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

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

3. 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?

4. 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

5. 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

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

7. Shared Reading

8. 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

9. Levels of Questioning Remembering Understanding Applying Analysing
Evaluating
Creating

10. What could you ask?

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

12. 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

13. 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

14. Reading comprehension

16. Good reading comprehension
Prediction
Questioning
Clarifying
Imagining
Summarising
Linking

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

18. splayed
embers
byre
bracken
stack
medlars
pallet

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

20. Active Reading

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

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

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

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

25. 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

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

27. 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
...

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

29. 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

30. 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)

31. Managing Reading

32. 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.

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

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

35. Managing beyond English lessons
Reading sessions
Storytime
Reading records
Parental involvement

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

37. 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