When I joined the school, they were using a carousel or Daily 5 approach to reading that we are all familiar with. The teacher was reading with a group, the TA would hear individual children read and the other groups would be listening to reading, working on writing or word work. These independent groups were difficult to manage, particularly lower down the school, but the children working with an adult made progress. However, the teachers were finding this ever more difficult to manage and had become disaffected with the teaching of reading. There were murmurs of wanting whole class reading, but rather than jump in, I read as much as I could on blogs, in books and on Twitter. If we were going to break away from the Daily 5 set up, then I needed to ensure the following 3 elements were in place:
Everyone signed up to this new approach but we needed a framework for the whole class reading element. For this, I implemented elements from Jane Considine’s Book Talk.
Already in our school, we had stem sentences for maths, so it made sense to use stem sentences in our reading too. For those that don’t know, the Reading Rainbow has 3 layers with 9 lenses (or reasons to read) in each layer. Each lens has stem sentences to frame our talk about a text. We don’t follow the system religiously; we trialled and found out what works for us. Currently, we read a book (or part of a book) with the class; allowing the words to wash over the children as they hear a book read as it should be. We then pick a lens from each layer and use them to frame our discussions about the text. In each year group, it looks likes this:
The impact of this has been huge. Children are discussing books with their peers at much deeper levels than before. Reading comprehension sheets haven’t been seen. Teachers are engaged in the teaching of reading because they can focus on choosing good books rather than planning a carousel of activities. Speaking and listening has improved as the children are orally rehearsing all of the time. Something that I’m most proud of though is that in our reading journals, we have a detailed analysis of novels considering a range of lenses. Our children are more articulate than they once were.
I’m sure there are things to tweak and we still need to get the balance right with 1-1 reading, but using this approach has definitely improved our outcomes.