We have changed our approach to reading collectively by embedding a model of reciprocal reading:
- Children are trained to engage with texts by using structures for analysis. They adopt these roles in groups: Clarifiers, Questioners, Predictors and Summarisers;
- Once trained in the skills and methods, children self-direct their groups and learning;
- he roles can be matched to learners and texts, by a range of activities with tasks and suggestions within each role;
- Whilst the reading activity is collaborative, the written response is usually individual, blending the learning of the group;
- Children’s books evidence in-depth analysis of texts with extended writing and response;
- The class novels selected for Key Stage Two are typically those usually associated with Key Stage Three.
- ‘Booktalk’, a version for Key Stage One, uses the same methods around questioning and predicting of whole texts.