Guided Reading Planning Sheet
Text Title: Wish You Were Here
Grammatical Awareness 6 (AF1) Read aloud with information expression, taking account of the
punctuation (leading to how use of words, layout and phrases create images, feelings and
Develop Interpretation and Response (AF3).
Teaching Objectives Y2 T2
S1 Awareness of grammar to decipher new and unfamiliar words.
S2 To read aloud with intonation and expression appropriate to the grammar and punctuation.
S6 To recognise and take account of speech marks when reading
S7 Investigate and discuss text layout.
Phases of Guided Teaching Points
Introduction Refer to personal experience 'when have you used the phrase 'wish you were
here'? What are they doing? Why? Clarify it is a group of children therefore
could be a class visit etc.
Look at front- cover, identify key features: title, illustrations, author, publisher.
Let the children use this information to predict the content of the book.
Strategy check Revise known strategies we can use to access the text eg blending/guess
predict story so far/use picture clues/split words into chunks/leave a word out
and come back to it/identify initial letter and choose a word that best fits.
Discuss the theme of the book 'personal letters.' Predict who is writing the
letters and who they are writing to. Look at what they may be about. Talk about
how this will affect the way we read the book (1st person = actual person's
voice not a narrator).
Introduce objective: How are we going to read aloud with intonation and
expression? Explain that we do this by taking account of the punctuation. Get
children to identify different types of punctuation by looking through the book
and discuss how they impact/affect our reading. Comma = take a break, full
stop = stop and take a quiet breath, " " use of actual person's voice, ! = give the
word/phrase some ooomph!! "emphasis", ? = use of question voice - voice goes
up to emphasise a question has been asked.
Discuss and clarify new elements that will affect our use of information and
expression eg BOLD WRITING, words underlined ie wet , x for a kiss
Independent Each child will read aloud independently. Teacher/TA to listen to each child in
reading turn (dip in)
Focus in on child's attempt to read with intonation and expression, especially
when directly linked to a piece of punctuation. Praise when appropriate. Ensure
children have a go at using more than one strategy identified earlier if they
come to an unknown word so that they become fluent readers Prompt/give
guidance to children if required directly linked to target. Use observe/prompt/
Returning to the Refer to the book layout is just letters - personal - written in the 1st person who
text. has written it. Not to use a narrator's voice but the voice of the person who has
Teacher to 'observe prompt praise' where required.
Response to the Stop the children. Praise the children in turn. Discuss why it is important to read
text the text with intonation and expression ie it "brings the text to life"/ "makes it
How does the text give us clues to the intonation and expression we should
use? The punctuation (returning to the initial/lesson focus). What else in this
book gives us a clue to the intonation and expression we should use?
Next steps Continue reading book in independent reading time
Discuss how use of words not just layout and punctuation (by the author) create