SCITT English course days Day 4 – Teaching Reading (Part 2)

Which book? Treasure island by R. L. Stevenson, The Borrowers by Mary Norton, Horrid Henry by Francesca Simon, Charlotte’s Web by E.B. White, The Gruffalo by Julia Donaldson

Task 3 For an identified ability group, use your school’s assessment sheets to assess their next steps in reading. Use this information to plan, teach and evaluate a guided reading session. EYFS - Choose a focus group or individual and use Development Matters assessment sheets to assess their next steps in reading. Use this information to plan, teach and evaluate a reading based session. What foundation subject knowledge did you teach? How did you transform this? Did you use contingency subject knowledge?

Easily confused words no.3 Learnt or learned? Spelt or spelled? Good news! You can use either. Gage or gauge Gage is a pledge, a challenge to fight or a small type of plum In the UK, gauge is used for all measuring connotations

Day 4 - Teaching Reading (2) You will understand How to use shared and active reading How to develop understanding in reading How to use drama in reading How to manage reading How to aid reluctant readers

The Teaching Sequence Reading Analysing Defining Preparation and planning Shared writing Independent writing Reviewing and publishing

Shared Reading

Shared reading Needs a text that can be seen by all Text needs to offer challenge Text read together Demonstration, modelled and independent reading can also be used Can be used to model decoding, understanding or analysis

Levels of Questioning Remembering Understanding Applying Analysing Evaluating Creating

What could you ask?

Questioning in action How does the teacher use questioning? What types of questions does he ask? How does he ask them?

Tips for questioning Random Targeted Volunteers Balancing these Thinking time Previewing questions in advance Answers on whiteboards Don’t overdo it! Encourage children to ask questions of you and each other

Using drama in shared reading P.5 – Doubling P.6 – Role on the wall P.9 – Conscience alley P.9 - Caption making P.13 – Thought tapping P.13 – Emotion Sculpture P.13 – Media perspective P.17 – Forum theatre P.21 – Freeze frame P.24 – Photograph album

Reading comprehension

Good reading comprehension Prediction Questioning Clarifying Imagining Summarising Linking

Semantic strategies Previewing vocabulary Building banks of new words Word tracker and oral thesaurus Making dictionaries and glossaries

splayed embers byre bracken stack medlars pallet

Reciprocal Reading 4 key tasks Generating questions Summarising Attempting to clarify word meanings or confusing text Predicting what will happen in the next section

Active Reading

Underlining, highlighting and labelling Highlight the clues for who the narrator is Label 5 things that make this a successful opening

Visualisation Maps Story maps Draw the scene Set dressing Storyboarding Wanted posters

Diagrammatic representation Venn Graphs Sociograms / relationship grids Reverse plan Reading like a writer grid Words Questions Sketch Important ideas

Sequencing Any ‘putting back together again’ strategy. Try sequencing: Pictures Words Sentences Paragraphs Lines of a poem

Cloze The familiar ‘fill in the missing word’ type of strategy Don’t have a list of words to pick from. This hugely increases the thinking involved. Try not having the gaps Try having missing paragraphs and sentences

Writing from reading Writing in the style of... Additional episodes Different times and places Different viewpoints Cloze

Text restructuring Re -writing the text as a different text type e.g. A diary entry A letter A recipe A news report A comic strip ...

Storysacks A cloth bag themed around a book that contains: The book An associated non-fiction book Props Characters A game An audio recording

Higher level storysacks A more abstract storysack can contain: Objects Other texts Quotes Pictures ... The purpose is to encourage the exploring the text at a higher level

Task 4 Make a story box or story sack that will help to build some of the reading comprehension objectives in the EPK. Make use of this with a group or class. Evaluate the children’s comprehension skills and the effectiveness of your approach. EYFS - Make a story box or story sack that will help to build reading understanding, Make use of this with a group. Evaluate the children’s comprehension skills and the effectiveness of your approach. Standard 1a – Establish a stimulating environment for pupils (The trainee uses resources imaginatively to stimulate learning)

Managing Reading

The classroom environment An attractive and useful class library Sight words Displays Phonics mats, friezes Lots of books, all in good condition Computer available for browsing Reading racetrack/ ladder etc.

Managing Reading Independent reading Guided reading Shared reading Phonics Active reading Storytime One-to-one reading Reading across the curriculum

Managing within the English lesson Reading Analysing Defining Preparation and planning Shared writing Independent writing Reviewing and publishing Immersion in a text

Managing beyond English lessons Reading sessions Storytime Reading records Parental involvement

Two aims To develop a love of reading To develop reading skills

Reluctant readers Don’t like it Can’t do it Range of appropriate books Pupil choice Challenge and competition Involving parents Knowing why Intervention programmes Use of phonics Clear guidance for parents High interest, low ability books