The Reading Approach

A Whole Class Approach to Reading:

  • Children sit in ability groups (these are flexible and can change on a daily basis), allowing adults to support and challenge where needed.
  • All children use the same text – high expectations, teaching to the top.
  • This structure enables TfL (talk for Learning) to be fully integrated in to the lesson with children reasoning as to how and why they know the answers. This allows children to rehearse answers and reasoning orally before committing their answers to writing.

Content:

  • Prim Ed books should be used initially to teach whole class reading skills.
  • These scaffold the learning – through whole class learning/discussion, through to peer-peer discussion, to independent application – of individual reading skills eg. Inference, retrieval, sequencing etc.
  • Books do not have to ‘worked through’ or completed in order. Choose the skill you want to focus on with your class (or as identified through AfL), or link to the genre of the text/ project that you are studying if this is more suited to what you need.

Delivery:

  • Day 1-3: Whole Class teaching using Prim Ed books/skill development.
  • Day 4-5: Whole Class Text Analysis applying the focus skill you have been studying this week.

Additional Reading: In addition to the whole class reading sessions, you may wish to use Bug Club or have guided sessions at other times. These are additional to the approach we; some classes have used Bug Club as ERIC sessions after dinner, first thing in the morning or at the end of the day.

  • If you identify a particular group of children needing further reading support, it may be suitable for yourself or a TA (alternate between) to hear a guided group on Day 4 or 5. However, this should not prevent children from accessing the whole class text.
  • Reciprocal Reading activities can be included as a whole class activity on Day 4 and 5 when analysing the class text.
  • Visual Literacy can also be used – it doesn’t always have to be a written text although over the year, coverage should be weighted more towards a written text (previous trials of visual literacy in class, show that our children are very good with interpreting film and animations but less good with written text).

Use of other comprehension books (Reading Explorers etc.) can be used as long as the whole class approach is maintained.

 

Reading Records:

Children are expected to read a range of different books and to read regularly (currently 5 x per week in our policy). Reading Records should be checked on a weekly basis to identify children who are not reading at home. This can include Bug Club. Reading Passports will be used to record the number of reads with prizes and rewards being given as recognition for home reading.

Reading Recommendations: Children should complete recommendations/book reviews throughout the year. This can also be used as assessment and to check that children are accessing a range of books, genres and authors that are appropriate for their age and ability.