Assessment for learning (AfL) and guided reading

• The learning environment supports AfL.
• A secure rationale for ethos and attitudes to learning is in place.
• Routines and behaviours are established.
• Children know how guided reading is organised.
• They understand their roles in guided reading and what is expected of them.
• They know how to learn as part of a group.

• The process of curricular target setting is well established in the school.
• Group curricular targets are informed and identified by hearing, observing and analysing children’s reading responses, outcomes and behaviours: word recognition and language comprehension.
• Children know their targets and understand the purpose and process of reviewing them.

• A clear focus on learning objectives feeds into curricular target setting.
• Success criteria are clear, and children understand them.
• Teaching is adjusted to take account of ongoing assessment.

• The following strategies are used effectively during guided reading:
  • questioning
  • listening
  • observing
  • discussing
  • analysing

• Effective feedback is provided to the children in the group and is aligned closely with their learning targets or success criteria for the activity.
• Peer assessment is developed.
• Self-assessment is developed.
• Children are clear about the next steps needed to improve their reading.

Source : http://nationalstrategies.standards.dcsf.gov.uk/node/48361