowledge of
the subject (non-fiction)
· Very brief overview of the story without
revealing too much
· Look at front cover and encourage
prediction – who? Where? What?
· Look at back cover and blurb
· Note font size, layout, length
· Look at illustrations
The Book Introduction
· Identification of the text type and
objectives for the session
· Relate the story to the children’s own
experience (fiction)
· Tap into the children’s prior knowledge of
the subject (non-fiction)
· Very brief overview of the story without
revealing too much
· Look at front cover and encourage
prediction – who? Where? What?
· Look at back cover and blurb
· Note font size, layout, length
· Look at illustrations
The Book Introduction
· Identification of the text type and
objectives for the session
· Relate the story to the children’s own
experience (fiction)
· Tap into the children’s prior knowledge of
the subject (non-fiction)
· Very brief overview of the story without
revealing too much
· Look at front cover and encourage
prediction – who? Where? What?
· Look at back cover and blurb
· Note font size, layout, length
· Look at illustrations
The Book Introduction
· Identification of the text type and
objectives for the session
· Relate the story to the children’s own
experience (fiction)
· Tap into the children’s prior knowledge of
the subject (non-fiction)
· Very brief overview of the story without
revealing too much
· Look at front cover and encourage
prediction – who? Where? What?
· Look at back cover and blurb
· Note font size, layout, length
· Look at illustrations
The Book Introduction
· Identification of the text type and
objectives for the session
· Relate the story to the children’s own
experience (fiction)
· Tap into the children’s prior knowledge of
the subject (non-fiction)
· Very brief overview of the story without
revealing too much
· Look at front cover and encourage
prediction – who? Where? What?
· Look at back cover and blurb
· Note font size, layout, length
· Look at illustrations
 Prompts for the ‘Walkthrough’
· Ask open questions about the text and
characters –‘ why do you think…?’
· Note children’s questions, predictions and
ideas on a whiteboard
· List what the children already know if it is a
non-fiction book
· Don’t read it to them
· Model language patterns that may be
unfamiliar
· Pick up key words
· Encourage prediction
· Occasionally dip into the text and address
letter-sound relationships or clusters
Prompts for the ‘Walkthrough’
· Ask open questions about the text and
characters –‘ why do you think…?’
· Note children’s questions, predictions and
ideas on a whiteboard
· List what the children already know if it is a
non-fiction book
· Don’t read it to them
· Model language patterns that may be
unfamiliar
· Pick up key words
· Encourage prediction
· Occasionally dip into the text and address
letter-sound relationships or clusters
Prompts for the ‘Walkthrough’
· Ask open questions about the text and
characters –‘ why do you think…?’
· Note children’s questions, predictions and
ideas on a whiteboard
· List what the children already know if it is a
non-fiction book
· Don’t read it to them
· Model language patterns that may be
unfamiliar
· Pick up key words
· Encourage prediction
· Occasionally dip into the text and address
letter-sound relationships or clusters
Prompts for the ‘Walkthrough’
· Ask open questions about the text and
characters –‘ why do you think…?’
· Note children’s questions, predictions and
ideas on a whiteboard
· List what the children already know if it is a
non-fiction book
· Don’t read it to them
· Model language patterns that may be
unfamiliar
· Pick up key words
· Encourage prediction
· Occasionally dip into the text and address
letter-sound relationships or clusters
Prompts for the ‘Walkthrough’
· Ask open questions about the text and
characters –‘ why do you think…?’
· Note children’s questions, predictions and
ideas on a whiteboard
· List what the children already know if it is a
non-fiction book
· Don’t read it to them
· Model language patterns that may be
unfamiliar
· Pick up key words
· Encourage prediction
· Occasionally dip into the text and address
letter-sound relationships or clusters
Prompts for the ‘Walkthrough’
· Ask open questions about the text and
characters –‘ why do you think…?’
· Note children’s questions, predictions and
ideas on a whiteboard
· List what the children already know if it is a
non-fiction book
· Don’t read it to them
· Model language patterns that may be
unfamiliar
· Pick up key words
· Encourage prediction
· Occasionally dip into the text and address
letter-sound relationships or clusters
 Prompts for Independent Reading
· Were there enough words?
· Read it with your finger this time.
· Read it again to see if you can make the
words match.
· Were you right?
· Where is the tricky word? (after an error)
· What did you notice? (after they have
stopped)
· Would ……….. fit there?
· Would ………. make sense?
· Do you think it looks like ……… ?
· It could be ………. but look at ……….
· Check it. Does it look right and sound right
to you?
Prompts for Independent Reading
· Were there enough words?
· Read it with your finger this time.
· Read it again to see if you can make the
words match.
· Were you right?
· Where is the tricky word? (after an error)
· What did you notice? (after they have
stopped)
· Would ……….. fit there?
· Would ………. make sense?
· Do you think it looks like ……… ?
· It could be ………. but look at ……….
· Check it. Does it look right and sound right
to you?
Prompts for Independent Reading
· Were there enough words?
· Read it with your finger this time.
· Read it again to see if you can make the
words match.
· Were you right?
· Where is the tricky word? (after an error)
· What did you notice? (after they have
stopped)
· Would ……….. fit there?
· Would ………. make sense?
· Do you think it looks like ……… ?
· It could be ………. but look at ……….
· Check it. Does it look right and sound right
to you?
Prompts for Independent Reading
· Were there enough words?
· Read it with your finger this time.
· Read it again to see if you can make the
words match.
· Were you right?
· Where is the tricky word? (after an error)
· What did you notice? (after they have
stopped)
· Would ……….. fit there?
· Would ………. make sense?
· Do you think it looks like ……… ?
· It could be ………. but look at ……….
· Check it. Does it look right and sound right
to you?
Prompts for Independent Reading
· Were there enough words?
· Read it with your finger this time.
· Read it again to see if you can make the
words match.
· Were you right?
· Where is the tricky word? (after an error)
· What did you notice? (after they have
stopped)
· Would ……….. fit there?
· Would ………. make sense?
· Do you think it looks like ……… ?
· It could be ………. but look at ……….
· Check it. Does it look right and sound right
to you?
Prompts for Independent Reading
· Were there enough words?
· Read it with your finger this time.
· Read it again to see if you can make the
words match.
· Were you right?
· Where is the tricky word? (after an error)
· What did you notice? (after they have
stopped)
· Would ……….. fit there?
· Would ………. make sense?
· Do you think it looks like ……… ?
· It could be ………. but look at ……….
· Check it. Does it look right and sound right
to you?
 Prompts for word solving/attack
· Do you see a word you know?
· Check the picture
· What happened in the story?
· What would make sense in the sentence
there and sound right?
· What would you expect to see at the
beginning of ……..
· Can you see a word inside the word that you
know?
· Is it like a word you already know?
· Blend the first two sounds, re-run and get
your mouth ready for the …………
Prompts for word solving/attack
· Do you see a word you know?
· Check the picture
· What happened in the story?
· What would make sense in the sentence
there and sound right?
· What would you expect to see at the
beginning of ……..
· Can you see a word inside the word that you
know?
· Is it like a word you already know?
· Blend the first two sounds, re-run and get
your mouth ready for the …………
Prompts for word solving/attack
· Do you see a word you know?
· Check the picture
· What happened in the story?
· What would make sense in the sentence
there and sound right?
· What would you expect to see at the
beginning of ……..
· Can you see a word inside the word that you
know?
· Is it like a word you already know?
· Blend the first two sounds, re-run and get
your mouth ready for the …………
Prompts for word solving/attack
· Do you see a word you know?
· Check the picture
· What happened in the story?
· What would make sense in the sentence
there and sound right?
· What would you expect to see at the
beginning of ……..
· Can you see a word inside the word that you
know?
· Is it like a word you already know?
· Blend the first two sounds, re-run and get
your mouth ready for the …………
Prompts for word solving/attack
· Do you see a word you know?
· Check the picture
· What happened in the story?
· What would make sense in the sentence
there and sound right?
· What would you expect to see at the
beginning of ……..
· Can you see a word inside the word that you
know?
· Is it like a word you already know?
· Blend the first two sounds, re-run and get
your mouth ready for the …………
Prompts for word solving/attack
· Do you see a word you know?
· Check the picture
· What happened in the story?
· What would make sense in the sentence
there and sound right?
· What would you expect to see at the
beginning of ……..
· Can you see a word inside the word that you
know?
· Is it like a word you already know?
· Blend the first two sounds, re-run and get
your mouth ready for the …………
 ‘Returning to the text’ prompts
· Show me where to start reading
· Show me how you point as you read
· Show me where I go when I finish reading
this line
· Show me a word
· Show me a letter
· Circle a word that starts with …..
· Put this word card under the word …..
· Look through your word window and find the
word …..
· Can you make this word with your letters?
‘Returning to the text’ prompts
· Show me where to start reading
· Show me how you point as you read
· Show me where I go when I finish reading
this line
· Show me a word
· Show me a letter
· Circle a word that starts with …..
· Put this word card under the word …..
· Look through your word window and find the
word …..
· Can you make this word with your letters?
‘Returning to the text’ prompts
· Show me where to start reading
· Show me how you point as you read
· Show me where I go when I finish reading
this line
· Show me a word
· Show me a letter
· Circle a word that starts with …..
· Put this word card under the word …..
· Look through your word window and find the
word …..
· Can you make this word with your letters?
‘Returning to the text’ prompts
· Show me where to start reading
· Show me how you point as you read
· Show me where I go when I finish reading
this line
· Show me a word
· Show me a letter
· Circle a word that starts with …..
· Put this word card under the word …..
· Look through your word window and find the
word …..
· Can you make this word with your letters?
‘Returning to the text’ prompts
· Show me where to start reading
· Show me how you point as you read
· Show me where I go when I finish reading
this line
· Show me a word
· Show me a letter
· Circle a word that starts with …..
· Put this word card under the word …..
· Look through your word window and find the
word …..
· Can you make this word with your letters?
‘Returning to the text’ prompts
· Show me where to start reading
· Show me how you point as you read
· Show me where I go when I finish reading
this line
· Show me a word
· Show me a letter
· Circle a word that starts with …..
· Put this word card under the word …..
· Look through your word window and find the
word …..
· Can you make this word with your letters?
 Returning to the text prompts cont.
· Finger frame a sentence on page
· Put a counter under a capital letter on page
… …
· Put a counter on a full stop on page ….
· Can you find a lower case …..to match capital
…..
· Can you re-read the bold print on page …..?
· Can you find speech bubbles, speech marks?
· Can you find a long word on page
· Help me break it into syllables
· Can you find a word that rhymes with …..?
· Can you find a word that starts with the
blend …..?
Returning to the text prompts cont.
· Finger frame a sentence on page
· Put a counter under a capital letter on page
… …
· Put a counter on a full stop on page ….
· Can you find a lower case …..to match capital
…..
· Can you re-read the bold print on page …..?
· Can you find speech bubbles, speech marks?
· Can you find a long word on page
· Help me break it into syllables
· Can you find a word that rhymes with …..?
· Can you find a word that starts with the
blend …..?
Returning to the text prompts cont.
· Finger frame a sentence on page
· Put a counter under a capital letter on page
· Put a counter on a full stop on page ….
· Can you find a lower case …..to match capital
…..
· Can you re-read the bold print on page …..?
· Can you find speech bubbles, speech marks?
· Can you find a long word on page
· Help me break it into syllables
· Can you find a word that rhymes with …..?
· Can you find a word that starts with the
blend …..?
Returning to the text prompts cont.
· Finger frame a sentence on page
· Put a counter under a capital letter on page
· Put a counter on a full stop on page ….
· Can you find a lower case …..to match capital
…..
· Can you re-read the bold print on page …..?
· Can you find speech bubbles, speech marks?
· Can you find a long word on page
· Help me break it into syllables
· Can you find a word that rhymes with …..?
· Can you find a word that starts with the
blend …..?
Returning to the text prompts cont.
· Finger frame a sentence on page
· Put a counter under a capital letter on page
…
· Put a counter on a full stop on page ….
· Can you find a lower case …..to match capital
…..
· Can you re-read the bold print on page …..?
· Can you find speech bubbles, speech marks?
· Can you find a long word on page
· Help me break it into syllables
· Can you find a word that rhymes with …..?
· Can you find a word that starts with the
blend …..?
Returning to the text prompts cont.
· Finger frame a sentence on page
· Put a counter under a capital letter on page
…
· Put a counter on a full stop on page ….
· Can you find a lower case …..to match capital
…..
· Can you re-read the bold print on page …..?
· Can you find speech bubbles, speech marks?
· Can you find a long word on page
· Help me break it into syllables
· Can you find a word that rhymes with …..?
· Can you find a word that starts with the
blend …..?
 Recall Questions
· Where does the story take place?
· When did the story take place?
· What did he/she look like?
· Who was he/she?
· Where did he/she live?
· Who are the characters in the book?
· Where in the book would you find?
Recall Questions
· Where does the story take place?
· When did the story take place?
· What did he/she look like?
· Who was he/she?
· Where did he/she live?
· Who are the characters in the book?
· Where in the book would you find?
Recall Questions
· Where does the story take place?
· When did the story take place?
· What did he/she look like?
· Who was he/she?
· Where did he/she live?
· Who are the characters in the book?
· Where in the book would you find?
Recall Questions
· Where does the story take place?
· When did the story take place?
· What did he/she look like?
· Who was he/she?
· Where did he/she live?
· Who are the characters in the book?
· Where in the book would you find?
Recall Questions
· Where does the story take place?
· When did the story take place?
· What did he/she look like?
· Who was he/she?
· Where did he/she live?
· Who are the characters in the book?
· Where in the book would you find?
Recall Questions
· Where does the story take place?
· When did the story take place?
· What did he/she look like?
· Who was he/she?
· Where did he/she live?
· Who are the characters in the book?
· Where in the book would you find?
 Prompts for responding to the text
· Make your new book into a caption or
concertina book
· Complete a worksheet about sequencing the
story, high frequency words, characters, etc
· Play a game using text from the book
· Re-order chopped up sentences or words
from the book
· Write your own story based on the book and
illustrate
· Re-tell the story with finger puppets
· Re-read familiar texts with the same high-
frequency words
· Paint a picture of a favourite character,
part of the story, etc
Prompts for responding to the text
· Make your new book into a caption or
concertina book
· Complete a worksheet about sequencing the
story, high frequency words, characters, etc
· Play a game using text from the book
· Re-order chopped up sentences or words
from the book
· Write your own story based on the book and
illustrate
· Re-tell the story with finger puppets
· Re-read familiar texts with the same high-
frequency words
· Paint a picture of a favourite character,
part of the story, etc
Prompts for responding to the text
· Make your new book into a caption or
concertina book
· Complete a worksheet about sequencing the
story, high frequency words, characters, etc
· Play a game using text from the book
· Re-order chopped up sentences or words
from the book
· Write your own story based on the book and
illustrate
· Re-tell the story with finger puppets
· Re-read familiar texts with the same high-
frequency words
· Paint a picture of a favourite character,
part of the story, etc
Prompts for responding to the text
· Make your new book into a caption or
concertina book
· Complete a worksheet about sequencing the
story, high frequency words, characters, etc
· Play a game using text from the book
· Re-order chopped up sentences or words
from the book
· Write your own story based on the book and
illustrate
· Re-tell the story with finger puppets
· Re-read familiar texts with the same high-
frequency words
· Paint a picture of a favourite character,
part of the story, etc
Prompts for responding to the text
· Make your new book into a caption or
concertina book
· Complete a worksheet about sequencing the
story, high frequency words, characters, etc
· Play a game using text from the book
· Re-order chopped up sentences or words
from the book
· Write your own story based on the book and
illustrate
· Re-tell the story with finger puppets
· Re-read familiar texts with the same high-
frequency words
· Paint a picture of a favourite character,
part of the story, etc
Prompts for responding to the text
· Make your new book into a caption or
concertina book
· Complete a worksheet about sequencing the
story, high frequency words, characters, etc
· Play a game using text from the book
· Re-order chopped up sentences or words
from the book
· Write your own story based on the book and
illustrate
· Re-tell the story with finger puppets
· Re-read familiar texts with the same high-
frequency words
· Paint a picture of a favourite character,
part of the story, etc