Engaging with Texts 2:Talking about books in groups Core 1 2011-12
The next 3 weeks • Reading teacher and reading child • Talking about books in groups –guided reading • 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? • Visualise any part of it? • Predict anything might happen? • Question anything? • Make any connections? • Need to go back and clarify anything? • 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 1 PNS 2005 (See LN) • Monitoring own understanding • Making decisions about which strategies will help • Clarify understanding
PNS Strands 7. Understanding and interpreting texts 8. engaging with and responding to texts
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
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 features 8. 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 • What clues about the story can you find from the cover illustration and/or endpapers? • What do the colours suggest about the mood or atmosphere of the story? • Are there any characters? What does their posture tell you about how they feel? • Can you see their faces? What do their expressions tell you? • 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 text Infer: read between the lines to draw tentative conclusions which are based on but go beyond the information given in the text Justify: their responses by referring to the text Evaluate: 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 Reading www.teachers.tv/video/5475
Reciprocal reading 4 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 explicitevidence 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