We decided that reading needed a dedicated, non-negotiable space in the daily timetable. Distinct reading and literacy lessons 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 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. 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.” 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. Good reading comprehension draws on linguistic knowledge (vocabulary and grammar, in particular) and knowledge of the world. For Shanahan, preferable alternatives include reading in pairs, where students alternate after each paragraph, choral reading, where students and teachers read the same section of the text simultaneously, and repeated reading, where students read the same passage multiple times. In all cases, Shanahan argues that students read more and have greater opportunities to improve fluency, citing studies reviewed by the US National Reading Panel (NIHCD, 2000 Some year groups did reading carousel activities – planning so many differentiated activities took a toll on teachers’ workloads. They would often give groups of children ‘holding’ activities to keep them busy while offering very little challenge.Teachers read to children but it wasn’t consistent across year groups and books were seldom finished.

urn:lcp:readingreconside0000lemo:epub:f2e6a5f1-e2d0-466c-bb1a-1a86008ee213 Foldoutcount 0 Identifier readingreconside0000lemo Identifier-ark ark:/13960/s25r3txmmnw Invoice 1652 Isbn 9781119104346This involves texts that are over 50 years old and feature vocabulary and syntax that is vastly different and typically more complex than texts written today.

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 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. video clips of exemplar teachers demonstrating the techniques and principles in their classrooms (note: for online access of this content, please visit my.teachlikeachampion.com) 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:This means you can spend your science lesson practising scientific skills rather than researching. During the reading lesson pupils used their comprehension skills to answer VIPERS questions.

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 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.

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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.