Guided Reading · RAZ AA–Y
Help your child connect the clues, explain an interpretation and support it with evidence from the text.
Develop vocabulary, reading habits and spoken responses through illustrated texts and teacher-guided questions.
“If you had a robot, what would you want it to do?”
A sentence starter — “I would want my robot to…” — helps the child connect the story with an idea of their own and answer in a complete sentence.
Each nine-lesson unit has three A/B/C cycles. A and B develop close understanding of the main reading; C extends the same theme through wider reading and worksheets.
“Was Crocodile a good friend or was he pretending to be a good friend? How do you know?”
The child distinguishes a character’s actions from their intentions and returns to the story for evidence.
One main book is read closely across lessons A and B; lesson C uses a companion book on the same theme. Children complete and upload worksheets before B and C. Four nine-lesson units make 36 lessons at each level.
Each nine-lesson unit combines two A/B/C cycles with one grammar lesson and two lessons that introduce and then practise the same comprehension skill.
“How will creating a budget help Brad? Will it give him more money? Will it help him spend his money more carefully?”
The teacher models how to identify the problem and its solution. The child compares the explanations and checks the story for clues.
Lesson 1: grammar. Lessons 2–7: two A/B/C reading cycles. Lessons 8–9: the same comprehension skill, first taught and then practised.
Practise Close Reading, Compare & Contrast, Comprehension and Argumentation Analysis in every unit.
Tom takes the last chair and puts his bag on it. When an elderly visitor enters, he removes the bag and offers her the chair.
“Tom is selfish.” Does the later action change your reading?
The child revises a first impression using new evidence. Passage Talking uses short texts for focused analysis rather than the intermediate A/B/C book cycle.
Teaching illustration, not a student work sample.
Teaching illustration · Making inferences
“She slammed the door and didn’t come down for dinner.”
The teacher invites the child to connect an action with a possible feeling, then explain which words support that reading.
Angry or upset is a reasonable interpretation. “Slammed the door” and missing dinner are clues; the feeling is inferred rather than named in the sentence.
Comprehension teaching objectives informed by Common Core State Standards (CCSS).
Reading · Writing · ESSSP
40-minute lessons · 1:1 or 1:2
Time to know your child and build on earlier learning.
A consistent rhythm for preparation, lessons and practice.
In 1:2 lessons, children learn and discuss ideas together.
Your child’s next step
Tell us about your child’s reading, writing and interests.
We’ll help you discuss a suitable course and trial arrangement.