Guided Reading Question Mats

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Guided Reading Question Mats - guided, reading, question, mats

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  • , rated this resource Jul 18th
  • I shrink them down to make them 'keyring size' and send them home with the children's reading books. Great for parents to be able to support comprehension at home. Getting ready for our September intake now!

    , Apr 21st
  • For parents - give out at parents eve so they can support comprehension at home.

    , Mar 22nd
  • Great prompts when working with groups.

    , Feb 25th
  • It is excellent for guided reading groups in year 4

    , Feb 18th
  • Will be used at my teacher table during guided reading.

    , Dec 5th
  • When I'm working at the L3 table I can have students working on rotation activities.

    , Aug 26th
  • Prompts for Guided Reading Groups so that even when the teacher is working with one group, the others can be doing valuable work as well

    , Jul 9th
    • Hi MrsMark14,
      Thank you for sharing! :)

      , Jul 9th
  • This page cannot be displayed. The third time I have tried. :(

    , Apr 2nd
    • Hi pora34, thank you for your review, could you tell me what browser you are using?

      , Apr 2nd
  • Guided reading groups

    , Mar 21st
  • Guided reading groups and LSA support

    , Feb 18th
  • I use them in guided reading groups but I have noticed that these mats, unlike an early version of the same mats, no longer have the AF number in the title and I had to write them on. They would definitely be easier to use with the AF clearly labelled. A great resource though!

    , Feb 11th
  • reading groups

    , Feb 7th
Each of the mats in this fantastic set features a range of question prompts suitable for each of the reading assessment focuses (2-6). Great for guiding reading assessment and for encouraging understanding and evaluation of different texts.
This resource is available in Standard, Guided Reading and Editable.
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 1 » Objective A » Spelling » Respond to and compose texts » Spell high-frequency and common sight words accurately when composing texts
  • Homepage » 2014 National Curriculum Resources » English » Key Stage 1 » Year 2 » Reading - Comprehension » Answer and ask questions
  • Homepage » Scotland (CfE) » First » Languages » Literacy and English » Reading » Understanding, analysing and evaluating
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 1 » Objective A » Reading and Viewing 1 » Respond to, read and view texts » Self-correct when meaning is interrupted in simple texts, e.g. pausing, repeating words and phrases, rereading and reading on
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 1 » Objective A » Reading and Viewing 1 » Respond to, read and view texts » Read with fluency and expression, responding to punctuation and attending to volume, pace, intonation and pitch
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 1 » Objective A » Reading and Viewing 1 » Respond to, read and view texts » Predict author intent, series of events and possible endings in an imaginative, informative and persuasive text
  • Homepage » Australia » Australian Curriculum Browser » English » Year 2 » Literacy » Interpreting, Analysing, Evaluating » Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)
  • Homepage » Australia » Australian Curriculum Browser » Tasmania Curriculum Browser » English » Year 2 » Literacy » Interpreting, Analysing, Evaluating » Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)
  • Homepage » Australia » Australian Curriculum Browser » Northern Territory Curriculum Browser » English » Year 2 » Literacy » Interpreting, Analysing, Evaluating » Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)
  • Homepage » Australia » Australian Curriculum Browser » South Australia Curriculum Browser » English » Year 2 » Literacy » Interpreting, Analysing, Evaluating » Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)
  • Homepage » Australia » Australian Curriculum Browser » Queensland Curriculum Browser » English » Year 2 » Literacy » Interpreting, Analysing, Evaluating » Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)
  • Homepage » Australia » Australian Curriculum Browser » Western Australia Curriculum Browser » English » Year 2 » Literacy » Interpreting, Analysing, Evaluating » Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)
  • Homepage » Australia » Australian Curriculum Browser » Victoria Curriculum Browser » English » Year 2 » Reading and Viewing » Literacy » Interpreting, Analysing, Evaluating » Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self-correcting (VCELY221)
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 1 » Objective A » Reading and Viewing 1 » Respond to, read and view texts » Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)
  • Homepage » Australia » 3 - 4 » English » Literacy » Reading » Guided Reading
  • Homepage » 2014 National Curriculum Resources » English » Key Stage 1 » Year 1 » Reading - Comprehension » Explain clearly their understanding of what is read to them.
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 2 » Objective A » Reading and Viewing 1 » Respond to, read and view texts » Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1680, ACELY1692)
  • Homepage » Scotland (CfE) » CfE Curriculum Browser » Literacy and English » First Level » Reading » Understanding, Analysing and Evaluating » To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my own. ENG 1-17a
  • Homepage » 2014 National Curriculum Resources » English » Key Stage 1 » Year 2 » Reading - Comprehension » Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
  • Homepage » Australia » Australian Curriculum Browser » English » Year 3 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features(ACELY1680)
  • Homepage » Australia » Australian Curriculum Browser » South Australia Curriculum Browser » English » Year 3 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 2 » Objective A » Reading and Viewing 1 » Respond to, read and view texts » Justify interpretations of a text, including responses to characters, information and ideas
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 2 » Objective C » Thinking Imaginatively, Creatively and Interpretively » Engage personally with texts » Respond to texts by identifying and discussing aspects of texts that relate to their own experience
  • Homepage » Australia » Australian Curriculum Browser » Queensland Curriculum Browser » English » Year 3 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)
  • Homepage » Australia » Australian Curriculum Browser » Western Australia Curriculum Browser » English » Year 3 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features(ACELY1680)
  • Homepage » Australia » Australian Curriculum Browser » Tasmania Curriculum Browser » English » Year 3 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features(ACELY1680)
  • Homepage » Australia » Australian Curriculum Browser » Northern Territory Curriculum Browser » English » Year 3 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features(ACELY1680)
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 1 » Objective A » Reading and Viewing 1 » Respond to, read and view texts » Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1660, ACELY1670)
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 1 » Objective A » Reading and Viewing 1 » Respond to, read and view texts » Use background knowledge of a topic to make inferences about the ideas in a text
  • Homepage » Australia » Australian Curriculum Browser » Victoria Curriculum Browser » English » Year 3 » Reading and Viewing » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (VCELY257)
  • Homepage » 2014 National Curriculum Resources » English » Key Stage 1 » Year 1 » Reading - Comprehension » Participate in discussion about what is read to them, taking turns and listening to what others say
  • Homepage » Australia » Australian Curriculum Browser » English » Year 2 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
  • Homepage » Australia » Australian Curriculum Browser » Queensland Curriculum Browser » English » Year 2 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
  • Homepage » Australia » Australian Curriculum Browser » Western Australia Curriculum Browser » English » Year 2 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
  • Homepage » Australia » Australian Curriculum Browser » Tasmania Curriculum Browser » English » Year 2 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
  • Homepage » Australia » Australian Curriculum Browser » Northern Territory Curriculum Browser » English » Year 2 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
  • Homepage » Australia » Australian Curriculum Browser » South Australia Curriculum Browser » English » Year 2 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
  • Homepage » Australia » Australian Curriculum Browser » Victoria Curriculum Browser » English » Year 2 » Reading and Viewing » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (VCELY222)
  • Homepage » Australia » Australian Curriculum Browser » English » Year 4 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
  • Homepage » Australia » Australian Curriculum Browser » South Australia Curriculum Browser » English » Year 4 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 2 » Objective A » Reading and Viewing 1 » Respond to, read and view texts » Interpret text by discussing the differences between literal and inferred meanings
  • Homepage » Australia » Australian Curriculum Browser » Queensland Curriculum Browser » English » Year 4 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
  • Homepage » Australia » Australian Curriculum Browser » Western Australia Curriculum Browser » English » Year 4 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
  • Homepage » Australia » Australian Curriculum Browser » Tasmania Curriculum Browser » English » Year 4 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
  • Homepage » Australia » Australian Curriculum Browser » Northern Territory Curriculum Browser » English » Year 4 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
  • Homepage » Australia » Australian Curriculum Browser » Victoria Curriculum Browser » English » Year 4 » Reading and Viewing » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (VCELY288)
  • Homepage » 2014 National Curriculum Resources » English » Key Stage 2 » Upper KS2 - Years 5 and 6 » Reading - Comprehension » Check that the book makes sense to them, discuss their understanding and explain the meaning of words in context
  • Homepage » Australia » F-2 » English » Literacy » Reading » Guided Reading
  • Homepage » 2014 National Curriculum Resources » English » Key Stage 2 » Lower KS2 - Years 3 and 4 » Reading - Comprehension » Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 1 » Objective C » Thinking Imaginatively and Creatively » Respond to and compose texts » Recognise the place of ancestral beings in Aboriginal and Torres Strait Islander Dreaming stories
  • Homepage » 2014 National Curriculum Resources » English » Key Stage 1 » Year 1 » Reading - Comprehension » Develop pleasure in reading, motivation to read, vocabulary and understanding. » Being encouraged to link what they read or hear read to their own experiences
  • Homepage » 2014 National Curriculum Resources » English » Key Stage 1 » Year 2 » Reading - Comprehension » Predict what might happen on the basis of what has been read so far
  • Homepage » Australia » Australian Curriculum Browser » English » Year 2 » Literature » Responding to Literature » Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
  • Homepage » Australia » Australian Curriculum Browser » Queensland Curriculum Browser » English » Year 2 » Literature » Responding to Literature » Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
  • Homepage » Australia » Australian Curriculum Browser » Western Australia Curriculum Browser » English » Year 2 » Literature » Responding to Literature » Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
  • Homepage » Australia » Australian Curriculum Browser » Tasmania Curriculum Browser » English » Year 2 » Literature » Responding to Literature » Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
  • Homepage » Australia » Australian Curriculum Browser » Northern Territory Curriculum Browser » English » Year 2 » Literature » Responding to Literature » Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
  • Homepage » Australia » Australian Curriculum Browser » South Australia Curriculum Browser » English » Year 2 » Literature » Responding to Literature » Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 1 » Objective A » Speaking and Listening 2 » Respond to and compose texts » Explain personal opinions orally using supporting reasons, simple inferences and reasonable prediction
  • Homepage » Australia » Australian Curriculum Browser » Victoria Curriculum Browser » English » Year 2 » Speaking and Listening » Literature » Responding to Literature » Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (VCELT241)
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 1 » Objective D » Expressing Themselves » Engage personally with texts » Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 1 » Objective D » Expressing Themselves » Respond to and compose texts » Compose simple print, visual and digital texts that depict aspects of their own experience
  • Homepage » Australia » Australian Curriculum Browser » English » Year 2 » Literature » Responding to Literature » Compare opinions about characters, events and settings in and between texts (ACELT1589)
  • Homepage » Australia » Australian Curriculum Browser » Queensland Curriculum Browser » English » Year 2 » Literature » Responding to Literature » Compare opinions about characters, events and settings in and between texts (ACELT1589)
  • Homepage » Australia » Australian Curriculum Browser » Western Australia Curriculum Browser » English » Year 2 » Literature » Responding to Literature » Compare opinions about characters, events and settings in and between texts (ACELT1589)
  • Homepage » Australia » Australian Curriculum Browser » Tasmania Curriculum Browser » English » Year 2 » Literature » Responding to Literature » Compare opinions about characters, events and settings in and between texts (ACELT1589)
  • Homepage » Australia » Australian Curriculum Browser » Northern Territory Curriculum Browser » English » Year 2 » Literature » Responding to Literature » Compare opinions about characters, events and settings in and between texts (ACELT1589)
  • Homepage » Australia » Australian Curriculum Browser » South Australia Curriculum Browser » English » Year 2 » Literature » Responding to Literature » Compare opinions about characters, events and settings in and between texts (ACELT1589)
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 1 » Objective A » Reading and Viewing 1 » Respond to, read and view texts » Compare opinions about characters, events and settings in and between texts (ACELT1589)
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 2 » Objective C » Thinking Imaginatively, Creatively and Interpretively » Develop and apply contextual knowledge » Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers' interest by using various techniques, for example character development and plot tension (ACELT1605)
  • Homepage » Key Stage 1 » English » Reading » Guided Reading » Mats
  • Homepage » Key Stage 2 » English » Reading » Guided Reading » Mats
  • Homepage » Australia » Australian Curriculum Browser » English » Year 2 » Literacy » Texts in Context » Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)
  • Homepage » Australia » Australian Curriculum Browser » Queensland Curriculum Browser » English » Year 2 » Literacy » Texts in Context » Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)
  • Homepage » Australia » Australian Curriculum Browser » Western Australia Curriculum Browser » English » Year 2 » Literacy » Texts in Context » Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)
  • Homepage » Australia » Australian Curriculum Browser » Tasmania Curriculum Browser » English » Year 2 » Literacy » Texts in Context » Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)
  • Homepage » Australia » Australian Curriculum Browser » Northern Territory Curriculum Browser » English » Year 2 » Literacy » Texts in Context » Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)
  • Homepage » Australia » Australian Curriculum Browser » South Australia Curriculum Browser » English » Year 2 » Literacy » Texts in Context » Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)
  • Homepage » Adult Education » Elderly Care » Reading Plan » Literature
  • Homepage » Australia » Australian Curriculum Browser » Victoria Curriculum Browser » English » Year 2 » Reading and Viewing » Literacy » Texts in Context » Discuss different texts on a similar topic, identifying similarities and differences between the texts (VCELY220)
  • Homepage » Australia » Australian Curriculum Browser » NSW Curriculum Browser » English » Stage 1 » Objective A » Reading and Viewing 1 » Develop and apply contextual knowledge » Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)
  • Homepage » Australia » Australian Curriculum Browser » English » Year 4 » Literature » Examining Literature » Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
  • Homepage » Australia » Australian Curriculum Browser » Queensland Curriculum Browser » English » Year 4 » Literature » Examining Literature » Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
  • Homepage » Australia » Australian Curriculum Browser » Western Australia Curriculum Browser » English » Year 4 » Literature » Examining Literature » Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
  • Homepage » Australia » Australian Curriculum Browser » Tasmania Curriculum Browser » English » Year 4 » Literature » Examining Literature » Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
  • Homepage » Australia » Australian Curriculum Browser » Northern Territory Curriculum Browser » English » Year 4 » Literature » Examining Literature » Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
  • Homepage » Australia » Australian Curriculum Browser » South Australia Curriculum Browser » English » Year 4 » Literature » Examining Literature » Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
  • Homepage » Early Years » Communication and Language and Literacy » Reading » Guided Reading » Mats
  • Homepage » Australia » Australian Curriculum Browser » Victoria Curriculum Browser » English » Year 4 » Reading and Viewing » Literature » Examining Literature » Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques (VCELT284)
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    • Twinkl added Editable Version on Apr 20th
    • Twinkl updated the Main Version on Apr 19th
    • Twinkl added Guided Reading Version on Feb 25th

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