Literature Works at Thomas Walling

• Joined the group Sept 2009.• Took on the ideas for working with

whole texts using the before, during, after strategies.

• Fully implemented from 2010 and is still running successfully.

Reciprocal Reading

• Reading to learn not learning to read.

• Improves children’s comprehension of texts.

• Approach using 6 key comprehension strategies when reading with children.

Reciprocal Reading stages/steps

1. Activate prior knowledge

2. Predict

3. Read

4. Question

5. Clarify

6. Summarise

Prompt Cards

Reciprocal Reading at Thomas Walling

• Suggested after a LASR.• Robust systems in place to tackle decoding (Read

Write Inc.), love of literature (Literature Works) and parental involvement (Reading Challenge) but lacked a succinct strategy to teaching reading comprehension, especially during guided reading.

• Asked Eric Ferguson through Literature Works to support.

Reciprocal Reading at Thomas Walling cont.

• Trained up our Y5 and 6 teachers who then trialled it in class primarily through guided reading sessions.

• Half a term later Y5 and 6 teachers trained the rest of the school.

• Now all year groups use the strategy for guided reading sessions and in many other reading activities.

• Still primarily teacher led but children can be trained up to lead sessions or lead a particular strategy.

Reciprocal Reading at Thomas Walling cont.

• EnquiryTo use reciprocal strategies with whole class using class text.To extend pupils contributions in talk and writing using RR strategies in

2x weekly reading activities.To use RR in GR when appropriate to focus.To plan/use RR strategies in literacy lessons when appropriate.

• IssueChildren are unable to engage in texts independently. They struggle

listen to others in class and ask relevant questions. They also struggle to summarise key points from the text(s) in talk and in writing

• Success CriteriaPupils are able to engage with text(s)using specific RR strategies.

Listen to others in class and ask relevant questions - pupils are able to summarise key points from the text(s) through talk and in writing. Pupils are able to use RR strategies independent of the teacher.

• OutcomePupils use strategies to complete reading tasks in literacy lessons e.g.

completing quadrants on narrative poems.

Pupils use RR strategies in engaging with texts - used in Topic ‘Greece’ and produce presentation for class assembly showing understanding of the texts and how they have approached reading in the classroom.

Reciprocal Reading at Thomas Walling cont.

Film Clip

Have a go…

1. Activate prior knowledge 2. Predict3. Read4. Question5. Clarify6. Summarise

Non Fiction Texts

Examples of children’s work

Pictures

Follow up• Quadrants

Next Steps• Y5 and 6 held a staff meeting sharing

practice with the rest of the staff.

• Rolled out across the school (including EYFS).

• Used as a guided reading model.

• Used when teachers use any text in any way (including shared and individual reading).

• To be monitored this year.

Involving Parents• Roll this out to parents at a Reading Open

Morning.

• Model the process with a group of children.

• Send prompts home for parents to use.

• Ask them to comment on the strategies in the child’s Reading Record.

Comments/Questions?

Literature Works VLE site

https://www.newcastlespace.org/apps/site/home/

reception_flash.php