Year 1 Guided Reading questioning guidance

Transcription

1 Year 1 Guided Reading questioning guidance Content domain Year group objectives 1a- draw on knowledge of vocabulary to understand texts 1b- identify/explain key aspects of fiction and nonfiction texts, such as characters, events, titles and information 1c- identify and explain the sequence of events in texts 1d- make inferences from the text 1e- predict what might happen on the basis of what has been read so far

2 1a: Draw on knowledge of vocabulary to understand texts What does this word/phrase/sentence tell you about character/setting/mood etc? Highlight a key phrase or line. By using this word, what effect has the author created? In the story, 'x' is mentioned a lot. Why? The writer uses words like to describe. What does this tell you about a character or setting? What other words/phrases could the author have used? The writer uses words/phrases to describe How does this make you feel? How has the writer made you and/or character feel happy /sad/angry/ frustrated/lonely/bitter etc? Can you find those words? Which words and /or phrases make you think/feel? Find 5 interesting words in your book. Write down what each one means. Now think of your own sentences that use the words. Make a list of smaller words hiding inside smaller words in your book. E.g. Chalkboard = chalk + board, together = to, get, her Find 5 adjectives in your book. Now try to use them in your own sentences Make a list of words from your book that other children may find hard to spell. Highlight the tricky part in each word. Find 5 adverbs in your book. Put them in alphabetical order. List any key words or phrases from the book. Draw and label a picture of a setting from your story. Copy words and phrases from the book that help describe the setting.

3 1b: Identify and explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information Where/when does the story take place? What did s/he/it look like? Who was s/he/it? Where did s/he/it live? Who are the characters in the book? Where in the book would you find? What do you think is happening here? What happened in the story? What might this mean? Through whose eyes is the story told? Which part of the story best describes the setting? What part of the story do you like best? What evidence do you have to justify your opinion? Find, it. Prove it. How do the title/contents page/chapter headings/glossary/index help me find information in this book? Which part of the text should I use to find? Why has the author organised the information like this? List all the characters that appear in the story. Write some questions about events in the story. See if a friend can find the answers to your questions by using the book. Choose one character from the story. Find three things the author says about this character. Draw a picture of your favourite character. Label it with words the author uses to describe the character. Create a list of key words that you could use to make a glossary for your book. Now create a glossary with explanations of what each word means. Write down some facts you have learned from your book. Make a fact file about a topic from your book. Make up some questions about your book. Give them to a friend and see if they can use the book to answer them. Create a true/false quiz about the book. Try the quiz out on a friend.

4 1c: Identify and explain the sequence of events in texts What happens first in the story? Use three sentences to describe the beginning, middle and end of this text? You ve got x words; sum up this story. Sort these sentences/paragraphs/chapter headings from the story Make a table/chart to show what happens in different parts of the story Why does the main character do x in the middle of the story? How does the hero save the day in the story List all the events in your story in the correct order. Draw a story mountain or story map to show the events in the book. Draw a cartoon strip of the main events in the story. Sequence events from the story. Re-write the story in your own words. Make a timeline of events from the story. Look at these jumbled-up pictures/sentences. Can you put them in order?

5 1d: Make inferences from the text What makes you think that? Which words give you that impression? How do you feel about? Can you explain why? I wonder what the writer intended? I wonder why the writer decided to? What do these words mean and why do you think the author chose them? Imagine you are one of the characters from the book. Write a diary entry about an event from the book from that character s point of view. How do you think a character was feeling at a key point in the story? Write their thoughts in a thought bubble? Write down three questions you would want to ask a character from the book. Now try to write their answers. Draw an outline of a character from the book. On the inside choose words that tell us about their character, on the outside write words that tell us about their appearance. Use the words to write a character description. Pick one character from the story, write a list of things you think they would like or dislike; e.g. favourite food, colour, t.v. programme etc. Find things in the text that support why you ve made these choices about your character. Write three alternative titles for the book. Explain why you have come up with these titles.

6 1e: Predict what might happen on the basis of what has been read so far Look at the cover/title/first line/chapter headings what do you think will happen next? How have the cover/title/first line/chapter headings helped you come up with this idea? What do you think will happen to the goodie/baddie/main character? Why do you think this? What will happen next? Why do you think this? Are there any clues in the text? Can you think of another story, which has a similar theme; e.g. good over evil; weak over strong; wise over foolish? Do you think this story will go the same way? Which stories have openings like this? Do you think this story will develop in the same way? Why did the author choose this setting? How will that effect what happens next? How is character X like someone you know? Do you think they will react in the same way? After finishing your book, think what would happen if there were an extra chapter; summarise what would happen in this chapter. Write a blurb for the book. Think of what might have happened before the story took place. Write this in your own words. Look at the front cover. What do your think is going to happen in this book?

7 Year group objectives and related questions Reading for pleasure 1. Being encouraged to link what they read and hear to their own experiences What sort of books do you like? Do you prefer storybooks or books which help you to find out about things? Did you learn anything from this book? Is this story like any other books that you have read? 2. Become very familiar with key stories, fairy tales and traditional tales retelling them and considering their particular characteristics What happened in the story? Can you re-tell this part of the story to your friend? What is your favourite part of this story? Why? What is this book about? How do you know? Who do you think is telling this story? Why has the author included a picture? What does it tell you? What does the author mean by...? 3. Recognising and joining in with predictable phrases Can you spot any patterns in this poem? Can you spot words that rhyme? Can you think of another rhyming word which the author could have used? What comes next? Can you join in? 4. Learning to appreciate and recite rhymes and poems, and to recite some poetry by heart Did you enjoy this poem? What did it make you think about? Can you recite this poem to the group? 5. Discus word meanings, linking new meaning to those already known Is this like any other word you know? Does it sound the same? Does it mean the same? Understanding texts 6. Drawing on what they already know or on background information and vocabulary provided by the teacher What do you already know about this topic? Have you ever been in a similar situation? What happened?

8 7. Checking that the text makes sense to them as they read, and correcting mistakes Did what you read make sense? Which word/s might you need to correct? 8. Discussing the significance of the title and events Why did the author choose this title? Does the title help us to choose the right book to read? What happened first/next/at the end? 9. Making inferences on the basis of what is being said and done What sort of characters can we find in this story? What usually happens to baddies in fairytale stories? What usually happens to the good characters? Why do authors include pictures? What do the pictures in this book help us to do? 10. Predicting what might happen on the basis of what has been read so far What do you think might happen next? Why do you think this? Have you read this in another story? Discussion 11. Participate in discussion about what is read to them, taking turns and listening to what others say What do you think about (an event in the text)? Do you agree with the rest of the group? After discussing (an event) with the group, have you changed your mind? 12. Explain clearly their understanding of what is read to them Can you explain what you know about the text that I read to you? What happened in the story?