KS3 Placement
To deepen understanding of the reading process
To support transition
Key Points
 Begins week 14, 4th November met by mentor
 1 day a week for 7 weeks
weeks 14-20 inclusive
 Working with 1 or 2 children at a time in year 7
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 1:1
practise the teaching of reading
support with reading
 Deepen understanding of the
 Support given to access
reading process
text across the curriculum
 Experience differences of KS3
 Support transition to a
environment and build
secondary school
awareness of transition, diversity
environment
and specialist staff
Working with the School
 Find out how the school want you to work
Which
pupil(s)?
When?
Where?
How?
 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.
Noticing in a different setting
 Utilise your
observational skills
to notice, question
and deepen your
understanding of
teaching and
learning
Working with the Pupil
 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 pupils 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
Independent
reading at easy
level – oral and
silent
Pupil reading
familiar text
Writing related
to text
Pupil reading new
text at
instructional level
Word study
related to text
Steps for an effective lesson
 Build on a pupil’s prior knowledge, interests and enthusiasms
 Teach in small steps and create opportunities for overlearning
 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
Benefits identified by students
from previous cohorts
 For the pupils
 Encouraged/enhanced the
pupil’s reading
 Better attitude to reading/
more confident
 Pupil(s) began to enjoy
/appreciate reading more
 Better comprehension skills
 Became more excited to read
and so it became an enjoyment
rather than a chore
 Helped pupils to understand
what books they should be
reading & how to find
appropriate books.
 For the MMU students
 Developed knowledge of
miscue analysis/range of
reading strategies
 More confidence in the
teaching of phonics and
reading.
 How KS3 teachers deal with
inclusion
 A better understanding of
transition
 Experience of working in a
different setting
 Insight into the challenges of
EAL
Preparation
 Read the supporting booklet
 In the English sessions 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 (electronic book)