November
3
How I Use Whole-Class Reading
Context first: this is a mixed age Y5/Y6 class.
I tried whole class reading instead of a guided reading carousel last year after a bit of a dip in the KS2 reading last year. And it worked, our children were more confident with the SATS questions, and they talk with great pride about the books they read. For some of the children this is the first time they’ve read whole books.
Why whole class?
An analysis of test results – as well as the use of standardised tests across the school revealed some common themes.
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phrasing of some of the questions – e.g. the ’find and copy one word’ or ‘find and copy a phrase which shows..’
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struggling to scan – running out of time
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Vocabulary (an oldie, but common theme)
With this in mind, and with a very wide range of needs within the class, I couldn’t help thinking that the carousel style of guided reading was not giving the children enough exposure to ‘good’ reading, we weren’t discussing author choice enough, or answering questions with enough depth. I started by looking at many of the people who have tried this method before me.
The Text
The first hurdle was the choice of text – as it was a whole new concept for the class I thought long and hard as I wanted something that was challenging and interesting. I wanted them to feel like we were trying something new, and potentially very challenging. We went for Treasure Island – and then built around this our literacy planning and activites. This ensured it was a key part of the classroom environment. Other texts that have worked well have been Journey to the River Sea, The Railway Children and we are currently leading Secrets of the Sun King.
The Sessions
Our School has forty minutes of reading every day. Four out of five I lead the sessions. For the other session they can read what they like.
My sessions work like this… at least 20/30 mins of reading mainly led by me although as I get to know the children better I will choose them to read paragraphs at a time. Questioning varies between vocabulary or author choice of punctuation through to ‘what would you do…?’ type questions. I focus questions on specific areas so it’s not a scattergun approach. First half term it has all been vocabulary and punctuation. You really have to work on questioning; making it non-threatening, discussion style.
Then ten, twenty minutes on a task. Usually a written task, or a few questions.
The Tasks
Vocabulary work – I give them a word they follow a practised routine with it. Synonym, antonym, dictionary definition, contextual definition, type of word and ‘context’.
A couple of written questions – linked to my oral questioning. I also give them a point value so they get used to searching for evidence if needed.
Quick creative piece e.g. a diary entry, a scene we’ve not witnessed. Drawing a scene that has been described. Aim here is story understanding – anything more and I will link these to the literacy lessons.
Some Practical Points
- I still ‘just’ read the book to them, so sometimes they are just listening and enjoying!
- It is really important that they get their copy of the book to take home if they wish, to reread and refer to as we answer tasks, or work on linked work. Even to read on if they want.
- Share copies of books with local schools. Create a shared document keeping a list of the class books you buy so you can share them.
- Be inclusive – all children can be included in this. If struggling to read, encourage them to follow and listen. Rulers help.
If you’ve never used the quizzes to support whole class reading before, choose a book that you and the children are familiar with. The objective is to encourage whole class participation and by choosing a familiar book it should involve even the most hesitant of children.