1. Reading Seminar 2 draft 8811

2. Engaging with Texts 2: Talking about books in groups
Core 1

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

4. 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

5. Recap
Name 5 children’s authors you think will work well in the classroom
What is the Rose Cross/Simple View of Reading?
What are 3 ways you can promote reading for pleasure in the classroom?

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

7. Twilight Read the text around the classroom
Please volunteer to read a paragraph or two out loud
Pages

8. What were you doing when you read?
Did you?
Visualise any part of it?
Predict anything might happen?
Question anything?
Make any connections?
Need to go back and clarify anything?
Infer (deduct) anything?

9. Comprehension skills Predict Visualise Question Make connections
Clarify
Synthesise
Infer (and deduct)
activate prior knowledge
Synthesise
Determine importance
See and read the Comprehension PDFs on the LN

10. Comprehension- making meaning from texts
Understanding the text
Engaging with the text
Critically evaluating the text
Making connections with existing knowledge
Reflecting upon responses
Monitoring own understanding
Understanding Reading Comprehension 1
PNS 2005 (See LN)
Monitoring own understanding
Making decisions about which strategies will help
Clarify understanding

11. PNS Strands 7. Understanding and interpreting texts
8. engaging with and responding to texts

12. Simple View of Reading
Ask them if they remember what this is from last week’’s comprehension seminar.
What is the ‘simple view of reading’?

13. Guided Reading
What is your experience of Guided Reading in school?

14. Guided Reading is
… a group of 6 children, reading the same text, guided by a teacher, who knows the text and can lead a purposeful discussion with objectives to develop comprehension skills informed by assessment and fuelled by questions and exploratory talk.
(Jon Rooke)

15. Teaching Sequence Learning objective
Select an appropriate text in terms of a) level and b) interest and enjoyment
Introduce the book (explain objectives, theme, type of text)
Strategy check (revisit the strategies they are familiar with, and ‘expect’ use of newer strategies)
Reading and Responding/independent reading (You can read together or read independently or have children read in advance or a mixture)
Returning to text/responding to text (probing discussion of the text using questions that meet the objectives, respond to what the children say, balance children’s responses with your teaching intentions)
Next steps

16. Live Guided Reading session

17. Try out guided reading
Use the text The Bit of Everything Dog by Caroline Pitcher and the prepared questions
Elect a leader.
Read round the text
Let the leader lead you through the comprehension questions

18. How does Guided Reading help children learn these objectives from PNS (2006)
7. Understanding and interpreting texts
Retrieve, select and describe information
Deduce, infer and interpret information, events and ideas
Explain and comment on writers’ use of language, including vocabulary, grammatical and literary features
8. Engaging with and responding to texts
Read independently for purpose, pleasure and learning
Respond imaginatively, using different strategies to engage with texts
Evaluate writers’ purposes and viewpoints, and the overall effect on the reader

19. Questions for a picture book
What clues about the story can you find from the cover illustration and/or endpapers?
What do the colours suggest about the mood or atmosphere of the story?
Are there any characters? What does their posture tell you about how they feel?
Can you see their faces? What do their expressions tell you?
Is there anything about the cover that puzzles you?
UKLA Guided Reading Using Short Texts

20. Directed Task For Next Week
Select your own short text – a story, poem or picture book and with a partner write a guided reading lesson plan This is not optional – it is a required part of the course
work in pairs on the first page(s) of a novel, or a picture book and return next week with a guided reading plan to share with people on other tables
Tutor will require to see your plan and note those who have completed it

21. To Do for Next week…
Continue building your Reading Log and bring the reading log so far (probably 5 + books) to share on your table
Complete TELL ME grid for Lost and Found and bring it with you
Bring your copy of Lost and Found
Read your new guided reading book and fill in the reflections sheet
This is training you to understand what it is to engage with a children’s book so that you will be a good model of a reader in your classroom

22. When we ask children to comprehend we are asking them to
Deduce: draw conclusions from the information
given throughout the text
Infer: read between the lines to draw tentative
conclusions which are based on but go beyond the
information given in the text
Justify: their responses by referring to the text
Evaluate: make critical judgements relating to the
text, about the author’s effectiveness and their own
responses

23. Follow up tasks:
Reciprocal teaching -
Teachers’ TV – KS1 English – Making Meaning
Teachers’ TV – CLPE: The Power of Reading

24. Reciprocal reading 4 specific strategies: Predictor Questioner
Clarifyer
Summariser
and a Big Boss
Other strategies include:
Making connections
Visualising
Expressing opinions
Making inferences
Developed in mid 1980s by Ann Brown and Ann-Marie Palinscar. Used in guided reading sessions to explicitly teach comprehension strategies.
ACTIVITY - Using the book you read at the start of the session, consider some key questions that you could ask in their role. Big Boss is the organiser of everyone and asks everyone if they’re happy to move on etc., or if anyone has any questions that they’d like to ask.

25. Inference and deduction
“So what do the terms ‘inference’ and ‘deduction’ mean in the context of reading? Briefly, deduction is the drawing of conclusions based on explicit evidence in the text. Inference goes one step further: it is to posit hypothesis from what is implied by the text; quite simply, it is reading between the lines.
As an example of deduction, we may conclude from the line ‘He stomped crossly to the door’ that a character is angry; as an example of inference, we may suspect from dialogue written in short, sharp phrases, and full of negatives, that two characters are not on the best of terms.
We would recommend describing reading to pupils as ‘a search for clues the author has deliberately hidden.’ We have never found an analogy that is more intriguing for children than that which likens their reading to detective work”
Carr,J.& Iley, P. NATE 1998

26. Good readers attend to Narrative voice Dialogue Use of language
Characterisation
Relationships
Shifts and movements across a whole text
Draw info together from across the text
Setting
Empathise
Explain their understandings by referring back to the text
Compare
evaluate