Highland Literacy Project



Highland Literacy Project

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Suggestions as to how to organise core reading in Infant Classes, in P3 and multi-composite classes

L.Sim

June 09

Highland Literacy Project

ORGANISATION OF CORE READING

*Summary

Infants [P1- P2/3]

✓ 5 sessions per week

• Session 1: Book is read to pupil plus discussion

• Session 2: Book is shared by pupil and adult plus discussion

• Session 3: Book is read by pupil plus teaching of skills

• Session 4: Book is read by pupil plus teaching of skills

• Session 5: Book is read independently

Middle/Upper stages [P3/4 – P7]

✓ 3 sessions per week

• Session 1: Independent read/paired read

• Session 2: Teacher led session

• Session 3: Follow up activities related to the text

*For details of each session, including links to ‘A curriculum for Excellence’, please refer to the Highland Literacy project booklets ‘ Teaching Reading from P1-2/3’, Teaching reading P3/4 – P7 & into S1-S3’ and ‘Follow up tasks for Reading’.

Core Reading: P1 (with support staff)- 3 groups

| | | | |

| |Class Teacher |Class Teacher |Classroom assistant/Auxiliary |

| | | | |

|Monday |Red |Blue |Green |

| |Session 3 |Activity |Session 2 |

| |Activity |Session 5 |Activity |

| | | | |

|Tuesday |Green |Red |Blue |

| |Session 3 |Activity |Session 1 |

| |Activity |Session 4 |Activity |

| | | | |

|Wednesday |Green |Red |Blue |

| |Session 4 |Activity |Session 2 |

| |Activity |Session 5 |Activity |

| | | | |

|Thursday |Blue |Green |Red |

| |Session 3 |Activity |Session 1 |

| |Activity |Session 5 |Activity |

| | | | |

|Friday |Blue |Red |Green |

| |Session 4 |Activity |Session 1 |

| |Activity |Session 2 |Activity |

• 3 reading groups red, blue and green

• Each group has reading session AND an independent follow – up activity during 40 minute session [approx 20 minutes reading and 20 minutes follow up]

Core Reading: P1 (with support staff)- 4 groups

| | | | | |

| |Class Teacher |Class Teacher |Classroom assistant/ |Classroom assistant/ |

| | | |Auxiliary |Auxiliary |

| | | | | |

|Monday |Pink |Green |Red |Blue |

| |Session 3 |Activity |Session 1 |Activity |

| |Activity |Session 4 |Activity |Session 5 |

| | | | | |

|Tuesday |Pink |Green |Blue |Red |

| |Session 4 |Session 5 |Session 1 |Activity |

| |Activity |Activity |Activity |Session 2 |

| | | | | |

|Wednesday |Red |Blue |Pink |Green |

| |Session 3 |Activity |Activity |Session 1 |

| |Activity |Session 2 |Session 5 |Activity |

| | | | | |

|Thursday |Blue |Red |Pink |Green |

| |Session 3 |Activity |Session 1 |Activity |

| |Activity |Session 4 |activity |Session 2 |

| | | | | |

|Friday |Blue |Green |Pink |Red |

| |Session 4 |Session 3 |Session 2 |Activity |

| |Activity |Activity |Activity |Session 5 |

• 4 reading groups red, blue, green and pink

• Each group has reading session AND an independent follow – up activity during 40 minute session [approx 20 minutes reading and 20 minutes follow up]

• Some groups do the activity first and some do reading first

• Use of collaborative strategies reduces the need for pupils to interrupt the teacher.

Core Reading: P2-3 (with support staff)- 3 groups

| | | | | |

| |Class Teacher |Class Teacher |Classroom assistant/Auxiliary |Independent session |

| | | | | |

|Monday |Red | |Green |Blue |

| |Session 3 | |Session 2 |Activity |

| |Activity | |Activity |Session 5 |

| | | | | |

|Tuesday |Green |Red |Blue | |

| |Session 3 |Activity |Session 1 | |

| |Activity |Session 4 |Activity | |

| | | | | |

|Wednesday |Green | |Blue |Red |

| |Session 4 | |Session 2 |Activity |

| |Activity | |Activity |Session 5 |

| | | | | |

|Thursday |Blue | |Red |Green |

| |Session 3 | |Session 1 |Activity |

| |Activity | |Activity |Session 5 |

| | | | | |

|Friday |Blue |Red |Green | |

| |Session 4 |Activity |Session 1 | |

| |Activity |Session 2 |Activity | |

• 3 reading groups red, blue and green

• Each group has reading session AND an independent follow – up activity during 40 minute session [approx 20 minutes reading and 20 minutes follow up]

• Some groups do the activity first and some do reading first

• Use of collaborative strategies reduces the need for pupils to interrupt the teacher.

• Support staff can oversee independent session if needed.

• Pupils working towards B would be following P3/4 – P7 guidance [see multi stage suggestions for organisation]

Core Reading: P2-3 (with support staff)- 4 groups

| | | | | | |

| |Class Teacher |Class Teacher |Classroom assistant/ |Classroom assistant/ |Independent session |

| | | |Auxiliary |Auxiliary | |

| | | | | | |

|Monday |Pink |Green |Red |* |*Blue |

| |Session 3 |Activity |Session 1 | |Activity |

| |Activity |Session 4 |Activity | |Session 5 |

| | | | | | |

|Tuesday |Pink | |Blue |Red |Green |

| |Session 4 | |Session 1 |Activity |Session 5 |

| |Activity | |Activity |Session 2 |Activity |

| | | | | | |

|Wednesday |Red |Blue |Green |* |*Pink |

| |Session 3 Activity |Activity |Session 1 | |Activity |

| | |Session 2 |Activity | |Session 5 |

| | | | | | |

|Thursday |Blue |Red |Pink |Green | |

| |Session 3 |Activity |Session 1 |Activity | |

| |Activity |Session 4 |activity |Session 2 | |

| | | | | | |

|Friday |Blue |Green |Pink |* |*Red |

| |Session 4 |Session 3 |Session 2 | |Activity |

| |Activity |Activity |Activity | |Session 5 |

• 4 reading groups red, blue, green and pink

• Each group has reading session AND an independent follow – up activity during 40 minute session [approx 20 minutes reading and 20 minutes follow up]

• Some groups do the activity first and some do reading first

• Use of collaborative strategies reduces the need for pupils to interrupt the teacher.

• *Support staff could oversee independent session until pupils are trained

• Pupils working towards B would be following P3/4 – P7 guidance [see multi stage suggestions for organisation]

Core Reading: P1-P2/3 (with limited support staff)- 3 groups

| | | | | |

| |Class Teacher |Class Teacher |Classroom assistant/ auxiliary|Independent |

| | | | |session |

| | | | | |

|Monday |Red |Green | |Blue |

| |Session 3 |Activity | |Activity |

| |Activity |Session 2 | |Session 5 |

| | | | | |

|Tuesday |Green |Red |Blue | |

| |Session 3 |Activity |Session 1 | |

| |Activity |Session 4 |Activity | |

| | | | | |

|Wednesday |Green |Blue | |Red |

| |Session 4 |Activity | |Activity |

| |Activity |Session 2 | |Session 5 |

| | | | | |

|Thursday |Blue |Red | |Green |

| |Session 3 |Activity | |Activity |

| |Activity |Session 1 | |Session 5 |

| | | | | |

|Friday |Blue |Red |Green | |

| |Session 4 |Activity |Session 1 | |

| |Activity |Session 2 |Activity | |

• 3 reading groups red, blue and green

• Each group has reading session AND an independent follow – up activity during 40 minute session [approx 20 minutes reading and 20 minutes follow up]

• Follow ups can be done collaboratively to encourage them to become more independent and to stop interruptions to teaching time

• Pupils working towards B would be following P3/4 – P7 guidance [see multi stage suggestions for organisation]

Core Reading: P1-P2/3 (with limited support staff)- 4 groups

| | | | | | | |

| |Class |Class |Class teacher |Classroom assistant/ |Classroom assistant/ |Independent |

| |Teacher |Teacher |Whole class lesson |auxiliary |auxiliary |session |

| | | | | | | |

|Monday |Blue |Green |**Pink | | |Red |

| |Session 4 Activity |Activity |Activity | | |Session 5 |

| | |Session 3 |Session 1 | | |Activity |

| | | | | | | |

|Tuesday |Green | | |Red |Pink |Blue |

| |Session 4 | | |Session 1 |Activity |Session 5 |

| |Activity | | |Activity |Session 2 |Activity |

| | | | | | | |

|Wed |Red |Pink |**Blue | | |Green |

| |Activity |Session 3 |Activity | | |Session 5 |

| |Session 2 |activity |Session 1 | | |Activity |

| | | | | | | |

|Thursday |Pink |Red | |Blue |Green | |

| |Session 4 |Activity | |Session 2 |Activity | |

| |activity |Session 3 | |Activity |Session 1 | |

| | | | | | | |

|Friday |Blue |Red |*Green | | |Pink |

| |Session 3 |Activity |Session 2 | | |Activity |

| |Activity |Session 4 |Activity | | |Session 5 |

• 4 reading groups red, blue, pink and green

• Each group has reading session AND an independent follow – up activity during 40 minute session [approx 20 minutes reading and 20 minutes follow up]

• Follow ups can be done collaboratively to encourage them to become more independent and to stop interruptions to teaching time

• * Friday – may need to adapt times to 15 minutes per session to allow the teacher to work with three groups

• **Teacher may choose to introduce these books to whole class as reading for enjoyment

• Pupils working towards B would be following P3/4 – P7 guidance [see multi stage suggestions for organisation]

Core Reading: P1 (with NO support staff)- 3 groups

| | | | | |

| |Class Teacher |Class Teacher |Independent |Whole class lesson |

| | | |session | |

| | | | | |

|Monday |Red |Green |Blue | |

| |Session 3 |Activity |Activity | |

| |Activity |Session 2 |Session 5 | |

| | | | | |

|Tuesday |Green |Red | |*Blue |

| |Session 3 |Activity | |Session 1 |

| |Activity |Session 4 | |Activity |

| | | | | |

|Wednesday |Green |Blue |Red | |

| |Session 4 |Activity |Activity | |

| |Activity |Session 2 |Session 5 | |

| | | | | |

|Thursday |Blue |Red |Green | |

| |Session 3 |Activity |Activity | |

| |Activity |Session 1 |Session 5 | |

| | | | | |

|Friday |Blue |Red | |*Green |

| |Session 4 |Activity | |Session 1 |

| |Activity |Session 2 | |Activity |

• 3 reading groups red, blue and green

• Each group has reading session AND an independent follow – up activities during 40 minute session [approx 20 minutes reading and 20 minutes follow up]

• Follow ups can be done collaboratively to encourage them to become more independent and to stop interruptions to teaching time

• *Green and red groups (top groups) -teacher may choose to introduce their books to the whole class at a reading for enjoyment session OR the teacher may choose to increase allocated time from 40 minutes to 60 minutes on Tuesdays and Fridays.

Core Reading: P1 (with NO support staff)- 4 groups

| | | | | |

| |Class Teacher |Class Teacher |Class teacher |Independent |

| | | | |session |

| | | | | |

|Monday |Red |Green |*Pink |Blue |

| |Session 3 |Activity |Session 1 |Activity |

| |Activity |Session 2 |activity |Session 5 |

| | | | | |

|Tuesday |Green |Red |Pink | |

| |Session 3 |Activity |Activity | |

| |Activity |Session 4 |Session 2 | |

| | | |*Blue | |

| | | |Session 1 | |

| | | |Activity | |

| | | | | |

|Wednesday |Green |Blue |Pink |Red |

| |Session 4 |Activity |Activity |Activity |

| |Activity |Session 2 |session 3 |Session 5 |

| | | | | |

|Thursday |Blue |Pink |*Red |Green |

| |Session 3 |Activity |Activity |Activity |

| |Activity |Session 4 |Session 1 |Session 5 |

| | | | | |

|Friday |Blue |Red |*Green |Pink |

| |Session 4 |Activity |Session 1 |Activity |

| |Activity |Session 2 |Activity |Session 5 |

• 4 reading groups red, blue, pink and green

• Each group has reading session AND an independent follow – up activity during 40 minute session [approx 20 minutes reading and 20 minutes follow up]

• Follow ups can be done collaboratively to encourage them to become more independent and to stop interruptions to teaching time

• *The teacher may choose to introduce their books to the whole class at a reading for enjoyment session OR the teacher may choose to increase allocated time from 40 minutes to 60 minutes

Core Reading: P2-P3 (with NO support staff)- 3 groups

| | | | |

| |Class Teacher |Class Teacher |Independent |

| | | |session |

| | | | |

|Monday |Red |Green |Blue |

| |Session 3 |Activity |Activity |

| |Activity |Session 2 |Session 5 |

| | | | |

|Tuesday |Green |Red |*Blue |

| |Session 3 |Activity |Session 1 |

| |Activity |Session 4 |Activity |

| | | | |

|Wednesday |Green |Blue |Red |

| |Session 4 |Activity |Activity |

| |Activity |Session 2 |Session 5 |

| | | | |

|Thursday |Blue |Red |Green |

| |Session 3 |Activity |Activity |

| |Activity |Session 1 |Session 5 |

| | | | |

|Friday |Blue |Red |*Green |

| |Session 4 |Activity |Session 1 |

| |Activity |Session 2 |Activity |

• 3 reading groups red, blue and green [red – lowest group]

• Each group has reading session AND an independent follow – up activity during 40 minute session [approx 20 minutes reading and 20 minutes follow up]

• Follow ups can be done collaboratively to encourage them to become more independent and to stop interruptions to teaching time

• *Green and red groups (top groups) can either do session 1 independently in pairs OR the teacher may choose to introduce their books to the whole class at a reading for enjoyment session OR the teacher may choose to increase allocated time from 40 minutes to 60 minutes on Tuesdays and Fridays.

Core Reading: P2-P3 (with NO support staff)- 4 groups

| | | | | | |

| |Class Teacher |Class Teacher |Class teacher |Independent |Independent session |

| | | | |session | |

| | | | | | |

|Monday |Red |Green | |Blue |*Pink |

| |Session 3 |Activity | |Activity |Session 1 |

| |Activity |Session 2 | |Session 5 |activity |

| | | | | | |

|Tuesday |Green |Red |Pink |*Blue | |

| |Session 3 |Activity |Activity |Session 1 | |

| |Activity |Session 4 |Session 2 |Activity | |

| | | | | | |

|Wed |Green |Blue |Pink |Red | |

| |Session 4 |Activity |Activity |Activity | |

| |Activity |Session 2 |session 3 |Session 5 | |

| | | | | | |

|Thursday |Blue |Pink | |Green |*Red |

| |Session 3 |Activity | |Activity |Activity |

| |Activity |Session 4 | |Session 5 |Session 1 |

| | | | | | |

|Friday |Blue |Red | |*Green |Pink |

| |Session 4 |Activity | |Session 1 |Activity |

| |Activity |Session 2 | |Activity |Session 5 |

• 4 reading groups red, blue, pink and green

• Each group has reading session AND an independent follow – up activity during 40 minute session [approx 20 minutes reading and 20 minutes follow up]

• Follow ups can be done collaboratively to encourage them to become more independent and to stop interruptions to teaching time

• *Groups can either do session 1 independently in pairs OR the teacher may choose to introduce their books to the whole class at a reading for enjoyment session OR the teacher may choose to increase allocated time from 40 minutes to 60 minutes

Core Reading: Multi composite OR P3 (with support staff)- 3 groups: 2 following infant methodology and 1 middle/upper group

| | | | | |

| |Class Teacher |Class Teacher |Classroom assistant/Auxiliary |Independent session |

| | | | | |

|Monday |Red |Blue |Green | |

| |Session 3 |Activity |Session 1 | |

| |Activity |Session 4 | | |

| | | | | |

|Tuesday |Red | |Blue | |

| |Session 4 | |Session 5 | |

| |Activity | |Activity | |

| | | | | |

|Wednesday |Green | |Blue |Red |

| |Session 2 | |Session 1 |Activity |

| | | |Activity |Session 5 |

| | | | | |

|Thursday |Blue | |Red | |

| |Session 2 | |Session 1 | |

| |Activity | |Activity | |

| | | | | |

|Friday |Blue |Red | |Green |

| |Session 3 |Activity | |Session 3 |

| |Activity |Session 2 | | |

• 3 reading groups with red and blue following infant strategies [5 sessions per week} and green following middle/upper strategies [3 sessions per week}

• red and blue groups have a reading session AND an independent follow – up activity during 40 minute session [approx 20 minutes reading and 20 minutes follow up]

• Green group uses this 40 minutes to follow before, during and after sessions.

• Leaves 2 sessions in the week for green group to do another reading/language activity eg Reading for enjoyment, independent writing, spelling activities etc etc

• Use of collaborative strategies reduces the need for pupils to interrupt the teacher.

Core Reading: Multi composite OR P3 (with limited support staff)- 3 groups: 2 following infant methodology and 1 middle/upper group

| | | | | |

| |Class Teacher |Class Teacher |Classroom assistant/Auxiliary |Independent session |

| | | | | |

|Monday |Red |Blue | |Green |

| |Session 3 |Activity | |Session 1 |

| |Activity |Session 4 | | |

| | | | | |

|Tuesday |Red | | |Blue |

| |Session 4 | | |Session 5 |

| |Activity | | |Activity |

| | | | | |

|Wednesday |Green | |Blue |Red |

| |Session 2 | |Session 1 |Activity |

| | | |Activity |Session 5 |

| | | | | |

|Thursday |Blue | |Red | |

| |Session 2 | |Session 1 | |

| |Activity | |Activity | |

| | | | | |

|Friday |Blue |Red | |Green |

| |Session 3 |Activity | |Session 3 |

| |Activity |Session 2 | | |

• 3 reading groups with red and blue following infant strategies and green following middle/upper strategies

• red and blue groups have a reading session AND an independent follow – up activity during 40 minute session [approx 20 minutes reading and 20 minutes follow up]

• Green group uses this 40 minutes to follow before, during and after sessions.

• Leaves 2 sessions in the week for green group to do another reading/language activity eg Reading for enjoyment, independent writing, spelling activities etc etc

Core Reading: Multi composite OR P3 (with limited support staff)- 4 groups: 2 following infant methodology and 2 middle/upper groups

| | | | | | |

| |Class Teacher |Class Teacher |Classroom assistant/ |Classroom assistant/ |Independent session |

| | | |Auxiliary |Auxiliary | |

| | | | | | |

|Monday |Red |Pink | | |Blue |

| |Session 3 |Activity | | |Session 3 Green |

| |Activity |Session 3 | | |Session 1 |

| | | | | | |

|Tuesday |Pink |Red | | | |

| |Session 4 |Activity | | | |

| |Activity |Session 4 | | | |

| | | | | |Blue |

|Wed |Green | |Pink |Red |Session 1 |

| |Session 2 | |Session 5 |Activity | |

| | | |Activity |Session 5 | |

| | | |[could be independent] |[could be independent] | |

| | | | | |

|Thursday |*Green/blue |Red |Pink | |

| |could use this session for writer’s |Session 1 |Activity | |

| |craft/reading for info lessons |Activity |Session 1 | |

| | | | | | |

|Friday |Blue | |Pink |Red |Green |

| |Session 2 | |Session 2 |Activity |Session 3 |

| | | |Activity |Session 2 | |

• 4 reading groups with red and pink following infant strategies[5 sessions per week] and green and blue following middle/upper strategies [3 sessions per week]

• red and pink groups have a reading session AND an independent follow – up activity during 40 minute session [approx 20 minutes reading and 20 minutes follow up]

• Green and blue groups use this 40 minutes to follow before, during and after sessions.

• Leaves 2 sessions in the week for green and blue group to do another reading/language activity eg Reading for enjoyment, independent writing, spelling activities etc etc

• Use of collaborative strategies reduces the need for pupils to interrupt the teacher.

Core Reading: Multi composite OR P3 (with limited support staff)- 5 groups: 2 infant groups and 3 middle/upper groups

| | | | | | |

| |Class Teacher |Class Teacher |Classroom assistant/ |Classroom assistant/ |Independent session |

| | | |Auxiliary |Auxiliary | |

| | | | | | |

|Monday |Purple | |Pink |Red |Blue |

| |Session 2 | |Activity |Session 2 |Session 3 |

| | | |Session 2 |Activity |Green |

| | | | | |Session 1 |

| | | | | | |

|Tuesday |Pink |Red | | | |

| |Session 3 |Activity | | | |

| |Activity |Session 3 | | | |

| | | | | | |

|Wed |Red |Pink | | | |

| |Session 4 |Activity | | | |

| |Activity |Session 4 | | | |

| | | | | | |

|Thursday |Green | |Red |Pink |Blue |

| |Session 2 | |Session 5 |Activity |Session 1 |

| | | |Activity |Session 5 |Purple |

| | | |[could be independent] |[could be independent] |Session 3 |

| | | | | | |

|Friday |Blue | |Pink |Red |Green |

| |Session 2 | |Session 1 |Activity |Session 3 |

| | | |Activity |Session 1 |Purple |

| | | | | |Session 1 |

• 5 reading groups with red and pink following infant strategies [5 sessions per week] and green, purple and blue following middle/upper strategies [3 sessions per week]

• red and pink groups have a reading session AND an independent follow – up activity during 40 minute session [approx 20 minutes reading and 20 minutes follow up]

• Green, purple and blue groups use this 40 minutes to follow before, during and after sessions.

• Leaves 2 sessions in the week for green, purple and blue group to do another reading/language activity eg Reading for enjoyment, independent writing, spelling activities etc etc

• Use of collaborative strategies reduces the need for pupils to interrupt the teacher.

Core Reading: Multi composite OR P3 (with NO support staff)- 3 groups

: 2 following infant methodology and 1 middle/upper group

| | | | |

| |Class Teacher |Class Teacher |Independent session |

| | | | |

|Monday |Red |Blue |Green |

| |Session 3 |Activity |Session 1 |

| |Activity |Session 3 | |

| | | | |

|Tuesday |Red |Blue | |

| |Session 4 |Activity | |

| |Activity |Session 4 | |

| | | | Red |

|Wednesday |Green | |Activity |

| |Session 2 | |Session 5 |

| | | |Blue |

| | | |Session 5 |

| | | |Activity |

| | | | |

|Thursday |Blue |Red | |

| |Session 1 |Activity | |

| |Activity |Session 1 | |

| | | | |

|Friday |Blue |Red |Green |

| |Session 2 |Activity |Session 3 |

| |Activity |Session 2 | |

• 3 reading groups with red and blue following infant strategies[5 sessions per week] and green following middle/upper strategies [3 sessions per week]

• red and blue groups have a reading session AND an independent follow – up activity during 40 minute session [approx 20 minutes reading and 20 minutes follow up]

• Green group uses this 40 minutes to follow before, during and after sessions.

• Leaves 2 sessions in the week for green group to do another reading/language activity eg Reading for enjoyment, independent writing, spelling activities etc etc

• Use of collaborative strategies reduces the need for pupils to interrupt the teacher.

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