See also: Whole-class reading: a planning tool See also: Whole-class reading: another example lesson See also: Challenging responses: designing a successful teacher-led reading lesson 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... Continue Reading →
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... Continue Reading →
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 This post was originally an article for NATE‘s Teaching English (Issue 12, Autumn 2016) 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 […]
James Durran 