Guided Reading Records

With the introduction of Assessing Pupil Progress (APP) our guided reading records needed to be
updated to ensure that they are aligned with other recent assessment advice and guidance.

The guided reading records now begin at 20 months and end at Level 5 with statements drawn from
Early Years Foundation Stage (in bold), Book Bands (in italics) and APP reading criteria.

The Assessment Focuses for Assessing Pupil Progress in reading are:

1 Use a range of strategies, including accurate decoding of text, to read

for meaning;
2 Understand, describe, select or retrieve information, events or ideas
from texts and use quotation and reference to text;
3 Deduce, infer or interpret information, events or ideas from texts;
4 Identify and comment on the structure and organisation of texts,
including grammatical and presentational features at text level;
5 Explain and comment on the writers’ use of language, including
grammatical and literary features at word and sentence level;
6 Identify and comment on writers’ purposes and viewpoints and the
overall effect of the text on the reader;
7 Relate texts to their social, cultural and historical contexts and literary
traditions.
22-36 months
Look, Listen and Note: Children's favourite stories, rhymes, songs, poems or
jingles
Aligned with Phase 1 of Letters Children’s names:
and Sounds

Development Matters:
• Have some favourite Comments (Remark on the remarkable):
stories, rhymes, songs,
poems or jingles.

Effective Practice:
• Find opportunities to tell
and read stories to
children, using puppets,
soft toys, or real objects as
props.

Planning and Resourcing:

• Provide stories, pictures
and puppets which allow
children to experience and
talk about how characters
feel.
30-50 months
Look, Listen and Note:
• Children's familiarity with the way books work. For example, turning the pages and telling the story using the pictures and using
phrases such as "Once upon a time".
• The stories and poems children choose and know how to follow. For example retelling a story, using words and phrases from a well-
known story.
• Children's references to and understanding of how print works. For example, asking what a word says or what instructions mean.
• Children's recognition of their names, or letters or words, in scripts other than English.
Aligned with Phase 1 of Letters and Sounds Children’s names:
Development Matters:
• Handle books carefully.
• Begin to be aware of the way stories are structured.
• Understand the concept of a word.
• Know information can be relayed in the form of print.
• Listen to and join in with stories and poems, one-to-one and Comments (Remark on the remarkable):
also in small groups.
• Suggest how the story might end.
• Show interest in illustrations and print in books and print in
the environment.
• Hold books the correct way up and turn pages.

Effective Practice:
• Discuss with children the characters in books being read.
Encourage them to predict outcomes, to think of alternative
endings and to compare plots and the feelings of characters
with their own experiences.
• Help children to understand what a word is by using names
and labels and by pointing out words in the environment and
in books.
• Read stories that children already know, pausing at intervals
to encourage them to 'read' the next word.
• Focus on meaningful print such as a child's name, words on a
cereal packet or a book title, in order to discuss similarities
and differences between symbols.
• Encourage children to use the stories they hear in their play.

Planning and Resourcing:

• Introduce children to books and other materials that provide
information or instructions. Carry out activities using
instructions, such as reading a recipe to make a cake.
• Create an attractive book area where children and adults
can enjoy books together.
• Create an environment rich in print where children can learn
about words, for example, using names and labels.
• Ensure access to stories for all children by using a range of
visual cues and story props.
• Provide some simple poetry, song, fiction and non-fiction
books. Include books containing photographs of the children
that can be read by adults and that children can begin to
'read' by themselves.
40-60 months (including ELGs) Children may be reading Pink A,B or
Red Level Books
Look, Listen and Note and EYFSP Scale Points: The words that children recognise, such as their name and signs such as
'open'.
• Children's understanding of the elements of stories, for example, Mehmet refers to the 'beginning' and 'end' of a story. He says, "I
don't like that ending. I think he should've run away and been happy ever after".
• How children use non-fiction books.
• The confidence with which children use their developing phonic knowledge.
• The strategies that children use to read.
• Children's understanding about how information is kept in different places and can be retrieved.
• The favourite books, songs and rhymes children turn to, to be re-read and enjoyed.
• The phonic skills children use in decoding text.
• Children's book choices.
(Reading) 1 - Is developing an interest in books. 2 - Knows that print conveys meaning. 3 - Recognises a few familiar words. 4 - Knows that,
in English, print is read from left to right and top to bottom. 5 - Shows an understanding of the elements of stories, such as main character,
sequence of events and openings. 6 - Reads a range of familiar and common words and simple sentences independently. 7 - Retells
narratives in the correct sequence, drawing on language patterns of stories. 8 - Shows an understanding of how information can be found
in non-fiction texts to answer questions about where, who, why and how.
Aligned with Phases 1/2/3 of Letters and Children’s names:
Sounds
Development Matters:
• Know that information can be retrieved from books and Comments (Remark on the remarkable):
computers.
• Enjoy an increasing range of books.
• Show an understanding of the elements of stories,
such as main character, sequence of events and
openings, and how information can be found in non-
fiction texts to answer questions about where, who,
why and how.
• Know that print carries meaning and, in English, is
read from left to right and top to bottom.
• Retell narratives in the correct sequence, drawing on
language patterns of stories.
• Read a range of familiar and common words and
simple sentences independently.
• Explore and experiment with sounds, words and texts.
Effective Practice:
• Help children to identify the main events in a story and to
enact stories, as the basis for further imaginative play.
• Discuss and model ways of finding out information from
non-fiction texts.
• Encourage children to recall words they see frequently,
such as 'welcome', their own and friends' names, 'open'
and 'bus stop'.
• Create imaginary words to describe, for example, monsters
or other strong characters in stories and poems.
• Play word bingo to develop children's grapheme
correspondence, so that they can rapidly decode words.
• Make story boxes with the children. Practitioners should
maximise the opportunities that these reading activities
present to reinforce and apply children's developing phonic
knowledge and skills, particularly once they have started a
programme of systematic phonic work which will enable
them to recognise words and read them for meaning. For
example, demonstrate using phonics as the prime
approach to decode words while children can see the text,
for example, using big books.
Planning and Resourcing:
• Provide some simple texts which children can decode to
give them confidence and to practise their developing
skills.
• Provide varied texts and encourage children to use their
phonics knowledge to recognise words.
• Encourage children to add to their first-hand experience of
the world through the use of books, other texts and
information, and information and communication
technology (ICT).
• Provide story boards and props which encourage children
to talk about the sequence of events and characters in a
story.
• Provide story sacks and boxes for use in the setting and at
home.
• Provide picture books, books with flaps or hidden words,
books with accompanying CDs or tapes, and story sacks.
Pink A
EYFSP Scale Points:
Reading 3 - Recognises a few familiar words. 4 - Knows that, in English, print is read from left to right and top to
bottom. 5 - Shows an understanding of the elements of stories, such as main character, sequence of events and
openings. 6 - Reads a range of familiar and common words and simple sentences independently.
Working within the EYFS Children’s names:
Reading Recovery Level 1. Band 1.
Aligned with Phase 2 of Letters
and Sounds
Learning focus mostly from AF1 Comments (Remark on the remarkable):

• Locate title
• Open front cover
• Turn pages appropriately
• Understand that the left
pages come before the
right
• Understand that we read
from left to right
• Use meaning together with
repeated language
patterns (syntax) to predict
the storyline
• Match spoken word to
written word
• Use a few know words to
assist own reading
Pink B
EYFSP Scale Points:
Reading 3 - Recognises a few familiar words. 4 - Knows that, in English, print is read from left to right and top to
bottom. 5 - Shows an understanding of the elements of stories, such as main character, sequence of events and
openings. 6 - Reads a range of familiar and common words and simple sentences independently.
Working within the EYFS Children’s names:
Reading Recovery Level 2. Band 1.
Aligned with Phase 2 of Letters
and Sounds
Learning focus mostly from AF1 Comments (Remark on the remarkable):

• Locate title, open front

cover, turn pages
appropriately
• Understand that left pagse
come before right
• Use meaning together with
repeated language
patterns (syntax) and some
letters to read simple text
• Match spoken word to
written word (1:1
correspondence)
• Use a few known words to
check own reading
• Read simple CVC words in
the text from left to right

Children are ready to move to

red when 1:1 correspondence
is secure
YELLOW
Red - In some-reading,
In someusually
reading,
withusually
supportwith support
EYFSP
EYFSP Scale
Scale Points:
Points: Reading
Reading 6
5 -- Reads
Shows aan
range of familiar of
understanding and common
the elementswords and simple
of stories, such sentences independently.
as main character, 7 - of
sequence
Retells narratives in the correct sequence, drawing on language patterns of stories. 8 - Shows an understanding
events and openings. 6 - Reads a range of familiar and common words and simple sentences independently. 7 - Retells of how
information
narratives incan
the be foundsequence,
correct in non-fiction textson
drawing tolanguage
answer questions about
patterns of where,
stories. who, why
8 - Shows an and how. 9 - Reads
understanding books
of how of own
information
choice with some fluency and accuracy
can be found in non-fiction texts to answer questions about where, who, why and how.
Working
Working within
within the
the EYFS/
EYFS/ Level
towards1 Level 1 Children’s names names:
Children’s
Reading Recovery Levels 6-8. Band
Reading Recovery Levels 3-5. Band 2. 3.
Aligned
Aligned with Phases
approx 3/ 4 of 3Letters
with Phase and and Sounds
of Letters
Sounds
All learning focus from AF1 Comments (Remark on the remarkable):
Learning focus mostly from AF1
• Locate and recall title
• Consolidate secure control of 1:1 matching on a
wide range of texts
• Use known words to check and confirm reading
• Solve simple CVC words by blending phonemes
from left to right and check for meaning and correct
syntax ie. Does it make sense and sound right?
• Start to read more rhythmically or use phrasing
whilst maintaining track of reprint
• Repeat words, phrases or sentences to check,
confirm or modify own reading

Level 1
• Recall some simple points from texts and make
some reference to pages or sections. (AF2)
• Make meaning from a text which may include some
simple inferences and comments or questions about
particular parts of text. (AF3)
• Show some awareness of the meaning of simple
text features (AF4)
• Comment on obvious language features (AF5)
• Make simple comments about likes and dislikes
(AF6)
• Talk about a few basic features of well known texts
and begin to make links to other well known texts.
(AF7)

Books read
• Follow print with eyes, finger pointing only
at points of difficulty
• Take more note of punctuation to support
the use of grammar and oral language
rhythms
• Cross-check all sources of information
more quickly whilst reading
• Note familiar words and phonemes and
use these to get to unknown words
• Search for information in print to predict,
confirm or attempt new words whilst
reading
• Notice relationships between one text and
another
• Recall some simple points from texts and
make some reference to pages or sections.
(AF2)
• Make meaning from a text which may
include some simple inferences and
comments or questions about particular
parts of text (AF3)
• Show some awareness of the meaning of
simple text features (AF4)
• Comment on obvious language features
(AF5)
• Make simple comments about likes and
dislikes (AF6)
• Talk about a few basic features of well
known texts and begin to make links to
other well known texts. (AF7)

Books read

Blue – in some reading, usually with support

Children’s names
Working within Level 1
Reading recovery Levels 9-11. Band 4.
Aligned with Phases 4/ 5 of Letters and
Sounds
Learning focus mostly from AF1
• Move through text attending to meaning,
print and sentence structure flexibly
• Self-correct more rapidly on the run
• Re-read to enhance phrasing and clarify
precise meaning
• Solve new words using print information
and understanding of the text to try
alternative pronunciations
• identify constituent parts of unfamiliar
words to read correctly
• Manage a greater range of text genre
• Recall some simple points from texts and
make some reference to pages or sections.
(AF2)
• Make meaning from a text which may
include some simple inferences and
comments or questions about particular
parts of text. (AF3)
• Show some awareness of the meaning of
simple text features (AF4)
• Comment on obvious language features
(AF5)
• Make simple comments about likes and
dislikes (AF6)
• Talk about a few basic features of well
known texts and begin to make links to
other well known texts. (AF7)

Books read:

Green – in some reading, usually with support

Children’s names
Working within level 1
Reading Recovery Levels 12-14. Band 5.
Aligned with Phase 5 of Letters and Sounds
• Read fluently with attention to punctuation
(AF1)
• Solve new words using print detail while
attending to meaning and syntax (AF1)
• Track visually additional lines of print
without difficulty (AF1)
• Discuss and interpret character and plot
more fully (AF2)
• Use contents page and glossary in non-
fiction books and locate information
(AF2/4)
• Recall some simple points from texts and
make some reference to pages or sections.
(AF2)
• Make meaning from a text which may
include some simple inferences and
comments or questions about particular
parts of text. (AF3)
• Show some awareness of the meaning of
simple text features (AF4)
• Comment on obvious language features
(AF5)
• Make simple comments about likes and
dislikes (AF6)
• Talk about a few basic features of well
known texts and begin to make links to
other well known texts. (AF7)

Books read:

Orange
In some reading usually with some Children’s names
support

Working towards level 2

Reading Recovery Levels 15-16. Band 6.
Aligned with Phases 5/ 6 of Letters and Sounds

• Get started on fiction after briefer introductions

without relying on illustrations (AF1)
• Examine non-fiction layout and use the contents
page to select which sections of a book to read
(AF2/4)
• Read longer phrases and more complex
sentences
• Attend to a range of punctuation (AF1)
• Blend phonemes in unfamiliar words more
fluently, cross checking with meaning and syntax
(AF1)
• Search for and use familiar syllables within
words to read longer words (AF1)
• begin to use appropriate terminology when
discussing different types of text (AF4)
• Recall some simple points from texts and make
some reference to pages or sections (AF2)
• Make meaning from a text which may include
some simple inferences and comments or
questions about particular parts of text (AF3)
• Show some awareness of the meaning of simple
text features (AF4)
• Comment on obvious language features (AF5)
• Make simple comments about likes and dislikes
(AF6)
• Talk about a few basic features of well known
texts and begin to make links to other well known
texts (AF7)
Level 2 – In some reading
• Recall simple information and know where to
look for it in the book (AF2)
• Make simple inferences that make sense and
link them to the text (AF3)
• Show awareness of organisational features of
texts (AF4)
• Comment on effective use and patterns of
language (AF5)
• Make statements about likes and dislikes with
some reasons offered
• Show some awareness that writers have a
viewpoint and purpose for writing (AF6)
• Recognise different types of texts and that they
are set in different times and places (AF7)

Books read:

Turquoise
In some reading usually with Children’s names
support
Working towards level 2
Reading Recovery Levels 17-18. Band 7.
Aligned with Phases 5/ 6 of Letters and
Sounds

• Extract meaning from the text while reading

with less dependence on illustrations (AF2)
• Approach different genres with increasing
flexibility (AF1)
• Use punctuation and layout to read with a
greater range of expression and control
(AF1)
• Sustain reading through longer sentence
structures and paragraphs (AF1)
• Tackle a higher ratio of more complex
words using known vocabulary, phonic
knowledge and syllables (AF1)
• Recall some simple points from texts and
make some reference to pages or sections.
(AF2)
• Make meaning from a text which may
include some simple inferences and
comments or questions about particular
parts of text. (AF3)
• Show some awareness of the meaning of
simple text features (AF4)
• Comment on obvious language features
(AF5)
• Make simple comments about likes and
dislikes (AF6)
• Talk about a few basic features of well
known texts and begin to make links to
other well known texts. (AF7)
Level 2 – in some reading
• Recall simple information and know where
to look for it in the book. (AF2)
• Make simple inferences that make sense
and link them to the text (AF3)
• Show awareness of organisational features
of texts. (AF4)
• Comment on effective use and patterns of
language. (AF5)
• Make statements about likes and dislikes
with some reasons offered.
• Show some awareness that writers have a
viewpoint and purpose for writing. (AF6)
• Recognise different types of texts and that
they are set in different times and places.
(AF7)
Books read:

Purple
In some reading Children’s names
Working at level 2C
Reading recovery levels 19 – 20. Band 8
Aligned with Phase 6 of Letters and Sounds
• Look through a variety of texts with growing
independence to predict content, layout and
story development (AF4/AF7)
• Read silently or quietly at a more rapid pace,
taking note of punctuation and using it to keep
track of longer sentences (AF1)
• Solve most unfamiliar words on the run by
blending long vowel phonemes, recognising
and using them in longer and more complex
words (AF1)
• Adapt to fiction, non-fiction or poetic language
with growing flexibility (AF1)
• Recall simple information and know where to
look for it in the book. (AF2)
• Make simple inferences that make sense and
link them to the text (AF3)
• Show awareness of organisational features of
texts. (AF4)
• Comment of effective use and patterns of
language. (AF5)
• Make statements about likes and dislikes with
some reasons offered.(AF5)
• Show some awareness that writers have a
viewpoint and purpose for writing. (AF6)
• Recognise different types of texts and that they
are set in different times and places. (AF7)

Books read:

Gold
In some reading Children’s names

Working at level 2B
Reading Recovery levels 21-22. Band 9.
Aligned with Phase 6 of Letters and Sounds

• Read silently or quietly at a more rapid pace,

taking note of punctuation and using it to keep
track of longer sentences (AF1)
• Solve most unfamiliar words on the run by
blending long vowel phonemes, recognising
and using them in longer and more complex
words (AF1)
• Adapt to fiction, non-fiction and poetic language
with growing flexibility (AF1)
• Make more conscious use of reading to extend
speaking and writing vocabulary and syntax
(AF5)
• locate and interpret information in non-fiction
(AF2)
• Recall simple information and know where to
look for it in the book. (AF2)
• Make simple inferences that make sense and
link them to the text (AF3)
• Show awareness of organisational features of
texts. (AF4)
• Comment on effective use and patterns of
language. (AF5)
• Make statements about likes and dislikes with
some reasons offered.(AF5)
• Show some awareness that writer’s have a
viewpoint and purpose for writing. (AF6)
• Recognise different types of texts and that they
are set in different times and places. (AF7)

Books read:

White
In some reading Children’s names
Working at Level 2A, working towards level 3.
Reading Recovery Levels 23-24. Band 10
Letters and Sounds Phases cease to be relevant
• Read silently most of the time (AF1)
• Sustain interest in longer texts, returning to it
easily after a break (AF1)
• Use text more fully as a reference and as a
model (AF2)
• Search for and find information in texts more
flexibly (AF2)
• Notice the spelling of unfamiliar words and
relate to known words (AF1)
• Show increased awareness of vocabulary and
precise meaning (AF5)
• Comment on main characters and how they
relate to each other (AF3)
• Discuss feelings created by stories (AF3)
• Retelling of stories is balanced and clear (AF2)
• Recall simple information and know where to
look for it in the book. (AF2)
• Make simple inference that makes sense and
link it to text . (AF3)
• Show awareness of organisational features of
texts. (AF4)
• Comment on effective use and patterns of
language. (AF5)
• Make statements about likes and dislikes with
some reasons offered.(AF5)
• Show some awareness that writers have a
viewpoint and purpose for writing. (AF6)
• Recognise different types of texts and that they
are set in different times and places. (AF7)
Level 3 – in most reading
• Read with fluency, understanding and
expression (AF1)
• Identify key information from a text and refer
to detail of the text to support ideas but not
always relevant(AF2)
• Make inferences drawn from a single
point/event in the text
• Understand the literal meaning of texts and
relate the meaning to personal speculation,
experience or opinion(AF3)
• Refer to text structure and organisation
(AF4)
• Refer to writer’s use of language (AF5)
• Express personal response to text (AF6)
• Comment on the writer’s purpose in a
simple form (AF6)
• Make simple connections between texts
(AF7)
• Identify some of the features which indicate
the context for a text
(historical/cultural/social) (AF7)
Books read:

Level 3
In most reading Children’s names

• Read with fluency, understanding and

 expression (AF1)
• Identify key information from a text and refer
to detail of the text to support ideas but not
always relevant(AF2)
• Make inferences drawn from a single
point/event in the text
• Understand the literal meaning of texts and
relate the meaning to personal speculation,
experience or opinion(AF3)
• Refer to text structure and organisation
(AF4)
• Refer to writer’s use of language (AF5)
• Express personal response to text (AF6)
• Comment on the writer’s purpose in a
simple form (AF6)
• Make simple connections between texts
(AF7)
• Identify some of the features which indicate
the context for a text
(historical/cultural/social) (AF7)

Books read:

Level 4
Across a range of reading Children’s names

• Identify relevant points, and support

these by some relevant reference to text
 or quotation (AF2)
• Make appropriate inferences across a
text (AF3)
• Talk about a whole text in terms of its
structure and organisation (AF4)
• Identify basic features of writer’s
language and comment on it.(AF5)
• Comment on writer’s main purpose,
viewpoint and the effect on the reader
(AF6)
• Comment on the features that connect
texts (AF7)
• Comment on the effect that a reader or
writer’s context has on the meaning of
texts (historical/cultural/social) (AF7)

Books read:

Level 5
In most reading Children’s names

• Identify the most relevant points and

support with reference to text or quotation
 (AF2)
• Comments explain inferences drawn from
across a text based on textual evidence
(AF3)
• Comment on a range of structural choices
made by the writer (AF4)
• Identify and explain various features of
writer’s language and show some
awareness of its effect on the reader (AF5)
• Clearly identify main purpose and view point
with some explanation of the effect on the
reader. (AF6)
• Identify similarities and differences between
texts.(AF7)
• Discuss how the context in which texts are
written and read contribute to meaning.
(AF7)

Books read: