1. Engaging with Texts 3: Talking about books with the whole class Core 1 2011-12

2. The next 3 weeks 1Reading teacher and reading child 2Talking about books in groups –guided reading 3Talking about books with the whole class – shared reading

3. Objectives for mini module To be introduced to the nature of reading and the reading classroom To explore how reading helps children to make sense of the world To understand how the teacher promotes the effective learning of reading through the contexts of shared and guided reading To know how children’s comprehension and appreciation of literature can be developed through talk

4. Recap Name 5 comprehension strategies What is the Simple View of Reading? What is the sequence of a guided reading plan?

5. Guided Reading Together Read your guided reading books in groups and afterwards discuss what worked well? how this might work differently with children?

6. Guided Reading Plans: Does your colleague’s plan have : Objectives A good introduction A strategy check Literal questions Inference and deduction questions Evaluative questions (about the way author uses words and the effect on the reader) Praise what they have done well and give them a ‘wish’ to sharpen their plan

7. Shared Reading – Teachers TV Making Meaning Teachers TV 2.47 – 6.49 http://www.tes.co.uk/te aching-resource/Making- Meaning-6083021/ http://www.tes.co.uk/te aching-resource/Making- Meaning-6083021/ Watch the sequence of shared reading with children for whom English is a second language The discuss what you see and hear on your table

8. What is shared reading? The teacher demonstrates reading strategies using a shared text. The class reads the text together and discusses ideas and textual features, engaging in a high level of interaction with the teacher.

9. A definition of shared reading The aim of shared reading is to allow the children to work collaboratively with a teacher modelling skills to develop their reading strategies, both at the level of decoding and at the higher/ deeper level of interpreting and engaging with the themes characters etc in the text. It is an economical use of the teachers time and it allows reading to be taught EXPLICITLY to children and maximises the direct input of the teacher into each child (something that can’t be done hearing individual readers)

10. Reflection What shared reading have you seen at school? Share with the people around you

11. Student Task Using a story from a Big Book, look at the first 2 pages and list the teaching points you would include in your lesson. Be prepared to discuss this with the rest of the class.

12. Teacher’s role Selecting a text that is objectives driven, interesting and slightly above their level Demonstrate what you do when you come to a word you don’t know – solving the problem to make meaning Put discrete phonics into context Do this so they can use strategies independently Develop some comprehension skills Clarify, summarise, question and extend Develop some discussion Use technical terms Demonstrate reading with expression Introduce text

13. Basic techniques Make sure children can see Point to words Vary voices Speak clearly Involve children Prepare questions that develop comprehension Position TA Give text to some children before the shared reading seminar Choose text above their individual reading level

14. Shared reading and teach non-fiction texts Skimming Scanning Close reading Subheadings Index and contents

15. Reading Aloud Think about when someone has read aloud to you Think about when you have read aloud to someone else Think about when you have observed a teacher reading aloud What makes reading aloud very successful?

16. Reading Aloud works when you Vary pace Vary volume Speed up and slow down Know the text Use voices and accents Invite children to join in Look at children and use eye contact Set scene Eyes read ahead of what you are saying Use your body expressions and actions Give a reason for listening – “listen out for this…”

17. Listening to children Read Watch the teacher and discuss how you will listen to children read on SE1

18. Strategies for hearing readers Pause prompt praise Encouragement Ask comprehension questions Explain new words Level of difficulty of book Self correcting Monitoring Blending sounds together Cross checking understanding Praise: I like the way you worked out that word by using phonemes You made a mistake and went back and fixed it – well done! You made that sound just like an angry troll – good reading! You remembered to point to every word and made it match

19. Things you can say You made a mistake- can you find it? Use the picture to help you Remember what’s happened already Look at beginning/end of word and see if you can work it out Can you sound it out? Can you blend those sounds together? ELS training Pamphlet Try that again and read from the beginning Read the punctuation. Read that bit again and make it sound like talking. Read those words/that sentence more quickly Can you see a word you know? Does it sound right and make sense?

20. Try reading from the beginning again and think what would fit Leave the word out, read on to the end of the sentence and think what would make sense Would you like to read that again? From Questions Publishing Can you see any smaller words in that word? What does the word begin with Can you build up the word? Are you happy with tha? How do you know it’s right? Does that make sense?

21. Lost and Found – Directed Task Preparation Read the book together Number your pages Organise yourselves into 4 tables Groups Cover – page 7 Page 8 - page 14 Page 15 - page 22 Page 21 - page 28 Reread the pages and devise some questions and prompts for children Tick what age group they are most appropriate for (roughly) Draw a line to the comprehension skill they address (roughly) EACH PERSON MUST WRITE DOWN THE QUESTIONS Then jigsaw and share

22. Next week In Pairs/small groups devise a guided reading plan for Lost and Found with a specific age group in mind Send the plan to your tutor by email and bring a paper copy to next seminar

23. End of Mini module Test 1.Explain the simple view of reading 2. Name 5 comprehension skills 3. Explain the difference between inference and deduction 4. What makes a good teacher of guided reading? 5. How would you prompt a child in reading? 6. Why is reading for pleasure important?

24. Next week Do guided reading plan for Lost and Found Read guided reading book and complete the reflection sheet Bring your Speaking and listening mini module notes and read them before you arrive ESSAY PREPARATION NEXT WEEK Bring your annotated speaking and listening article to share 1) Myhill, D., Jones, S. & Hopper, R. (2006) Talking, Listening, Learning Maidenhead: Open University Press pp. 7-28 2) Fisher, R. (2006) ‘Talking to Think:why children need philosophical discussion’ in Jones, D. &Hodson, P. Unlocking Speaking and ListeningLondon: David Fulton pp. 33-47 3) Mercer, N. & Littleton, K. (2007) Dialogue and the Development of Children’s Thinking Oxon: Routledge pp. 57-82 4) Corden, R, (2000) Literacy and Learning Through Talk Buckingham: OUP pp. 131-145