Guided Reading

Guided Reading

Overview

The Guided Reading (GR) curriculum at TALA is designed to ensure that all students in KS3 are supported with the process of reading books which are both absent from the school curriculum, and are also likely to be above their reading age.

Texts have been chosen based on the ideas, themes and overall quality of the writing. Each text will promote deep thinking, discussion and reflection. The intended outcome is for our students to develop their cultural literacy through encountering the highest quality literature, whilst also ensuring a love of the written word. Teachers are acting as models of excellence, both in terms of their appreciation of the text, but in their delivery of the content.

Implementation

Each GR lesson will begin with a 5 question recap from prior learning. This must be completed in line with the wider teaching and learning expectations at TALA.

Teachers will then, in the first instance, read to their classes. Research provides conflicting messages about whether novice readers gain more from reading out loud or being read to. Since teachers are experts in the knowledge of reading and their students, teachers take a range of different approaches to reading.

All students will use a ruler to follow along with the reading. This is a non-negotiable. This is because:

  1. Best practice nationally suggests that ruler reading leads to students being able to read more efficiently- even if they don't have an identified need.
  2. Students who do require a ruler to read are not singled out or treated differently
  3. This is a clear visible sign for teachers as to whether the student is actively engaged in the reading, or is pretending to be.

GR lessons will be supported with a Reading Companion that allows for development of note taking and engaging in discussions around wider cultural ideas. It is important that discussion is, again, in lines with teaching and learning standards at TALA, and does not dominate over reading, only involve one or two students, or lead to off task discussions.

FOCUS Reading at TALA

Overview

The FOCUS Reading (FOCUS) curriculum at TALA is designed to ensure that all students in the school are supported with the process of reading non-fiction texts to build their knowledge about the wider world in which we live.

Texts are chosen based on current global issues and needs of the students and in previous terms have looked at TALA values, travel and inspirational people. Each extract is designed to help students develop skills to tackle non-fiction texts, something they are exposed to across all subjects. This has been embedded with a four step approach:

  1. Identify key points and summarise in their own words
  2. Highlight key concepts, words and phrases
  3. Write engaging questions to support further independent study
  4. Write a detailed summary

Implementation

FOCUS is delivered to students during tutor time with every student across the school reading the same articles. This helps to build a sense of cohesion around reading at TALA and reminds students that they are not limited due to their reading ability or age.

Teachers, once again, are experts on their knowledge of students and their reading abilities, and deploy reading strategies that best support every individual in the classroom. This could be through expert model reading from the teacher, individuals reading out loud or paired reading. Teachers model to students through their use of the visualiser on how to annotate texts.

All students will use a ruler to follow along with the reading. This is a non-negotiable. This is because:

  1. Best practice nationally suggests that ruler reading leads to students being able to read more efficiently - even if they don't have an identified need.
  2. Students who do require a ruler to read are not singled out or treated differently.
  3. This is a clear visible sign for teachers as to whether the student is actively engaged in the reading, or is pretending to be.

Ultimately FOCUS is designed to help students breakdown the barriers that are faced when approaching a non-fiction text. Theses texts help to build connections between students' opinions, knowledge and curriculum to engage in relevant conversations.

Currculum

Year 7 The Musical Truth This introductory reading text to English promotes the love of reading through music. Many of the songs in the text are built on students' schemas of the world in helping them to understand the History of Black Britain. This text introduces many of the issues and systematic injustices that are experienced everyday such as racism and sexism. As our only non-fiction text on the GR curriculum, it becomes highly animated and engaging through the plethora of songs that are listened to.
A Monster Calls This bildungsroman teaches students about the concept that sometimes to protect ourselves from pain we feel like we have to lie to ourselves and live in denial. The narrative explores the essence of human nature and blurs the lines between what a hero and a villain is. The texts challenges students understanding of morals as things are not always as simple as they may appear.
Year 8 Diverse Shorts Students will read an anthology of texts that are designed to challenge and develop students critical thinking skills. The texts cover FBV and are far reaching in their perspectives, characters and plots. Students are given the opportunity to develop essential debate skills and consider their own personal responses to the texts in question. The anthology includes a range of genres and periods including but not limited to 'The Hate U Give', 'My Polish Teacher's Tie', and '1984'. All of the novels that are featured in this anthology can be found in the library.
My Sister Lives on the Mantlepiece The innocent and sweetness of Jamie's story allows students to explore real world and relevant issues of grief, islamophobia and friendship. Overall, My Sister Lives on the Mantelpiece is a powerful, emotional, and thought-provoking novel that addresses important themes relevant to students' lives, making it a valuable and enriching read for young readers.
Year 9 The Curious Incident of the Dog in the Night-Time Told from the perspective of an autistic teenager, students are exposed to an alternative narrative in murder mystery. The detective genre of the novel links to 'An Inspector Calls' and the big ideas of the text build on students' empathy.
The Book Thief Set in the backdrop of Nazi Germany, this story highlights the importance of books, language and storytelling to students. Furthermore, the knowledge and experience of war help students to build strong emotional responses that are a foundation for the 'Power and Conflict' poetry unit in GCSE.