Reading at Key Stage 2

Contexts for teaching reading at Key Stage 2
Teacher reading with individuals

Most institutions expect student teachers to have one or more ‘focus children’ whom they follow through in some depth during their periods of school experience. Reading with these children as individuals may be one of the student teachers’ first tasks and needs preparation. They also need to realise that their active intervention, even over a short period, can often make a real difference to a child’s reading.

	In addition to lifting the words off the page, reading involves making sense of those words in terms of literal meaning, interpreting the text, recognising implied meanings, reflecting on what is read and critically evaluating it. A book, a person and a shared enjoyment: these are the conditions of success (Meek. 1892: 9)
Make a video of yourself reading with one or two individuals, who are at different stages of learning to read, so that you can demonstrate to the student teachers how to support children when reading an unknown word, and how to talk with them about their reading. Model using a questionnaire to discover the attitudes and experiences of the pupils before reading  with them. Model the use of the Primary Language Record (Barrs et al, 1988). Refer to What goes on in our heads when we read? Demonstrate how the cue systems (see English Children with Special Educational Needs -  Reading Difficulties -  assessment) need to be fully orchestrated for efficient, meaningful reading (Bielby, 1999; Goodman et al, 2005). Model how to use findings to improve children's reading (see: What children need to learn/posess to become readers). Ensure student teachers understand the value of having regular reading conferences with independent readers so that they can keep a check on what is read, and extend choices and challenges through discussion of their reading record.