Reading at Key Stage 2

Group Reading
Guided reading and literature circles

In essence this practice involves a group of children reading the same book but there are many versions of the idea currently operating in schools. Some teachers conduct the group session strictly according to the strategies suggested by the National Literacy Strategy (DfEE,1998: 12) as demonstrated by their video Guided Reading in Year 5 (NLS 2000)). Others adapt this strategy, especially where the silent reading element is concerned. In some schools group reading seems to be the provenance of the teaching assistants.

Group reading can also take the form of a literature circle, the name emanating from the work of Harste, Short and Burke (1989). This approach is fully outlined in Literature Circles: Better talking, More Ideas (King and Briggs, 2005).
The video Creating Communities of Readers part 2 also demonstrates literature circles in action (see Videos and Literature at Key Stages 1 & 2 - Developing Response.

Texts and teaching and learning strategies

• Using video material compare the NLS model of guided reading with Literature Circles (see A comparison of guided reading and literature circles). Model both approaches with a group of students while the rest observe and list the comparisons. Group reading is also well explored in Literature at Key Stages 1 & 2 - Developing Response.
• Discuss the experiences of both the participants and observers relating their findings to what they already know about What children need to learn/possess to become readers.

Plan for student teachers to conduct their own literature circles and discuss the experience.

• Discuss how such practices can extend children as readers (Graham, 1999; King, 2001).
  
  Critically evaluate what they have seen in school in the light of their own learning.
• Revisit or introduce the idea of reading journals. Model their use and encourage student teachers to have a go in session or out. Draw out the strengths and limitations of this practice.
  
  Revisit What goes on in our heads when we read?
• Require student teachers to conduct group reading sessions in school combining the best of both approaches.
• Model how to use Assessment to inform planning (Assessing reading: attitudes, experiences, strategies and skills.)