- Reading unlocks the gateway to all curriculum areas
- It is a fundamental life skill
- Reading is intrinsically connected to a well balanced literacy programme
As teachers we should:
- Expose children to a language rich environment
- Provide a daily explicit reading programme
What Makes an Effective Reading Classroom Programme?
- Teachers will be familiar with our staged Learning Intentions these explain how to develop a class reading programme.
- Teachers will be familiar with reading to, by and with students. Reading with students (shared and guided) will be the heart of our reading programmes. It is where we teach students to read.
- Teachers will plan and implement a balanced reading programme which will include using a wide range of resource material and a wide variety of strategies and approaches to teaching and learning.
- Students will make meaning of text through using the processes of exploring language, thinking critically and processing information. Teachers will use a wide range of literacy based activities to follow reading.
- Teachers will display an enthusiastic and positive attitude to reading.
- Teachers will give all students a daily opportunity to read independently.
- Teachers will consider the backgrounds, interests and reading needs of their students.
- Teachers will hold high expectations of what students need to be able to achieve as readers.
- Teachers will communicate these expectations to students and share learning intentions with them as appropriate.
- Teachers will ensure that reading skills are promoted and practised across the curriculum.
- Teachers will set and promote well organised and understood classroom routines for reading and ensure the students fully understand these routines.
- Teachers will establish a supportive, attractive and print rich learning environment for students.
- Teachers will choose high quality reading material for students and present it to them enthusiastically and expressively.
- Students will be given opportunities to select their own texts for personal reading.
- Students will be encouraged to read a range of text forms.
- Teachers will ensure strong links are made between reading and the written, oral and visual strands.
- Regular visits will be made to the school library. Library and research skills will be taught to students with reference to our Library Skills programme.
- The school will ensure that teachers and students are provided with a wide range of material which will support reading.
Reading with - Shared Reading
The purpose of reading with the student is to help them to:
- hear a variety of fluent, expressive reading;
- develop awareness of visual and phonological information;
- learn specific vocabulary and identify particular work features;
- build understandings of text forms and structures;
- be introduced to new strategies and concepts.
- The teacher works with whole class or group according to needs.
- The teacher sets a purpose or Learning Intention for the lesson.
- The teacher selects a text which provides a balance of support and challenges specific to the students learning needs.
- Keeping the Learning Intention in mind, decide how you plan to introduce, discuss and respond to the text.
- Each student needs to be able to see the text. It may be enlarged or they may have individual copies.
- Shared reading provides access to a variety of texts.
- New strategies and concepts are best introduced in shared reading before guided reading.
- The teacher models fluent reading and use of strategies.
- It promotes enjoyment and develops a sense of community in the classroom.
- Shared reading can often help the teacher to identify future Learning Intentions for guided reading.
Introduce the text. Tune children in referring to character illustrations, title.
Use prediction strategies before reading.
Read through text. Students follow silently or verbally. Ask critical thinking questions, during and after reading. Identify and explain unknown vocabulary.
Reread the text each day to discuss language conventions, meanings, concepts, points of view, genre etc.
Explore Language focus: Punctuation and grammar, visual information, figures of speech and phonological patterns as appropriate to the students stage in School Reading.
Reread the text.
Respond to text (processing information).
Activity to follow shared reading
The Process - Senior Syndicate
- Teachers will read a variety of genres to the class during the year
- Texts will be introduced in a way to create curiosity, predictions made prior to reading
- Make connections during reading
- Shared reading will be focused on determining the meaning of unknown vocabulary and comprehending the text
The purpose of reading by students is to help them to:
- practice skills and strategies already introduced;
- explore text through discussion;
- talk, read and think their way through the text.
- Group students according to needs (approx 4 - 8 students per group).
- Decide on your Learning Intentions.
- Select resources for each group, keeping the Learning Intentions in mind and the difficulty level of the material. The text (and/or concepts) should be challenging yet manageable.
- Keeping the purpose for reading in mind decide how you plan to introduce, discuss and respond to the text with the group.
- Each student will have a copy of the text.
- Guided reading offers more support so difficult texts are more accessible to the groups.
- The text will have a brief introduction and background knowledge and experiences will be activated. Text features and unfamiliar vocabulary will be discussed and the Learning Intervention for reading shared. A task will be set for students e.g. read the first two paragraphs and identify/find…
- Responsibility is handed over and the students read the text while the teacher observes them, Intervene only when necessary.
- Discuss and respond to the text and task set, encouraging genuine conversation and responses. Develop comprehension strategies and critical response. Explore text features and revisit the text.
- To conclude the session revisit and summarise learning intention, encouraging students to articulate and reflect on their own learning. Purposeful/meaningful response activities that enrich or extend may take place.
Were there enough words?
Did you run out of words?
What is the first letter?
What is a word that starts with that letter?
What is a word that starts with that sound?
You said… does that look right?
You said… does that sound right?
You said.... does that make sense
You said… can we say it that way?
You made a mistake on this page. Can you find it?
Can you read this quickly?
Can you read this smoothly?
Try that again