MMU students KS3 Placement briefing
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Transcript MMU students KS3 Placement briefing
KS3 Placement
To deepen understanding of the reading process
To support transition
Key Points
Begins week 10, 7th October met by mentor
1 day a week for 8 weeks
weeks 10,11,12or 13 depending on the school’s half
term, weeks 14, 15, 16, SEN placement block, weeks
19 and 20
Working with 1 pupil in year 7 (some paired work)
Negotiate with the school:
1 individual lesson (1 hour) each week
Supporting pupil to access texts during some
lessons
Intended Outcomes
MMU student
Pupil and school
Opportunity to apply and Struggling readers given
practise the teaching of
1:1 support with reading
reading
Support given to access
Deepen understanding of
text across the curriculum
the reading process
Experience differences of Support transition to a
secondary school
KS3 environment and build
environment
awareness of transition
Working with the School
Find out how the school want you to work
Which pupil(s)? Find out about them
When? 1:1 slot may vary
Where? A quiet space is needed for assessment
How? Schools may have an established intervention or
resources that they want you to use.
Be prepared to assess, plan and teach with little guidance.
Utilise the knowledge and experience you have gained
and refer to the supporting booklet for information and
resources to ensure a successful placement.
Working with the Student
The aim of the reading placement is to develop a
reader’s independent processing power by teaching
the strategies that good readers use.
By the end of the placement the pupil should have
developed:
Some effective processing strategies
Some strategies for working independently
You may also notice:
Increased self-esteem
Improved attitude to reading
Start with the Pupil
Effective instruction is built on understanding a
reader’s strengths and weaknesses
Pupils may be hostile or anxious about reading, so be
prepared to be empathic, resilient and creative
Assessment
Interview
Miscue analysis
(phonics)
Reading Lesson
Reading to the pupil/ Paired reading
Pupil reading:
Familiar text
New text at instructional level
Word study related to text
Writing related to text
Independent reading at easy level
Oral reading and silent reading
Steps for an effective lesson
Build on a pupil’s prior knowledge, interests and enthusiasms
Find suitable and engaging texts
Share targets at the start of every session
Teach in small steps and create opportunities for over-learning
Give specific praise (not a commentary) and boost confidence
Establish a sense of fun and purpose
Model strategies and prompt pupils towards using them independently
Allow pupils time and space to act independently
Encourage pupils to think aloud and verbalise strategies
Engage pupils in evaluating the effectiveness of their strategy choices
Observe what pupils say and do, responding by shaping individualised
instruction
Key Areas
Phonics and Word Reading
Reading Fluency
Comprehension:
Learning about words
How to interact with and explore text
How to self-monitor comprehension
Refer to the booklet to deepen understanding and
find practical examples of activities
Preparation
Read the supporting booklet
In the next English session we will:
Explain in more detail how to do a miscue analysis
Explore the booklet in more detail
Discuss questions
Reading around the subject such as:
Blum, P. (2004) Improving Low Reading Ages in the
Secondary School: Practical Strategies for Learning
Support. London: Routledge Falmer