1. PLANNING FOR THE TEACHING OF READING: SHARED, GUIDED AND INDEPENDENT Week 4 – FT PGCE

2. Learning intentions  Explore the different roles of shared, guided and independent reading and how they contribute to children’s reading experiences.

3. Enthuse and engage Our role is to introduce children to the best in children’s literature.  To introduce children to a wide range of literature.  To increase children’s word ‘stock’  To teach early reading behaviours  To apply skills in context  To be a role model for reading

4. Strategies for shared reading  Pre-read and orientate the book  Ask questions  Make predictions  Make links with writing  Make links with prior learning  Model strategies  Focus on the learning objective

5. Guided reading sessions  Structured session  Grouped according to need  Guided through the text  Prompted to decode, recognise & say words – to access meaning of text  Pitched to the level of need with ongoing assessment

6. ...what it isn’t!  It is NOT reading in the round  Or the teacher reading to a group!

7. Role of the teacher “If the teacher is going to be a competent guide s/he needs to have different kinds of expert knowledge:  Knowledge about the subject matter; the features of text which convey shades of meaning.  Knowledge about the learner: how children develop, how reading develops and where each learner is in terms of their own progress…  The really specialist understanding that enables the teacher to combine all those spheres of knowledge in the practice of their craft.” Hobsbaum, a, Gamble, N & Reedy, D (2002) Guided Reading: A Handbook for Teaching Guided Reading at Key Stage 2, London: IOE. (p. 3)

8. The structure of the session  Text introduction  Strategy check  Independent reading  Returning to the text  Responding to the text  Review and think ahead….

9. It can be….. KS1  Word games  Visual games – matching  Picture work  Active reading KS2  Oral work  Linked between reading and writing  Partner work  Follow up work  Cross-curricular A range of genres – don’t forget non-fiction!

10. Points to consider  Arranging groups  Being disturbed  Extending and supporting  Using other adults  Follow-up activities  Blended learning

11. Some activities for guided reading sessions  Reciprocal reading: - Predictor - Clarifier (with dictionary) - Questioner (APP fans) - Summariser - Group leader – ‘Big Boss’

12. Planning for Guided Reading in KS 2  Using Not Now Bernard and your blank guided reading planner, plan some aspects of a guided reading session with a group of able Year 4 readers.  Using the PNS strands 7 and 8, identify one objective that will provide the focus for your teaching.  How will you introduce the book?  Which words might the children need explicit help with?  When will the children work explicitly with the objective?  What will you ask them to notice in independent reading that will support the objective?  Which speaking and listening activities might support this objective and be used in the return to the text?

13. Some activities for guided reading sessions  Take a Stand: ideal for developing secure comprehension skills.

14. The rest of the class:  Train them NOT to interrupt your session  Ensure they have other purposeful tasks they can do without support e.g. - Silent reading - Reading journals - Completing unfinished work - Word level work e.g. phonics activity - Proof reading using dictionaries - Reading linked to another area of the curriculum - Library visit

15. Reading journals  Constant book reviews are boring!  Give children a list to choose from e.g. - Draw and label a character or a setting from a description in a book. - Choose a key moment in the book and change the event. Re- write the following chapter. - Sketch a character, draw speech and thought bubbles, write what they are speaking/thinking. - Design a book cover. - Write a newspaper report linked to the story. - A diary entry for a character. - A letter from one character to another.

16. Reading journals (cont’d)  Non-fiction: - Create a glossary of technical vocabulary - An annotated diagram using facts gathered from the text - Notes made by picking out key points - Comparison and evaluation of the layout of two books on the same topic.

17. Useful websites  www.literacytrust.org.uk - a hub of all things literacy, latest news, policies & special projects www.literacytrust.org.uk  www.booktrust.org.uk - a charity promoting a love of reading www.booktrust.org.uk  www.booktrusted.co.uk - free resources, recommended reads & organisers of National Children’s Book Week www.booktrusted.co.uk  www.worldbookday.com - resources and information about March’s World Book Day www.worldbookday.com  www.everybodywrites.org.uk – exciting writing activities for taking writing beyond the classroom www.everybodywrites.org.uk  www.readingconnects.org.uk - sign up and become part of a community of readers www.readingconnects.org.uk  www.poetrysociety.org.uk - organisers of National Poetry Day www.poetrysociety.org.uk  www.clpe.co.uk - everything teachers need to know about language, literature, literacy and learning. www.clpe.co.uk  www.readingagency.co.uk - organisers of the annual library event, Summer Reading Challenge www.readingagency.co.uk

18. Bibliography Hobsbaum, a, Gamble, N & Reedy, D (2002) Guided Reading: A Handbook for Teaching Guided Reading at Key Stage 2. London: IOE,