WELCOME!
Phonics and Guided Reading Workshop UKS2
Katesgrove Primary School
GUIDED READING
Daily 20 minute sessions, small ability groups
within the classroom.
 Assessment Focuses
 Reciprocal Reading
 Comprehension
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Assessment Focus 1
Use a range of strategies, including accurate
decoding of text, to read for meaning.
• Reading words on sight
•Making use of phonic strategies
•Using sentence and whole text knowledge
•Showing awareness of the punctuation marks.
Assessment Focus 2
I can find answers in the text.
•Recalling main ideas
•Retrieve relevant information
•Connect words and illustrations
•Identify how characters behave
Assessment Focus 3
I can infer and deduce things from what is
written in the text.
•Use knowledge of the story so far to make
predictions
•Connect information together to draw out
implied meanings
•Distinguish between more or less important
information
•Use clues from what characters do and say to
explore motives
Assessment Focus 4
I can talk about the features of a text.
•Make use of book conventions and organisational
devices
•Participate in group discussion to find
information
Assessment Focus 5
I can think and explain how the writer has
used language to make it powerful.
•Comment on the effect of specific words and
how they convey meaning
•Discuss language patterns and how they
contribute to the meaning
Assessment Focus 6
I can talk and comment on a writer’s
viewpoint and how a text makes the reader
feel.
•Respond to the text and say what they liked
and disliked about it
•Identify the main purpose of a text
Assessment Focus 7
I can compare and contrast different stories,
authors and genres.
•Relate texts to their social, cultural and
historical contexts and literary traditions.
•Identify traditional characters and settings
•Relate the texts to authors
COMPREHENSION
Written questions and answers
 Whole class (Story time) or Guided Reading
activity
 Part of morning lessons or Topic activities
 Variety of texts.

SPAG (SPELLING PUNCTUATION AND
GRAMMAR)
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What is SPaG?
Year 6 test as part of SATs
 Sentence grammar through both identifying
and writing sentences that are grammatically
correct
 Punctuation through identifying and writing
sentences that are correctly punctuated
 Vocabulary through identifying and writing
sentences in which a word is used correctly
 Spelling (spelling rules eg. –ion, ie, -ful)
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HOW WILL WE HELP IN SCHOOL?
Helps deepen understanding of how English
language
 This helps improve writing
 Taught as part of writing unit
 Follow the New Curriculum – building blocks
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HOW CAN I HELP MY CHILD AT HOME?
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Copy some sentences from a book and get him to underline either the
main or subordinate clause.
Write down some unpunctuated sentences for your child to punctuate
correctly.
Call out a word and ask your child to tell you a synonym (a word that
means the same) or an antonym (a word that means the opposite).
When writing letters or emails, encourage your child to add an
adjective or adverb to a sentence (e.g. ‘Thank you for
my wonderful birthday present’)
If your child asks you a question, ask how he would rephrase it as a
command (e.g. ‘Can you make me a drink?’ becomes, ‘Make me a
drink!’)
Make spelling part of everyday life! Try a few unusual strategies to
improve your child's spelling, put a fewteachers' spelling tricks to the
test or play some great spelling games.
Encourage your child to read a variety of texts – fiction, information
books, comics, newspapers, magazines, etc – to broaden
their vocabulary.
http://www.theschoolrun.com/y6-spelling-punctuation-and-grammartest