Whole-class reading: another example lesson

A description of a recent whole-class reading lesson, with commentary

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This is a description of another successful whole-class reading lesson which I taught recently to Year 4 and Year 5 classes (although the approaches are applicable to other phases.) It is a follow-up to a post last year (Whole-class reading: an example lesson and a menu of approaches) which described a Year 5/6 lesson, and which also offered some resources developed here by the North Yorkshire English advisory team, including a menu of approaches for whole-class reading. (Click for Word document.)

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Whole-class reading: an example lesson and a menu of approaches

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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 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’.

Continue reading “Whole-class reading: an example lesson and a menu of approaches”

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