Planning for Progression in the Teaching of Reading in KS2 – SOUTH WALES (Cardiff)

Guided reading and beyond. What comes after guided reading?

How can a school use different reading approaches to help pupils to become increasingly independent readers? This course will demonstrate how to plan for progression in the teaching of reading by combining guided reading with group reading and reciprocal teaching.

£190.00 + VAT (20%)

Target Group: KS2 teachers, TAs

Course objectives

  • provide a model for planning the teaching of reading so that support is gradually withdrawn leading pupils to independence
  • look at guided reading activities that are quick and easy to prepare
  • look at strategies that can be used to deliver purposeful group reading that develops critical and analytical skills  
  • explore how reciprocal teaching can be set up and used to provide pupils with a safe environment in which to develop skills
  • suggest a timescale for using the different approaches in KS2

Course Presenter: Stephanie Vaughan

ENGLISH AND LITERACY - Stephanie Vaughan has been working in education for over 25 years and is an experienced classroom practitioner, who understands the challenges teachers face providing a relevant and purposeful curriculum. She was, until recently, the Literacy Lead Advisor for Swansea; therefore, she has extensive experience of providing training and in-school support for primary teachers in English and whole school literacy. In addition, extensive pupil data from schools across Swansea proves that her training definitely raises standards. Stephanie Vaughan is the author of The Eight Reading Behaviours and The Reading Journey, a new and comprehensive innovative resource that teaches pupils to read with enjoyment and purpose. She has also developed many of her own literacy strategies, such as The Writing Wheel and accompanying activities that help pupils to learn the steps in the writing process. She has written detailed progression models for aspects of reading and writing that help teachers to unpick the LNF. A belief that pupils need to understand how to read and write independently underpins her work and she offers literacy lessons that are enjoyable, interactive, and skill-centred. Stephanie’s training provides teachers with practical, easily implemented, and engaging solutions to literacy problems, and she provides schools with extensive and varied resources, which, according to feedback, have proved extremely popular with teachers and pupils. Search for Courses

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