Reading Reconsidered: A Practical Guide to Rigorous Literacy Instruction

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It’s all very well saying that reading was on our school development plan, but what was it that we wanted to change? We knew why we had to have it as a focus, but needed a clear whole-school picture. Lccn 2015049348 Ocr tesseract 5.0.0-1-g862e Ocr_detected_lang en Ocr_detected_lang_conf 1.0000 Ocr_detected_script Latin Ocr_detected_script_conf 0.9452 Ocr_module_version 0.0.15 Ocr_parameters -l eng Old_pallet IA-WL-1300157 Openlibrary_edition

In addition, we decided that reading lessons would be separate to literacy lessons, with word reading and comprehension taught in the former, and writing skills taught in the latter. Our vision was to prepare pupils for university and college, where they’ll mostly be reading non-fiction articles. In the national curriculum, the programmes of study for reading at KS1 and 2 consist of two dimensions: word reading and comprehension (both listening and reading).

The authors also focus on the "fundamentals" of reading instruction--techniques and subject specific tools that reconsider approaches to such essential topics as vocabulary, interactive reading, and student autonomy. Filled with practical tools and over 40 video clips from real classrooms, this book provides the framework we need to ensure our students forge futures as lifelong readers. Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers. I started off by reading the Education Endowment Foundation’s guidance reports on literacy in EYFS, KS1 and KS2. I also found the following three books incredibly useful: Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds. Redesigning our reading curriculum Access-restricted-item true Addeddate 2022-06-02 02:24:24 Associated-names Driggs, Colleen, author; Woolway, Erica, 1979- author Autocrop_version 0.0.13_books-20220331-0.2 Bookplateleaf 0002 Boxid IA40529816 Camera USB PTP Class Camera Collection_set printdisabled External-identifier

The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals. We found the Open University’s whole-school development resources really useful during this stage. Whole-school reading To fit our school’s context and our pupils needs, we adapted his suggestions, enabling us to include a more diverse range of text types. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.At the time I was teaching in Y4 and identified that while we were using texts in literacy, we weren’t giving children opportunities to read a book without having to keep stopping and analysing it. Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Comprehension skills develop through pupils’ experience of high-quality discussion with teachers, as well as from reading and discussing a range of stories, poems and non-fiction. Reading fiction and non-fiction

Shanahan’s point is that reading aloud is valuable insofar as it improves students’ reading fluency, which is strongly associated with comprehension (e.g. see the EEF’s most recent guidance on literacy at key stage 2). But, Shanahan argues, students need large volumes of practice to improve reading fluency – taking turns one-at-a-time is ahighly inefficient way of providing this.We decided that reading needed a dedicated, non-negotiable space in the daily timetable. Distinct reading and literacy lessons It breaks the process down into four stages: explore, prepare, deliver, sustain. Reading for pleasure and reading & writing We knew that the children in our school start significantly below where they should be in terms of speaking, listening and language development. Every day, each teacher would read to their class for 15 minutes without any interruptions – just simply modelling ‘how to read’. In KS2, we planned for reading to take place after break between 10.30am and 11.15am, followed by literacy until lunch at 12.15pm.

The Education Endowment Foundation’s ‘Putting evidence to work’ guidance report was a really useful starting point for implementing change. Discussions about whole-class reading can be muddied by terminology. Names for whole-class reading include ​ ‘Round Robin Reading’, ​ ‘Popcorn Reading’ and ​ ‘Control the Game’. The latter is advocated in Doug Lemov’s popular ​ ‘ Teach Like aChampion’ series and, most recently, his book ​ ‘ Reading Reconsidered’. If teachers want to ensure maximum achievement in reading and maximum readiness for college, text selection deserves greater attention and intentionality. This does not mean that every book needs to be selected using a ‘maximum value for learning’ calculation. Some should be; we hope many will. Choosing others sheerly for the pleasure of it or on a lark is fine as long as the overall portfolio of books is intentional and balanced.” But what texts would pupils read? We wanted to challenge our children so classic texts were an obvious choice, but when we set about designing a whole-school reading spine that teachers would use to select their class novel, we realised that most of the texts we’d considered were written by white British authors. Our end-of-KS2 results have been above the national average for many years and children were reading, so change didn’t seem urgent.

urn:lcp:readingreconside0000lemo:epub:f2e6a5f1-e2d0-466c-bb1a-1a86008ee213 Foldoutcount 0 Identifier readingreconside0000lemo Identifier-ark ark:/13960/s25r3txmmnw Invoice 1652 Isbn 9781119104346 Teachers read to children but it wasn’t consistent across year groups and books were seldom finished.