Reading Seminar 2 draft8811

Engaging with Texts 2:Talking about books in groups

Core 12011-12

The next 3 weeks

1 Reading teacher and reading child

2 Talking about books in groups –guided reading

3 Talking about books with the whole class – shared reading

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

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?

Guided Reading Together

Read your guided reading books in groups and afterwards discuss

• what worked well?• how this might work differently with children?

Twilight

• Read the text around the classroom

• Please volunteer to read a paragraph or two out loud

• Pages 159-164

What were you doing when you read?

Did you?1. Visualise any part of it?2. Predict anything might

happen?3. Question anything?4. Make any connections?5. Need to go back and

clarify anything?6. Infer (deduct) anything?

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

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 1PNS 2005 (See LN)

• Monitoring own understanding

• Making decisions about which strategies will help

• Clarify understanding

PNS Strands

7. Understanding and interpreting texts8. engaging with and responding to texts

Simple View of Reading

Guided Reading

• What is your experience of Guided Reading in school?

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)

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

Live Guided Reading session

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

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 features8. 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

Questions for a picture book

1. What clues about the story can you find from the cover illustration and/or endpapers?

2. What do the colours suggest about the mood or atmosphere of the story?

3. Are there any characters? What does their posture tell you about how they feel?

4. Can you see their faces? What do their expressions tell you?

5. Is there anything about the cover that puzzles you?UKLA Guided Reading Using Short Texts

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

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

When we ask children to comprehend we are asking them to

Deduce: draw conclusions from the information given throughout the textInfer: read between the lines to draw tentative conclusions which are based on but go beyond the information given in the textJustify: their responses by referring to the textEvaluate: make critical judgements relating to the text, about the author’s effectiveness and their own responses

Follow up tasks:

• Reciprocal teaching - www.adrianbruce.com/reading/room4/recip/

• Teachers’ TV – KS1 English – Making Meaning www.teachers.tv/video/2509

• Teachers’ TV – CLPE: The Power of Readingwww.teachers.tv/video/5475

Reciprocal reading4 specific strategies:• Predictor• Questioner• Clarifyer• Summariser• and a Big Boss

Other strategies include:• Making connections• Visualising• Expressing opinions• Making inferences

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

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