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Reading at Key Stage 2

Group Reading
A comparison of guided reading and literature circles

Guided Reading
Literature Circles
Teacher always selects texts and plans the session, to cover specific learning objectives.
Teacher generally selects texts that will challenge and entertain. Choice is sometimes possible. Ongoing focus on relevant aspects of What children need to learn/possess to become readers.
Fiction, non-fiction and poetry used
Greater focus on fiction.
Teacher revisits a key reading strategy at the start.
May remind children of key strategies if appropriate.
Children read the text both in and out of session.
Children read the text both in and out of session.
Focussed silent reading of set amount while teacher listens to each read in turn.
Both the children and the teacher read aloud around the group in turn. Sometimes silent focussed reading is given. The teacher observes this.
Teacher directs the questions/responses with very little group interaction.
Teacher may be chairperson, facilitator, etc. -rarely simply directive. Children pause in reading to discuss aspects which interest them or are raised by the teacher e.g. the teacher may help them explore challenging issues/ideas they may not have identified.
Usually, teacher asks set questions - may be using a printed resource for this.
Teacher models how to respond to texts in meaningful ways (What goes on in our heads as we read?).
Children learn from the teacher, less from each other.
Children and teacher learn from each other.
Reading journals may be used in or out of session.
Reading journals used when reading privately to record thoughts. Can be used as ‘a script’ for the session. May write in session to prompt thinking.
Teacher may mark the journals.
Teacher usually writes a response to the journals.

Since the focus is very much on what the children can do, the teacher is unlikely to keep a journal or share thought processes.
Teacher writes own journal too and shares thoughts as a reader.
Usually same ability grouping.
Groups can be mixed ability. Weaker members can be supported in reading the text outside the sessions.
May recap on strategies at the end before setting reading for next session.
May recap key points before agreeing with children how much to read before the next session.
No evidence children would/could conduct their own guided reading.
With practice, groups can conduct the session themselves.

Contents

  1. Teaching reading at Key Stage 2

    a - Introduction
    b - Principles and practices: institution-based sessions
    c - Principles and practices: school-based training
    d - Helping student teachers to become familiar with a range of children’s literature
    e - What do Key Stage 2 readers need to learn?
    f - What goes on in our heads when we read?

  2. Contexts for teaching reading at Key Stage 2

    a - Introduction
    b - Assessing reading: attitudes, experiences, strategies and skills
    c - Teacher reading with individuals
    d - Teacher reading aloud
    e - Quiet reading
    f - Shared reading

  3. Teaching student teachers to how to use shared reading as a positive teaching strategy

    a - Introducing the activity
    b - Phonics
    c - Non-fiction text
    d - Independent reading activities

  4. Group reading

    a - Guided reading and literature circles
    b - A comparison of guided reading and literature circles

  5. Teaching out of the box: a text-centred approach

  6. Struggling Readers

    a - Teaching
    b - Reading skills

  7. Resources

    a - Resource A: What children need to learn/ possess to become readers
    b - Resource B: Guidelines for the analysis of non fiction texts

  8. Videos

  9. References
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