1. WAYS OF APPROACHING FICTION AT KS3 Enjoyment and Enrichment

2. Learning Objectives Learning Objectives analyse reading development at KS3 in relation to the KS3 Framework analyse reading development at KS3 in relation to the KS3 Framework identify the characteristics of a good class novel identify the characteristics of a good class novel further develop a range of practical approaches to the class novel further develop a range of practical approaches to the class novel consider the range and development of reading knowledge, reading skills and understanding in the POS for English at KS3 consider the range and development of reading knowledge, reading skills and understanding in the POS for English at KS3 outline a Medium Term Plan for reading development using a class novel at KS3 outline a Medium Term Plan for reading development using a class novel at KS3

3. EXPLORING THE CONTEXT Fewer pupils are reading for pleasure in KS2 and KS3 than previously. Fewer pupils are reading for pleasure in KS2 and KS3 than previously. OFSTED findings that pupils read fewer whole texts than previously. OFSTED findings that pupils read fewer whole texts than previously. Strategy-led teaching has become reductive and “bite-sized”. Strategy-led teaching has become reductive and “bite-sized”. New focus on reading for Pleasure (English 21/ECM) New focus on reading for Pleasure (English 21/ECM)

6. Linking the Key Stages A brief view of what the Strategy says in each Key Stage. A brief view of what the Strategy says in each Key Stage. Exemplification of how the Reading Objectives “progress” from KS2 to KS3. Exemplification of how the Reading Objectives “progress” from KS2 to KS3.

7. Group Activity Discuss and list an agreed set of criteria to describe suitable and effective fiction texts to use for boys and girls at KS3. Discuss and list an agreed set of criteria to describe suitable and effective fiction texts to use for boys and girls at KS3. Suggest some specific texts that meet these criteria. Refer to NC and Strategy objectives. Suggest some specific texts that meet these criteria. Refer to NC and Strategy objectives. Feedback to whole group. Feedback to whole group. (10 minutes) (10 minutes)

8. What Good Readers Do Consider the list on the sheet in your handout...... Consider the list on the sheet in your handout...... How can we, as teachers, foster and develop these skills in the classroom? How can we, as teachers, foster and develop these skills in the classroom?

9. Some Basic Approaches Shared Reading Shared Reading Group Reading Group Reading Reading “round the class” Reading “round the class” DARTS activities DARTS activities Traditional Comprehension Traditional Comprehension Independent Reading Independent Reading Paired Reading Paired Reading Library lessons/Reading Schemes Library lessons/Reading Schemes (See handout and additonal materials on WebCT)

10. Creating Tasks and Planning Lessons Lessons must combine great texts with great tasks and clear objectives. Lessons must combine great texts with great tasks and clear objectives. Be aware of the wide range of tasks available. (Refer to the document: “Approaches to the Class Novel”) Be aware of the wide range of tasks available. (Refer to the document: “Approaches to the Class Novel”) Make effective use of the ASSESSMENT FOCUSES. Make effective use of the ASSESSMENT FOCUSES. Task: How could the AFs be used to inform planning? Task: How could the AFs be used to inform planning?

11. Further reading www.vitallink.org.uk (a source of information on reading for pleasure) www.vitallink.org.uk (a source of information on reading for pleasure) www.vitallink.org.uk www.readingconnects.org.uk www.readingconnects.org.uk www.readingconnects.org.uk www.literacytrust.org.uk www.literacytrust.org.uk www.literacytrust.org.uk Improving Reading – an interactive study resource (Dfes. Ref:1557-2005CDO-EN) Improving Reading – an interactive study resource (Dfes. Ref:1557-2005CDO-EN)