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KS3 Placement To deepen understanding of the reading process To support transition.

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Presentation on theme: "KS3 Placement To deepen understanding of the reading process To support transition."— Presentation transcript:

1 KS3 Placement To deepen understanding of the reading process To support transition

2  Begins week 10, 7 th October met by mentor  1 day a week for 8 weeks weeks 10,11,12or 13 depending on the school’s half term, weeks 14, 15, 16, SEN placement block, weeks 19 and 20  Working with 1 pupil in year 7 (some paired work) Negotiate with the school:  1 individual lesson (1 hour) each week  Supporting pupil to access texts during some lessons Key Points

3 Intended Outcomes MMU student  Opportunity to apply and practise the teaching of reading  Deepen understanding of the reading process  Experience differences of KS3 environment and build awareness of transition Pupil and school  Struggling readers given 1:1 support with reading  Support given to access text across the curriculum  Support transition to a secondary school environment

4  Find out how the school want you to work  Which pupil(s)? Find out about them  When? 1:1 slot may vary  Where? A quiet space is needed for assessment  How? Schools may have an established intervention or resources that they want you to use.  Be prepared to assess, plan and teach with little guidance. Utilise the knowledge and experience you have gained and refer to the supporting booklet for information and resources to ensure a successful placement. Working with the School

5  The aim of the reading placement is to develop a reader’s independent processing power by teaching the strategies that good readers use.  By the end of the placement the pupil should have developed:  Some effective processing strategies  Some strategies for working independently  You may also notice:  Increased self-esteem  Improved attitude to reading Working with the Student

6  Effective instruction is built on understanding a reader’s strengths and weaknesses  Pupils may be hostile or anxious about reading, so be prepared to be empathic, resilient and creative Assessment  Interview  Miscue analysis  (phonics) Start with the Pupil

7  Reading to the pupil/ Paired reading  Pupil reading:  Familiar text  New text at instructional level  Word study related to text  Writing related to text  Independent reading at easy level  Oral reading and silent reading Reading Lesson

8  Build on a pupil’s prior knowledge, interests and enthusiasms  Find suitable and engaging texts  Share targets at the start of every session  Teach in small steps and create opportunities for over-learning  Give specific praise (not a commentary) and boost confidence  Establish a sense of fun and purpose  Model strategies and prompt pupils towards using them independently  Allow pupils time and space to act independently  Encourage pupils to think aloud and verbalise strategies  Engage pupils in evaluating the effectiveness of their strategy choices  Observe what pupils say and do, responding by shaping individualised instruction Steps for an effective lesson

9  Phonics and Word Reading  Reading Fluency  Comprehension:  Learning about words  How to interact with and explore text  How to self-monitor comprehension  Refer to the booklet to deepen understanding and find practical examples of activities Key Areas

10  Read the supporting booklet  In the next English session we will:  Explain in more detail how to do a miscue analysis  Explore the booklet in more detail  Discuss questions  Reading around the subject such as: Blum, P. (2004) Improving Low Reading Ages in the Secondary School: Practical Strategies for Learning Support. London: Routledge Falmer Preparation

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