Extended Reading

EXTENDED READING

Extended Reading Methods:

Extended reading involves prolonged engagement with a longer text or extract and thus focuses on the development of fluency, word knowledge, background knowledge, and text knowledge through exposure to text. There are effectively four different ways to undertake such reading, depending on the current reading abilities of the class:

Method 1: The teacher reads to the class as they follow the text, keeping pace with a ruler. Accountability can be ensured by the teacher pausing and asking the class to say the next word in the text in unison.

Method 2: Children, selected by the teacher, take turns reading a few sentences aloud while the rest of the class keeps pace with a ruler. The teacher also occasionally takes a turn to model fluent reading. Accountability can be ensured by quick transitions between readers and by the teacher pausing and asking the class to say the next word in unison when it is the teacher's turn to read.

Method 3: Children read silently in short bursts, the length of which is carefully managed by the teacher. At first, the amount of reading to be done is very short to minimise the issues caused by the children's different reading speeds, and over time as the children's ability develops, the amount of reading in each burst is increased.

Method 4: Children read for extended periods in silence from a shared text. Due to differences in reading speeds, questions are prepared for early finishers to ensure that they have actually read the text and have attempted to comprehend its meaning.

(The Art & Science of Teaching Primary Reading, Christopher Such)

Which method is right for your group?

Classes of children should be moved on to the next stage of extended reading as soon as they are ready for it. Extended reading methods (1) and (2) in particular should be used where an inability to decode means that silent reading will only result in consolidating dysfluency. Children can begin the transition to short bursts of silent reading, followed by quick discussion and questions from a teacher, at the age of 7-8 years.

(The Art & Science of Teaching Primary Reading, Christopher Such)

Extended reading should be accompanied by discussion and related questions for children to answer to probe their understanding of the text.

Discussion should take place at key points in the text for children to clarify, summarise or explore the meaning in the text.
Unfamiliar vocabulary and concepts should be discussed as they are encountered. This could also be done before the reading begins where the teacher deems necessary.
Children may be required to write answers to questions to reinforce what they have learned. This is a good way to monitor whether something has been understood. However, it is important to remember that it is the reading itself and the related discussion that will advance children's ability to read.
If in doubt, aim for two-thirds of the lesson to comprise of reading and one-third of the lesson to comprise of discussion.

(The Art & Science of Teaching Primary Reading, Christopher Such)

TO SUMMARISE...

Select an appropriate text., e.g. class novel.
Establish a purpose for reading. E.g. Why are you reading this text? What are the takeaways the students should gain from this text?
Identify new concepts and vocabulary in the text and consider explanations, preparing pictures where necessary.
Identify key stopping points in the text where children will clarify, summarise or explore the meaning of the text.
Plan the questions that will be asked at these stopping points, considering how to further the discussion based on predicted answers from children; also consider whether the children will respond to these questions independently, after partner discussions, or in writing. (Responses in writing would likely be rarer. There is no need for children to spend lots of time writing in a reading session.)

(The Art & Science of Teaching Primary Reading, Christopher Such)

EXTENDED READING PLANNING CHECKLIST

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