2 July 2021
WoW – widespread CPD Focus – Embedding Reading Warriors
Using Reading Ages to Inform Teaching
- CPD Focus – Embedding explicit reading strategies and awarding Classcharts for them. Reading ages (available on Classcharts) need to be a point of reference when planning lessons. Continue to use Reading Warriors (resources are saved hereand the Reading Quick Wins approaches (here) where possible.
- REMINDER Study Groups – Please copy your completed study group proformas into the relevant subject folder here by the end of Monday 5th July, if you have not already done so. If you have created/would like to share any other resources, please drop them into the same folder.
- Dates for Diary:
- Whole School CPD (PSHE) Wednesday 7th July (details emailed by RSW)
- 13th July - New Staff Orientation day
- 13th July @ 3:15-4pm – Study Group Celebration (details TBC this week).
Feedback - Plan - Teach
Link to this term’s CPD focus – Embedding Reading Warriors, developing voice confidence
- Embedding Reading Warriors when appropriate (but making explicit the skills of clarification, questioning, prediction and summarising).
- Giving students to opportunity to use their voices within your lessons (whether reading their work or from a text)
- Promoting wider reading within your subjects and reading for pleasure
For this week’s reflection, consider this question: what is reading? Yes, I know – we haver certainly explored this master skill over the course of the last two terms. It is no wonder that this skill is tricky to master. After all, it is very complex. The following attempt to answer this question, taken from a seminal research paper exploring reading called ‘Ending the Reading Wars’, attempts to reveal the complexities of this crucial competence:
Now think of one of your classes. Think about the reading age profile of this group of individuals. Then look over one of the texts that you have recently used with them (question, source material, text book, PowerPoint slide, handout etc). How demanding is this text in terms of:
- Individual words
- Causal connections between sentences needed
- Background knowledge required
- Inferences relating to individual words
And finally, consider this: what is the impact of these processes upon students’ working memory?
When we consider reading ages when planning our lessons, this bullet pointed list provides a useful starting point. After all, ‘teaching children to read and then providing opportunities for varied, extensive, and successful reading experience is fundamental.’ (‘Ending the Reading Wars: Reading Acquisition from Novice to Expert’ by Anne Castles, Kathleen Rastle and Kate Nation)
See Alex Quigley’s full blog here:
Teaching and Learning Policy (containing blended learning approach)
Remember that you have all shared resources in WLD Teachers – CPD – 2020/21 – Reading Warriors
Reminder to look at ALY’s PowerPoint on hinge questions. It is saved in our CPD Library here. More CPD on this subject will follow in September, but this introduction is a useful starting point.
CPD Shared by RSW
CPD Shared by RHO
Flipping Learning in GCSE Classroom – JMI
Faster progress, deeper learning.
The National College
Please contact RLO if you have forgotten your login. Several members of staff have yet to log in!
Feedback - Plan - Teach
Posted by Rachel Long
Category: Teaching and Learning Digests