In primary schools recently, there has been a lot of interest in ways to approach whole-class reading lessons. The imperative to raise standards in reading is leading many to question the dominance of small group guided reading, in which – at any one time – most pupils are not being taught by the ‘expert’ in the room. Teaching the whole class instead means that all pupils can read with the teacher more often, moving faster through more or longer texts and benefiting from the teacher’s expert explanations, modelling, questioning and feedback. It also makes possible more integration between ‘guided reading’, topic-related reading, reading as stimulus for writing, daily reading aloud to the class and following a ‘class reader’.
An account of a poetry lesson, with some thoughts on efficiency, on how we treat texts and on knowledge.
When I became an Advanced Skills Teacher, in 2002, the designation was still fairly new. There was quite an intensive appointment process involving a portfolio of documentary evidence, a set of testimonials and a visit by an external assessor, who watched me teach a mixed-ability Year 10 class. For this, I served up a ‘sure-fire’ double lesson on a poem, which I thought went very well. However, while the assessor enjoyed the lesson and was complimentary about it, he had a major reservation. Just the week before (he told me) he had seen the same poem “taught very well in just half the amount of lesson time.” I found this a little irksome. I argued that I could very easily have ‘taught the poem’ in half the time, but that the lesson was about more than covering curriculum content as quickly as possible. But did he have a point?
Michael Rosen recently published a ‘matrix’ of different types of comments which children make about the texts they are reading:
I have had a go at composing typical ‘trigger questions’ for each type of comment, for use in training.
Click here or on the image above to download the questions as a Word document.
Thoughts on how students are taught to write critically about texts in exams
Preparing for the new English GCSEs has compelled English departments to put their Key Stage 4 curriculum through yet another revision. For many, this has been taken as an opportunity to be creative with the curriculum, to devise fresh practice and to sharpen classroom teaching of knowledge and skills. However, the combination of a short time frame and a highly pressurised environment has pushed some departments towards an anxious, somewhat mechanistic approach to the specifications, with teachers focusing narrowly on the hoops through which students will have to jump. Continue reading “Developing critical readers: preparing students for GCSE English Language reading papers”