Reading Reconsidered: A Practical Guide to Rigorous Literacy Instruction

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Access-restricted-item true Addeddate 2022-06-02 02:24:24 Associated-names Driggs, Colleen, author; Woolway, Erica, 1979- author Autocrop_version 0.0.13_books-20220331-0.2 Bookplateleaf 0002 Boxid IA40529816 Camera USB PTP Class Camera Collection_set printdisabled External-identifier

Reading Reconsidered provokes us into thinking in new ways about that most foundational of academic skills: making sense of the written word. The authors offer a fresh perspective on reading that is both intellectually stimulating and relentlessly practical." Our end-of-KS2 results have been above the national average for many years and children were reading, so change didn’t seem urgent.Overhauling the way we taught reading had been on our school development plan for a long time, but other things became a priority and it kept on getting pushed further down the list. Lccn 2015049348 Ocr tesseract 5.0.0-1-g862e Ocr_detected_lang en Ocr_detected_lang_conf 1.0000 Ocr_detected_script Latin Ocr_detected_script_conf 0.9452 Ocr_module_version 0.0.15 Ocr_parameters -l eng Old_pallet IA-WL-1300157 Openlibrary_edition We knew that the children in our school start significantly below where they should be in terms of speaking, listening and language development. Our vision was to prepare pupils for university and college, where they’ll mostly be reading non-fiction articles.

This involves texts that are over 50 years old and feature vocabulary and syntax that is vastly different and typically more complex than texts written today. The authors also focus on the "fundamentals" of reading instruction--techniques and subject specific tools that reconsider approaches to such essential topics as vocabulary, interactive reading, and student autonomy. Filled with practical tools and over 40 video clips from real classrooms, this book provides the framework we need to ensure our students forge futures as lifelong readers. We carried out a staff survey, asking questions about how often teachers read to their class and which text types they chose. We also surveyed pupils and asked then if they enjoyed reading, which types of texts they liked and if they read at home. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.

Classic texts

The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including: In addition, we decided that reading lessons would be separate to literacy lessons, with word reading and comprehension taught in the former, and writing skills taught in the latter. It’s all very well saying that reading was on our school development plan, but what was it that we wanted to change? We knew why we had to have it as a focus, but needed a clear whole-school picture. In the 2010 article "Building a Better Teacher"--the article that "launched" Teach Like a Champion, journalist Elizabeth Green compared two schools of thought--one that teaching skills were the most important driver of classroom learning, the other that content knowledge was the true driver. Some readers saw a conflict between these two perspectives. The authors of Reading Reconsidered have always thought that the answer was more complex: that technique was irreplaceable and helped teachers maximize the application of their subject knowledge but there was also no substitute for content knowledge. Moreover, they believed, there were in fact techniques specific to each of the content areas that drive results and could be delineated and learned like the general techniques in Teach Like a Champion. Reading Reconsidered is the authors' first effort to take on the challenge of defining subject specific methods. It is an anxious time for many teachers but also a time of great opportunity. This book will provide a road map from confusion to success"--

The Education Endowment Foundation’s ‘Putting evidence to work’ guidance report was a really useful starting point for implementing change. Every day, each teacher would read to their class for 15 minutes without any interruptions – just simply modelling ‘how to read’. In KS2, we planned for reading to take place after break between 10.30am and 11.15am, followed by literacy until lunch at 12.15pm. In addition, different year group teachers were asking different types of reading comprehension questions: some used the ‘ VIPERS’ approach (vocabulary, inference, prediction, explanation, retrieval, summarise), while others used different approaches they’d found online. Comprehension skills develop through pupils’ experience of high-quality discussion with teachers, as well as from reading and discussing a range of stories, poems and non-fiction. Reading fiction and non-fiction Good reading comprehension draws on linguistic knowledge (vocabulary and grammar, in particular) and knowledge of the world.It breaks the process down into four stages: explore, prepare, deliver, sustain. Reading for pleasure and reading & writing But what texts would pupils read? We wanted to challenge our children so classic texts were an obvious choice, but when we set about designing a whole-school reading spine that teachers would use to select their class novel, we realised that most of the texts we’d considered were written by white British authors.