1. What is Reading? (1)

2. What is Reading? Use your notes from session 1 in your English Learning Journal to support a discussion with others on your table around what you think is involved in the teaching of reading

4. What do you like to read? Discuss with a partner what types of texts you like to read, what books are significant in your ‘reading journey’? What has influenced your choices over the years? Would you share this information with children? Do you think it is important to know about children’s reading preferences?

5. When I am observing the teaching of reading what should I look for? the following slides outline some of the key principles in the teaching of reading (not all of them will make sense at the moment, but will fall into place as you progress through the course); you need to look out for evidence of these in the classroom; you also need to make sure that you consider these principles yourself, as this is what your mentors will use when they are observing you!

6. P.1 Use appropriate subject knowledge e.g. the Simple View of Reading (SVOR) Plans clear learning objectives linked to word recognition or language comprehension. Teaches word recognition using a systematic approach to teaching phonics through an appropriate programme e.g. Letters and Sounds. Able to explain the effective features of the phonics programme used. Teaches language comprehension through the explicit teaching of comprehension strategies, talking about reading. Provides opportunities to apply word recognition or language comprehension strategies. Models the use of word recognition and language comprehension processes. Uses knowledge of the children and knowledge of the SVOR to plan for differentiation

7. P.2 Read a range of texts for a range of purposes including 21st Century texts Children aware/made aware of the purpose of the text type/genre. Has secure subject knowledge of the structural and language features of the text type/genre. Provides opportunities for importing the content of other curricular areas into a literacy lesson and exporting skills from literacy lessons into other curricular areas. Provides a relevant and interesting context for children’s learning. Makes use of and teaches how to use ICT texts incorporating sound and images as well as text. Provides opportunities for independent reading for purpose and pleasure. Shares their own reading practices with children. Has different text types/genres available for children to read independently (including comics, children’s newspapers, joke books etc…)

8. P.3 Develop children’s reading for pleasure Engages and enthuses the children Builds on and makes use of children’s reading preferences Demonstrates knowledge of a range of children’s literature Plans exciting experiences linked to reading e.g. library visits, book shops to purchase books for the school library Regularly reads to children, with expression and enthusiasm, to enjoy stories and to introduce children to a range of genre and authors. Allows children to express their own opinions of a text and ask their own questions.

9. P.4 Integrate AfL and APP including a range of questions e.g. inferential/deductive/evaluative Makes notes about a target group of children in relation to Assessment Focuses or learning objectives. Uses a range of questions to assess and develop language comprehension or word recognition e.g. inferential, deductive, evaluative. Involves children in their own assessment.

10. P.5 Model and promote a language rich curriculum Provides opportunities for talk for learning e.g. talk partners, collaborative work. Teaches vocabulary development through literature and cross-curricular work. Makes use of the classroom environment to promote and support the skills of word recognition, language comprehension and reading for pleasure. Supports reading through the use of drama e.g. role-play, hot-seating, puppets.

11. P.6 Promote and develop home/community/school partnership Uses effective system of communication between home and school. Provides opportunities for parents/carers to develop their own knowledge and understanding of the teaching of reading.

12. Browsing time! Spend time browsing through the books on your tables and in the room; consider the following question: why is it important to read aloud to children? “ Experience of hearing stories read aloud remains a key contributor to children’s literacy learning in school” (Ref: Hannon, 1995; Wade & Moore, 1998 in Cremin, T and Dombey, H (2007) Handbook of Primary English in Initial Teacher Education UKLA pg. 36)

13. Introducing the ‘Simple View’ of reading Language comprehension process Word recognition process Language comprehension process Word recognition process Good Poor Good Poor word recognition; poor comprehension Good word recognition; poor comprehension Good word recognition; good comprehension Poor word recognition; good comprehension

14. What will I learn about teaching reading on this course? See programme overview handout – for inclusion in English Learning Journal; keep referring back to this as you go through the course to track your learning; For next time: make your own ‘reading river’ or ‘reading journey’ for display in N1 / N17.