Whole Class Guided Reading (WCGR) is a method of teaching reading strategies that involves working simultaneously with the whole class rather than teaching one-to-one or in groups. This approach to organising reading lessons is becoming increasingly popular because it promotes shared learning, allows teachers to model reading strategies for all students simultaneously, and is time-efficient and inclusive. The main purpose of WCGR is to develop comprehension rather than check decoding skills, so sessions usually involve pupils listening to the teacher read. Through WCGR, all pupils are given the opportunity to explore high-quality, challenging texts, irrespective of their reading abilities. In addition to providing exposure to fluent reading, rich vocabulary, and improved listening comprehension, WCGR nurtures a love for reading that inspires independent engagement with books.

Ready to transform your Guided Reading sessions? Explore our WCGR collections with teaching resources for year 3 to year 6 now. 

Coraline

Karen Moncrieffe is a dedicated Literacy Consultant, teacher, and author with over 20 years of experience in education. Passionate about fostering a love of reading and writing in students, Karen has worked in diverse educational settings, helping schools develop effective literacy programmes. As an author, she has contributed valuable resources that empower teachers and engage learners. Known for her commitment to professional development, Karen inspires educators to create dynamic and inclusive learning environments that support all students in their literacy journeys.

 

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What Should be Considered When Selecting Texts for Whole Class Guided Reading?

An important first step when organising WCGR is selecting which reading texts to study. Long-term planning for WCGR lessons should include studying fiction, non-fiction and poetry. Though it is important to ensure that pupils study a range of text types over time, the National Curriculum for English and the recently revised Reading Framework (DfE, July 2023) place a heavy emphasis on using fiction with a focus on literature in particular. The Reading Framework states: 

'Careful text choice is crucial for teaching reading successfully, especially if the texts are to engage pupils, perhaps emotionally (because they are funny or exciting), cognitively (because they are interesting and prompt them to think) or because pupils are invested in the characters and their situations…The texts selected are likely to fall into the category of literature, that is, books both contemporary and classic, by a diverse range of authors, where the depth of their ideas or language allows for rich discussion and study.'

This emphasis on literature is reflected in the KS2 English Reading SATs where commonly two out of three of the texts used for these end of primary school assessments are extracts from novels. Outside of a test situation, National Curriculum guidance stresses the importance of ‘reading and listening to whole books, not simply extracts’. 

The exciting literature in our WCGR sets includes carefully selected novels chosen for their compelling plots, relatable characters, and rich language and literary devices. Our collection features stories that reflect diverse backgrounds, promoting inclusivity and representation, along with texts that encourage thought and discussion. All texts are age-appropriate with a level of challenge suitable for extending the understanding of students of varying abilities within a class. Browse all WCGR titles here. 

Letter to Pluto

Short on time to plan lessons? Badger Learning’s go-to range of Teacher Books with differentiated planning for all abilities can help. Use CODE: PLANNINGFORFREE for a free teacher book when you purchase a WCGR Book Pack.

Does WCGR Use Whole Books?

Some teachers are wary of choosing whole books, wondering how they will possibly have the time to read them. Admittedly, a five hundred-page novel would probably be quite a challenge to read with the class, but unless a novel is extremely long, there is no need to shy away from choosing it. Simply allocate a longer time to reading it. As a general guide, most novels could be completed in a half-term, but it is important to be flexible as half-terms and novels vary in length. 

When it comes to finding the time required to read a novel, this can be made more difficult by teachers attempting to read two at the same time. It is common practice for schools to use one novel for the WCGR lesson, and another novel for reading aloud at other times of the day. There is no reason why the WCGR novel cannot be the same as the class read-aloud novel. As stated in the Reading Framework (DfE, July 2023):

'Reading lessons could involve reading a longer novel over several weeks. It might be read exclusively in these sessions or might be read as a class novel at other times, with the teacher ‘zooming in’ to study a particular moment in more depth or illustrate a specific teaching point.'

Using novels for WCGR provides pupils with benefits that go beyond the reading lesson as this comment in the Reading Framework shows:

‘Lessons allow them to listen to and read beautiful language and encounter profound ideas. They allow pupils to engage with a wide range of human experience: why characters make the choices they make, and why they feel what they feel. It gives them the chance to consider ideas beyond their own experience, and encounter concepts that might never occurred to them before, as well exploring universal moments.’ 

When choosing WCGR books, teachers need to consider which contemporary and classic books are best for each year group. Books should be sequenced to ensure breadth and depth and increase in complexity as children progress through primary school. It is important to keep abreast of what is going on in the world of children’s literature. School selections need to be continually updated so that they don’t become stale. Pupils should be introduced to promising new authors and recently released highly-rated books.

Choosing the right books can be time-consuming and challenging. Badger Learning has been developing and updating collections for schools for over 30 years. Our WCGR collections for each year group in key stage 2 feature popular authors, award winners, and contributions from our literary heritage. All WCGR titles have accompanying Teacher Books, with comprehensive lesson plans and differentiated learning for all abilities within your class, saving on planning time and enabling pupils to access diverse, contemporary literature as well as trusted classics. View all titles in the year group sets below:

WCGR for Year 3 

WCGR for Year 4 

WCGR for Year 5 

WCGR for Year 6 

What are the Best Fiction Books for Year 3 Whole Class Guided Reading?

WCGR for Year 3 readers should include longer stories and short chapter novels which engage pupils as they move towards exploring longer texts. Badger Learning’s WCGR for Year 3 range includes stories which cover a variety of genres and cater for different interests. Browse the collection. Read on to discover what makes the books in our Y3 WCGR collection so special:

Letter to Pluto

Letter to Pluto by Lou Treleaven is a science fiction novel with a unique structure. The story is told using a series of letters between Jon and his pen pal, Straxi, who is from another planet. This lively narrative contains a subtle message about the importance of the eco-system. 
The Rage of the Sea Witch

Moving into the realm of fantasy, The Rage of the Sea Witch by Roland Chambers is a fast-moving tale which sweeps readers into the depths of the Arctic and back again meeting an enigmatic explorer, a fearsome polar bear and a terrifying sea witch along the way.
The Minute Minders

The Minute Minders by Mary Murphy may bring to mind the classic story The Borrowers by Mary Norton as it also features tiny human-like creatures which live alongside humans. In a unique slant, the Minute Minders help their humans to solve problems which are both practical and emotional. This enchanting, unusual, and enjoyable story contains themes linked to friendship and finding the courage to do the right thing, enabling it to be explored on a deeper level.
The Pied Piper of Hamelin

The Pied Piper of Hamelin is an adapted version of the well-known traditional poem which is retold as a narrative by master storyteller Michael Morpurgo. Vivid illustrations by award-winning artist Emma Chichester Clark add detail to the story helping to bring it to life.
The Hodgeheg

Year 3 children love an animal story and so do we! The Hodgeheg by Dick King-Smith is narrated from the point of view of a young hedgehog called Max, who embarks on an adventurous journey filled with challenges and lessons about bravery, friendship, and understanding the world around him. And, this book cleverly integrates a message about how to safely cross the road.
Esio Trot

Roald Dahl’s classic story Esio Trot is a heart warming, funny, animal story which is great for Year 3. This easy-to-read short novel is centred around a tortoise, and its adoring owner, Mrs Silver. Mr Hoppy, the man who lives in the flat above them, competes with the tortoise for its owner’s affections and comes up with a complicated but clever plan to win her over. This quirky, endearing story has engaging illustrations by the legendary Quentin Blake. 

Click this link to find out more about our Year 3 WCGR selection.

What are the Best Fiction Books for Year 4 Whole Class Guided Reading?

Year 4 WCGR texts should include longer novels which challenge students. Badger Learning’s Y4 WCGR range features a diverse selection of fiction books across various genres, including skilfully written humorous novels, thought-provoking stories which explore important ideas, and narratives structured with shifting timelines. Browse the collection. Find out why the books in this collection are perfect for WCGR in Y4 below:

Iron Man

The classic novel, The Iron Man by Ted Huges features a mysterious metal giant, a young boy and a visitor from outer space. This compelling and short but complex story is filled with wonderful descriptions. It ends in an epic battle which will captivate year 4 readers.  
Operation Gadgetman

Operation Gadgetman by the award-winning author, and recent children’s laureate Malorie Blackman will thrill the whole class, as they enter the world of a girl and her friends who turn detective to rescue her kidnapped dad. This novel is an enjoyable, fast-paced, lively read which is a great introduction to the mystery and crime genre. 
Leonora Bolt

Leonora Bolt: Secret Inventor by Lucy Brandt is a wild, STEM-based adventure featuring a smart, plucky female protagonist. Funny, fast-paced, and filled with fabulous inventions, this brilliant story is a delight.
The Wild Robot

The Wild Robot by Peter Brown is an extraordinary tale about a robot who is washed up on an island. This fascinating story is rich in complexity as the robot begins to develop feelings, experience emotions and form friendships and will bring children along an emotional journey with Ros, the Robot. The story has an action-packed ending and has now been made into a film. 
The Wonder Brothers

Looking for a hilarious story which is a little bit different? The Wonder Brothers by children’s laureate Frank Cottrell-Boyce stars two young magicians who end up performing in a hit show in Las Vegas. It is quite complex in structure switching between timelines and narrators. This novel is a challenging, but hugely enjoyable read which will be a hit with Year 4 and have all the class having a go at magic tricks! 
Willodeen

Willodeen by Katherine Applegate is a wonderful story about an imaginary creature that is rich in meaning, reminding the reader that all animals have a part to play on  Earth. Children will love the audacious heroine who affects change when she stands up for what is right.  

Click this link to find out more about our Year 4 WCGR selection.

What are the Best Fiction Books for Year 5 Whole Class Guided Reading?

By year 5, pupils are able to tackle novels with deeper themes and more complex structures that go beyond a chronological arrangement. They should be exploring a range of different genres, and when selecting books, teachers should aim to encompass a variety of different interests. Badger Learning’s carefully curated WCGR selection includes a range of novels rich in depth and featuring intriguing themes. Browse the collection. These books are explored in greater detail below:

Coraline

The spooky, fascinating story Coraline by Neil Gaiman is about a girl who opens the door of her new home and enters a strange parallel universe. Powerful illustrations by Chris Riddell serve to increase the eerie feel of the story. Pupils may be familiar with the movie of the book. 
The Halloweeds

The Halloweeds is another strange and creepy tale that is great for Year 5. After their parents go missing, Dan and his sister Martha are sent to live with their strange aunt and discover cannibalistic plants called Halloweeds in her greenhouse! The wonderfully told story is full of unexpected twists and turns.
Stitch

Despite its scary premise, Stitch by Padraig Kenny is a warm and upbeat tale about the joys of being alive. This gothic adventure story, which is an adaptation of the story of Frankenstein, contains underlying messages about the importance of friendship and kindness. Stitch, the cheerful and optimistic hero of the story, reminds us that we are all unique and difference should be celebrated. 
The Fastest Boy in the World

Set In Ethiopia, The Fastest Boy in the World by Elizabeth Laird tells the story of Solomon who dreams of being a long-distance runner. This exciting story teaches children about the importance of perseverance as well as providing an insight into a culture they may not be familiar with. 
Lilliput

Set in times long ago and inspired by Gulliver’s Travels, Lilliput by Sam Gayton is a sparkling epic adventure. It tells the tale of feisty Lily who has been kidnapped by Gulliver and brought to London. Imprisoned by him in a cage, she is determined to escape and return home. 
The Book of Legends

The Book of Legends by Lenny Henry is a hilarious, fast-moving fantasy adventure full of wild and wacky characters. Henry is a strong advocate for diversity and inclusion. This is reflected in his story which features diverse characters, one of whom is deaf. This book has a unique structure featuring switching narrators and a variety of stories which are interwoven into the main narrative.  

Click this link to find out more about our Year 5 WCGR selection.

What are the Best Fiction Books for Year 6 Whole Class Guided Reading?

Year 6 pupils are able to handle long novels which contain complex themes. In addition to exploring meaningful, multilayered novels with year 6, teachers should also maintain a focus on developing reading for pleasure. Selected novels should be both of a high-calibre and irresistibly enjoyable. Badger Learning’s WCGR selection contains books which have been chosen not only for their high quality, but also to appeal to a wide variety of interests. Browse the collection. Learn more about each of these titles, listed below:

The Final Year

The Final Year follows a year 6 boy called Nate who goes through a tough time whilst navigating the final year of primary school with all its pressures. Despite the picture of a boy with wings on the front cover, the story is firmly reality based . This wonderfully emotive, powerful story is uniquely told in rhyme. It doesn’t shy away from dealing with deeper themes like grief, hope, and finding your way through the darkness during difficult times. 
The Astounding Broccoli Boy

The Astounding Broccoli Boy by Frank Cottrell-Boyce is a funny action-packed story about a boy who turns green. It is both light-hearted and deeply insightful, exploring how people react to those who are different, the importance of being kind to others, and the significance of self-belief. 
The Ogre of Oglefort

The Ogre of Oglefort by Eva Ibbotson is a fun fantasy with wonderful descriptions of settings and characters and an unpredictable plotline. The characters do not always behave in a way that is expected. The story rallies against gender expectations and reinforces the message that people shouldn’t make assumptions based on appearances. 
Whale Boy

An enthralling story set on a Caribbean island, Whale Boy by Nicola Davies raises awareness about the fascinating life of whales and the dangers they face. Alongside being an animal-themed story, this is a thrilling mystery which is full of tense moments. Filled with twists and turns and shocks and surprises, there is lots to discuss in this exciting story which has an underlying message about respecting nature.  
Rivet Boy

The historical story Rivet Boy by Barbara Henderson is based around the building of the Forth Bridge in Scotland. The hero of the story, a strong-willed twelve-year-old boy called John, overcomes his fear of heights to work on the bridge while watching out for villains who are determined to ruin the project. This is an enjoyable story with exciting episodes that vividly bring to life what it was like in the Victorian era. As well as working on the bridge, John is a book lover, and the story weaves in a message about the importance of reading and libraries. 
Tyger

The magnificent book Tyger by SF Said is an epic fantasy adventure set in a dystopian London in which unfairness and inequality are rife and tigers are mythical creatures. When Adam and his friend Zadie find a wounded tiger, they must help learn how to use their special powers to help it survive and save the world. This multi-layered, powerful story, with stunning illustrations, has depths to explore, requiring the reader to unravel hidden meanings. Perfect for stimulating discussion around a text in year 6. 

Click this link to find out more about our Year 6 WCGR selection.

How is a Text Shared in Whole Class Guided Reading?

As stated in the Reading Framework (DfE, July 2023) ‘Reading lessons will often be built around the teacher reading aloud, with pupils listening and thinking.’ When teachers read aloud, they model fluency and expression. The teacher’s intonation enhances pupil’s understanding which is the most important aim of a WCGR lesson. 

Pupils should have their own copies of the text (or one between two), so they can track the text and follow along. Having a copy of the text in front of them also allows pupils to take note of any illustrations. In many KS2 novels, the illustrations hold great significance, adding depth and meaning to the text. Additionally, having a copy of the text means pupils can study sections, respond to questions, and complete set tasks as needed.

While teachers should do the bulk of the reading during a WCGR session, it can be beneficial to use strategies that provide teachers with an opportunity to develop fluency, increase participation, and enhance engagement. These strategies need not be used in every lesson. Depending on the skills, abilities, and needs of the pupils, teachers might occasionally choose to:

•    Use the ‘drop in’ technique, where the teacher reads aloud fluently, but suddenly pauses at various points for the class to say the next word, thereby encouraging them to track the text. 
•    Have pupils read in mixed-ability pairs, alternating paragraphs or pages.
•    Use choral reading, for a short section of the text, which requires the whole class to read together in unison. 
•    Select a fairly short but particularly exciting or emotive section of the text which has been read aloud by the teacher. Ask pupils to use echo reading which is rereading it aloud replicating the teacher’s expression and intonation. 

It is essential that important or highly significant parts of the text are always read aloud by the teacher to ensure meaning is not lost. 

How Can Teachers Effectively Introduce New Vocabulary During WCGR Sessions?

Through sharing a class novel, teachers naturally introduce pupils to new vocabulary. Before reading a text, teachers should pick out any key vocabulary which they think pupils are unlikely to understand and discuss its meaning. Providing visual pictures, for example, via an internet image search, is a great way to quickly demonstrate the meaning of a word. Pre-explaining vocabulary means that as teachers read, the pupils understanding of a word is strengthened when they meet it in context. Plus, the teacher does not have to interrupt the flow of reading to explain it.

Another way of building vocabulary is to help children understand how to elicit the meaning of a word through its context. This process is often described as reading around the word to uncover its meaning. This could be carried out when reading with the pupils or through teacher modelling, and it may also be implemented as a follow-up activity. Understanding what is read by ‘explaining the meaning of words in context’ is a statutory National Curriculum objective. However, while it should be practised, it is certainly not necessary to apply it to every new word the children encounter, as doing so could disrupt the reading process, break the flow of the story, and negatively impact comprehension and enjoyment. Sometimes it is quite appropriate to just quickly tell pupils what the meaning of a new word is and move on. 

What is the Purpose of Teacher Modelling During Whole Class Guided Reading?

Reading aloud provides teachers with the opportunity to model how they themselves are making sense of the story. For example, teachers might comment on words and phrases which have been used, or what the character’s behaviour shows or what they think might happen next as they read. The aim is to show what skilled readers do to create a mental model. Through modelling, teachers can peel back the layers of a text and reveal how to make sense of the meanings beneath.

It is important to note that teacher modelling whilst reading should not occur constantly. As stated in the Reading Framework (DfE, July 2023) continuously discussing a text whilst reading will ‘break the spell which a great story can cast, preventing a listener from becoming absorbed in what is being read.’

When modelling the reading process, a balance needs to be found. Before reading a chosen section, teachers should decide where, when, and if they will need to stop at any point to clarify understanding and model specific points. As part of growing as a reader, pupils need to be allowed some space to construct their own mental models and ideas about a text without interruption to their thought processes. 

How Can Pupils Demonstrate Their Understanding During Whole Class Guided Reading?

Whole class guided reading sessions should include an opportunity for pupils to personally respond to what has been read. When pupils provide a personal response, this can serve to deepen and demonstrate their understanding.

After sharing the designated section of the text, teachers should draw out pupils’ thoughts, feelings, and opinions, assessing their understanding through skilful questioning. It is well known that pupils often struggle to answer certain types of questions, particularly those that are inferential. Teachers should model how to answer different types of questions and extrapolate answers from the text. Teacher modelling and guidance will help pupils develop the skills they need to answer questions independently, enabling them to demonstrate their understanding of the text.

Answering set questions is just one way for pupils to respond to a text and demonstrate their understanding. Other methods include class discussions, drama, paired talk, role-play, drawing, and debates about issues raised by the text. A written response is not required for every lesson, but if pupils record some of their ideas, it will allow teachers to build up a bank of evidence that, over time, demonstrates their comprehension. 

How Can Teachers Meet the Diverse Needs of All Students During Whole Class Guided Reading?

WCGR is an ideal way to ensure that, as advocated in the Reading Framework (DfE, July 2023), pupils are being introduced to ‘a wide range of literature and non-fiction that they could not or might not choose to read independently’ and that during reading lessons we are ‘allowing pupils to think deeply and discuss a range of rich and challenging texts.’ These objectives are not intended for just for some pupils, they are meant to be for all.

Every child in the class, should be given the opportunity to listen to and engage with a great story. Good WCGR planning is likely to include many activities which are accessible to every student such as drama, role-play and discussion. When it comes to formulating a written response, open tasks such as summarising and predicting are often suitable for all pupils or can be completed by lower attainers with support. Pupils might also gain support or extension through working in pairs.

A misconception of teaching WCGR is that teachers are unable to work with groups. On the contrary, though the setup of WCGR is very different to traditional group guided reading, teachers are still able to work with whichever group/s they deem suitable during the independent part of the session. This might mean working with pupils who need more support or extending others.

For some written tasks, questions, and activities, differentiation might be needed to cater for varying ability levels. Through careful planning, teachers can ensure that the whole class is engaged, and that WCGR lessons are suitable for every member of the class. 

What’s Included in Badger Learning’s Whole Class Guided Reading Teacher Books?

There is a lot to consider when creating a WCGR unit of work. A well thought out planning sequence for a WCGR unit can take hours to develop. Furthermore, what works well for one book may not work well for another. 
If you are looking for a way to make planning for WCGR easier, Badger Learning can help. Each of our carefully selected pupil books is accompanied by a Teacher Book which contains lessons for the whole story. Click 'Look Inside' on the Teacher Book product images to preview sample pages. Browse all WCGR Teacher Books and fiction titles. 

Each Teacher Book includes:
• Medium-term overview: a list of national curriculum reading objectives linked to lesson plans
• Half term plan for each title with built-in flexibility
• Lesson plans for the whole story, with activities to develop reading skills
• A selection of activities to help pupils discuss the content of the novel independently
• Follow-up activities: suggestions for using the text as a stimulus for writing, or activities linked to other areas of the curriculum
• Tracking and assessment support
• Differentiated activities so the whole class is involved in the lesson
• PCMs: Photocopiable worksheets are provided to support some independent tasks and follow-up activities
• Brief information on the author (and illustrator, if relevant)
• A book summary: a quick overview of the story
• A chapter synopsis: this section breaks the book down

Each lesson includes: 
•    A specified section of text which should be read
•    Vocabulary which should be highlighted
•    A focus objective linked to the National Curriculum 
•    Teacher modelling guidance
•    Discussion prompts
•    Differentiated follow-up activities

Badger Learning’s carefully chosen book selection and accompanying Teacher Books aim to make it easier for all teachers to approach whole class guided reading lessons with confidence and success. Our detailed planning sequences provide teachers with all that they need to undertake a detailed study of a high-quality novel.

Planning for WCGR is available in physical Teacher Books or as eBook Teacher Notes Downloads. View all options and resources here including sample pages for each Teacher Book. 
Limited Time Offer! Free Teacher Book with every purchase of WCGR Book Packs