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Sunday, 23 August Whole-Class Reading FAQs Recently, my school has moved away from carousel "guided reading" lessons and we have been teaching reading skills in whole-class lessons.
It has been an interesting process and we are still adapting and tweaking to improve; it is by no means a perfect solution.
I've blogged about it throughout the way and have shared resources but people often have questions about certain elements. Here, I will try and answer some of the most common questions.
Some answers will link to previous blog posts so all links will open in a new tab so you can keep reading here as well. What is whole-class reading?
Very simply, it is when reading skills are taught in lessons similar to maths, science, art and music, with the teacher teaching the whole class and ensuring all children are challenged through differentiation of language, instructions, activities etc.
Why move to whole-class reading? The two biggest reasons people consider moving is because it takes up much less teacher planning and preparation time and children produce a lot more work than in carousel lessons.
How do whole-class reading lessons work? I've answered that in this blog post. You can see a sample plan and download a blank version and all the resources for the lessons. RIC is a character which I made to help children remember the most important reading skills: He is a Screen Bean and is used in the logos I made to brand the main reading objectives of the new curriculum.
You can download all the RIC resources here. What are the main reading objectives for the new curriculum? You can read more about how they came about in this post. Where do you get the learning objectives from? You can see more about the assessment sheets and download them here.
What is a RIC starter? It is a short activity used at the beginning of reading lessons to help children use the important reading skills retrieve, interpret, choice to answer questions about some form of media; it could be a short paragraph, a poem, a song, a film clip or trailer, a photograph or cartoon or one of the short films from The Literacy Shed.
The idea is that all children can answer the retrieve and interpret questions and that children add to their answer as they hear others' responses.
The "Choice" question can be about the author's choice or a creative choice made by a director, photographer, lyricist or artist. How often and how long? Sometimes we have had three sessions in a week and occasionally we have long RIC sessions half an hour rather than the normal ten minutes if there's a really good one from which we can get a lot of high-quality discussion.
This really requires a whole other blog post about how our English lessons are organised. What about the really poor readers? You need to ensure every child is challenged at their level.
That means, for children who struggle to read, you may need to adapt the activity so they can still meet the lesson objective.
It could mean using a smaller extract or changing some of the words. They might have a matching activity or filling in the gaps to simple retrieval sentences rather than writing a paragraph in response as your highest ability might. Their activities tend to focus more on word reading and understanding rather than the interpretation of texts.
Think about what you would do in maths for those who struggle and transfer that to reading; it's not that dissimilar. To help you, there's an example of a lesson with some very poor readers here. Also, it's important to mention that these children still get phonics input each week or day as appropriate to them on top of the reading lessons in class.
How are the higher ability stretched? We have found that whole-class lessons demand more complex written responses to texts from children.
We have seen analytical paragraphs from 8-year-olds, including quotes and explanations of texts, that we ourselves wouldn't have written until we were at secondary school.
How do you assess Reading in whole-class lessons? I feel there are three types of assessment which we do in relation to reading lessons.May 11, · At a glance, the sentences are fit material for the practice of the students of ESL, though I have a strong feeling that any generalization is not possible, showing them as starters.
Writing is an issue of Creativity and we can't all be similar. We however can accept guidelines from Seniors in Reviews: I have used all these story starters to encourage creative writing when on author visits to schools.
They provide a very useful springboard to help children launch themselves into a story/5(53). simple game to get brains warmed up and synapses flashing after a long half term or even a colder wintery lunch time, good for introducing rhyme in poetry also.
Get your KS2 classes ready for learning with this handy morning starter activites powerpoint, this handy resource has different morning starters to get your children thinking in the morning! Art Club are so proud of their mixed media work combining colour washing, collage & photos to create a topic linked piece!
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