The National Strategies | Secondary Key leaflet: Modelled and shared reading

Key leaflet: Modelled and shared reading

The best way to show them how to do it, is to talk aloud, I think, and to show them my thought processes. I think it shows them that Im human, that I dont have set answers, and that I can be flexible in my reading. It gives them the confidence to come up with different ideas[of their own]. English teacher It [modelling] kind of gives you a jump-in; not throwing you into the deep end, more like the middle. Year 9 boy Modelled and shared reading approaches, which have been developed by teachers with support from the National Strategies, are powerful ways of building and applying reading skills, providing as they do a focused and structured exemplification of the skills and responses pupils will need to demonstrate when reading in English, other subjects across the curriculum and in the world beyond school. This leaflet is primarily intended for classroom teachers or support staff who wish to use modelled and shared reading in their teaching and wish to explore the approaches described. However, it will also be of use to subject leaders, school managers, other curriculum leaders, deputy heads and headteachers who are considering developing aspects of reading within their department or school. It is intended for use alongside: Key leaflet: Guided reading (Ref: 00464-2010PDF-EN-02) Key leaflet: Leadership and management in guided reading (Ref: 00464-2010PDF-EN-04) Key leaflet: Assessment and guided reading (Ref: 00464-2010PDF-EN-05). These can be downloaded by going to the National Strategies web area at: www.standards.dcsf.gov/ nationalstrategies and searching using the titles or reference numbers given. There are also relevant video clips of classroom practice and reflection, which may be viewed alongside the advice provided in the leaflets.

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The National Strategies | Secondary Key leaflet: Modelled and shared reading

What are the key challenges for me or us?

Key challenge To understand the pedagogy and principles behind modelled and shared reading so I can consider how to implement it in my teaching To consider how modelled and shared reading can fit schemes of work and curriculum plans To improve how I currently use modelled and shared reading strategies, focusing on specific aspects of the pedagogy such as use of questions, focused objectives, leading into and out of the group work, etc. To address organisational and managerial issues around the use of modelled and shared work (e.g. ensuring pace and focus) To evaluate my own strengths and weaknesses in relation to the modelled and shared reading work I do Other (my own focuses) Yes/no

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The National Strategies | Secondary Key leaflet: Modelled and shared reading

Modelled reading
Modelled reading is when a teacher or support assistant (or sometimes a pupil) works with a prepared text to talk through, share and demonstrate particular reading strategies they have used or responses they have had to the text. This might be done in a whole class, group or even one-to-one session.

More precisely, the teacher:

reads part of the text or texts to pupils (probably displaying it on a whiteboard So, today were reading the opening to) articulates how he or she is responding to the text, by thinking out loud (What Im seeing here is the writer wanting to create the effect of suspense through the use of ellipses, but then Im surprised by the change of tone when) models how meaning is constructed and how ideas are adopted or rejected (Because the writer mentioned the room earlier, then I infer from the way further information is withheld that at some point the narrator will go into itor, in fact, this might mean) demonstrates particular reading behaviours (asking him/herself questions, exploring possibilities, anticipating, retrospecting, expressing enjoyment at a particular usage, piece of information, etc.) keeps the focus on the objective or required outcome (for example, to understand how a particular device creates an impact, or what the writers overall perspective is, etc.) keeps the session tight and focused, typically 1015 minutes.

Example: The Kite Runner, Year 9

Learning objective Analyse in depth and detail a writers use of literary, rhetorical and grammatical linguistic features and their effect on different readers (Framework for secondary English, Reading 6.2, Year 9 objective) Assessment focus Text What the teacher does Reading AF5 and AF6 (levels to be determined according to individual need) The Kite Runner Before moving into guided groups, the teacher annotates on the board a particular extract from the text and selects the repeated use of the first person I which establishes the personal reflection of the narrator. Teacher then talks through and highlights specific vocabulary namely, the way in which the snow nudged and elicits the idea that this is personification, which creates a gentle, homely and tranquil effect. The link is made between identifying the literary feature and the effect on the reader.

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The National Strategies | Secondary Key leaflet: Modelled and shared reading

Shared reading
Shared reading is closely linked to modelled reading, but more generally describes the stage when pupils and teacher explore together aspects of a text, with pupils contributing responses drawing on the reading behaviours and strategies modelled by the teacher. It can precede, follow, or be threaded throughout modelled work. Shared reading takes pupils from dependence on the teacher to interdependence where exploration of the text is collaborative. Once understanding has been established, pupils can move to independent working.

More precisely, the teacher:

(usually) establishes the focus for the shared work (why we are reading this text; what reading objectives we are targeting) asks pupils to read the same text shared by the rest of the group or class (this is probably displayed for all to see, or pupils all have access to a copy of the same text) elicits responses from pupils to aspects of the text (which may or may not build on previously modelled work, or lead into it) may ask for pupils to challenge or build on the contributions from others acts as a mediator through whom responses are channelled draws together or further develops learning or knowledge gained through the process (though this might be something handed over to pupils to do, too).

Example: Half-caste, a poem by John Agard, Year 7

Learning objective Use inference and deduction to recognise implicit meanings at sentence and text level (Framework for secondary English, Reading 5.1 Year 7 objective) Make a personal response to a text and provide some textual reference in support (Framework for secondary English, Reading 5.2, Year 7 objective) Assessment focus Text What the teacher does Reading AF5 and AF6 (levels to be determined according to individual need) John Agard, Half-caste Following an exploration of what particular reading strategies entail (such as inferring), pupils work in pairs to match fragments from the poem together, using textual clues. The teacher then takes feedback about why the phrases have been linked, and the class then share together ideas about the poems title, Half-caste, and what it might mean, linked back to the pupils earlier findings. The teacher elicits from them what the word half might connote (not complete, stuck in the middle, not perfect, etc.) before moving into a wider discussion of the poems meaning following a shared listening to a recording of the poet. Later, she develops the work by modelling how she would build a response to the poem using a range of thought phrases (the poet conveys the idea that etc.).

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The National Strategies | Secondary Key leaflet: Modelled and shared reading

Why use these approaches?

As a pedagogy, modelled and shared work has been looked at fairly closely, and has been shown to have significant benefits for learners. One of the reasons why modelling is important is that it can contribute to pupils developing a mental model of a topic. Mental models are regarded as a cornerstone of understanding. Most psychologists view understanding as much more than bundles of unconnected facts A mental model has components and relationships between those components. Thus you can have a mental model of a concept, a task or phenomenon. The vital characteristic of a mental model is that it allows you to predict and respond to unknown situations it confers flexibility and the ability to transferModelling is likely to encourage pupils to use metacognitive thinking. It is recognised as a different type of thinking concerned with planning, monitoring and regulating actions in complex tasks. This is particularly the case where teachers think aloud, slow down to look at difficult parts of a process and encourage pupils to do the same Extracts from Pedagogy and practice: Teaching and learning in secondary schools Unit 6: Modelling, pages 1718 (DfES ref: 0429-2004 G) More simply, modelled and shared reading:

illustrates for pupils the standard they are aiming for establishes high expectations in terms of skill as well as knowledge explains underlying principles, skills or processes so that pupils understand what is involved demonstrates the thinking so that the mental processes are explicit builds pupils confidence in using the processes for themselves helps pupils accept that making mistakes is part of the learning cycle encourages pupils to take risks when learning offers challenge but mediates that through providing pupils with the criteria for success involves pupils increasingly in the process by encouraging them to think about the task, ask questions, offer contributions and test ideas provides opportunities for pupils to practise the new skill while it is fresh in their memories enables pupils to see how they can learn from others helps pupils whose preferred learning styles are visual and auditory enables pupils to become independent by providing the initial support and practice which is then internalised in independent work.

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The National Strategies | Secondary Key leaflet: Modelled and shared reading

What would you expect to see as good practice in the teaching of modelled and shared reading?
Modelled reading Good practice All pupils attentive and engaged throughout the modelling ICT used effectively to engage pupils with the modelling Effective articulation of the process of reading pitched to the needs of the class: Outstanding practice (in addition to what is good practice) Pupils made aware of and/or can identify where these reading skills have been used or can be transferred: in their own reading reading in other subject areas beyond the classroom/in unfamiliar contexts

decoding (phonics, etc.) reading for meaning making sense of structure inference deduction interpretation skimming scanning reading back and forth to answer questions

Evidence that pupils are making very good progress in developing reading skills

Teachers knowledge and understanding of the reading process is secure Modelling builds on pupils existing knowledge, understanding and skills Modelling maintains pace and is timed effectively Pupils made aware of where they have used these skills in the past and how they will use them to undertake the independent work Text offers challenge Pupils making progress in developing their reading skills Modelling used at any time in the lesson where it is appropriate and moves on pupils thinking Pupils enjoy modelled reading

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The National Strategies | Secondary Key leaflet: Modelled and shared reading

Shared reading Good practice All pupils engaged in the process ICT used to enhance pupils engagement with the text Teacher mediating a challenging text so that all pupils can access it Broad teacher questioning to ensure pupils are developing a range of reading skills Teacher is enthusiastic about the text and displays good knowledge of literary and technical terms Pupils respond confidently to teachers questions Pupils offer sustained answers to teachers questions Teacher builds on and uses pupils responses to engage and extend the thinking of all pupils Good use of TA (if available) to support less-able pupils Pupils enjoy the shared reading Outstanding practice (in addition to what is good practice) Links made to other texts read by the class Questions directed to pupils and infrequent use of hands up Teacher questioning based on eliciting pupils higher-order thinking skills Pupils confident to ask questions Pupils confident to challenge and extend other pupils contributions Teacher encourages pupil-to-pupil discussion Pupils confident to address responses to the class and not just through the teacher

Grid adapted from Improving reading: A handbook for improving reading in Key Stages 3 and 4 (Ref: 00950-2009DWO-EN-02).

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The National Strategies | Secondary Key leaflet: Modelled and shared reading

Different approaches to modelled and shared reading

Why might you use these approaches in English and in specific relation to reading?
Reading is often a silent, private process. Some pupils, through regular access to texts and experience of modelling of how to do reading picked up from parents or other sources may have many of the reading skills required, but for many if not most it is not until the cognitive processes are made explicit, that they are able to transfer learning to independent work.

Modelling behaviours
While it is important to model reading strategies such as inference and deduction, responding personally, it is equally important that teachers model particular learning behaviours such as negotiating meaning, challenging peers ideas, building on contributions. Many of these skills and strategies are already highlighted in the Framework for secondary English. For example, in the Speaking and listening substrand 3.1 Developing and adapting discussion skills in formal and informal contexts. The learning objectives state (for Years 7 to 9):
Year 7 make clear and relevant contributions to group discussion, promoting, opposing, exploring and questioning as appropriate help discussions succeed by acknowledging and responding to the contributions of others Year 8 make a sustained contribution to group discussion, and illustrate and explain their ideas Year 9 recognise strengths and identify areas for development in their own and others contributions

listen carefully, ask pertinent questions and make suggestions in order to solve problems and test ideas Year 11 evaluate alternative suggestions or interpretations and arrive at a considered viewpoint make independent judgements about when to negotiate, challenge, analyse or build on the contributions of others to complete tasks or reach consensus

move a discussion forward by developing and drawing together ideas arising from discussion

Year 10 compare and take account of different points of view in discussion make appropriate judgements about when and how best to intervene or take a lead in discussion

Extension make influential and authoritative contributions to discussion, taking a range of roles, and reflect upon and build constructively on the comments of others, provoking thought and helping shape the progress of discussions

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The National Strategies | Secondary Key leaflet: Modelled and shared reading

Modelling and Personal, learning and thinking skills (PLTS)

These behaviours (and the associated skills alluded to in the Framework examples above) can be closely linked to PLTS agenda, actively encouraging learners to take on a variety of roles such as creative enquirers and self-managers. Many of these are best learned by being taught they will not happen by just providing opportunities. So, when pupils see teachers enquiring about, or testing out hypotheses during modelled reading, or using a range of self-managed ways to record their ideas (such as through annotation, diagrams, grids, etc.) they are learning key behaviours, skills and ways of thinking. Thus, through establishing clear routines, classroom practices and behaviours which encourage and allow for these skills to be developed, there is a sharing of good practice. For example, in some circumstances, pupils who have developed the habit of mediating and leading discussion, could themselves lead and negotiate responses in the capacity of pupilteacher for example, handling feedback of discussion of a text, as a teacher might do.

Modelling within guided work

The other issue is the when. Conventional wisdom suggests that modelling precedes guided work, but provided you do not subtract too much time from the pupils own contributions, it can be a valuable way of ensuring strategies are really secured by the guided group. This is a useful strategy if:

you feel the guided group needs further support in building or revisiting core skills (which you have already modelled earlier) you wish to introduce a slightly different skill or area for development (perhaps a more challenging one for a more confident or competent group) you wish to focus on a different text or part of a text which needs a bit of a kick start from you you recognise pupils need further exemplification before they can approach the task. But, to reiterate, the guided group session should provide time for the group to engage with the text at some independent level, so even if you do use modelled reading approaches in the group session, keep the work focused, involve the pupils quickly, move swiftly into shared and then independent work.
Watch Clips 35: Modelled and shared reading to see a range of modelled and shared reading approaches and testimony from pupils and teachers about the benefits of these strategies.

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The National Strategies | Secondary Key leaflet: Modelled and shared reading

The role of questions in shared reading

A key consideration when approaching shared (and guided) reading, is the quality of the questions you ask. Most importantly, the purposes of the questions need to be clear. For example, the most common ones are:
Purposes To interest, engage and challenge pupils To check on prior knowledge and understanding To stimulate recall, mobilising existing knowledge and experience in order to create new understanding and meaning To focus pupils thinking on key concepts and issues Example Clearly Katharina deserves everything that happened to her in Taming of the Shrew dont you agree? So, what do you recall about how the writer ended the last chapter, and its impact on the narrative? If the advert from the 30s played on peoples concerns about the threat from Germany, how does the one were looking at now play on our worries today? We could say The Crucible is about a jealous young woman who wants revenge on the lover who jilted her, but what wider issues is Miller interested in? Whats the implication of these figures for the report you are about to write? Can should the council allow a new supermarket to be built? So, Tom, the poet establishes the boys loneliness in the first verse, yes? Then, if we have already noted that he now separates out a new verse, what new information does he introduce? How does that change the way the reader sees the boy now? There is a range of possible ways the story could go at this point; its not inevitable, is it? What might happen, based on what you have read so far? How did you work out what the poet was referring to in the final verse with that metaphor? What strategies were useful to you?

To help pupils to extend their thinking from the concrete and factual to the analytical and evaluative To lead pupils through a planned sequence which progressively establishes key understandings

To promote reasoning, problem solving, evaluation and the formulation of hypotheses To promote pupils thinking about the way they have learned

However, it is crucial that the use of questions leads to a real sense that pupils have secured the learning, and moved on in their knowledge and understanding. This is best done by teachers pressing the learning, ensuring they go beyond simply repeating back to you what is already known, or by asking superficial questions that everyone can answer but do not challenge their thinking. To help you do this:

build up to more difficult questions use careful prompts when needed to give pupils a foothold in the thought process, or some of the vocabulary needed once you ask a more challenging question leave space and time for an answer (dont jump in) ask conscripts rather than volunteers to answer questions focus much more on how and why rather than where, when and what (There is much more detailed advice on the use of questioning techniques in Pedagogy and practice: Teaching and learning in secondary schools Unit 7 Questioning (Ref: 0430-2004 G).
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The National Strategies | Secondary Key leaflet: Modelled and shared reading

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Modelled and shared reading approaches and responses

We have already seen how modelled, shared and guided responses can be flexed in terms of the sequence of the lesson. The following two examples show this in more detail. The first represents a simply sequenced and structured lesson. The second represents a more complex session in which modelled, shared and independent work is interchanged and moved between more rapidly.

Responding to an advertisement: modelling into shared work

Focus Stage 1: starter Stage 2: shared reading Stage 3: modelled reading Exploring persuasive language and other devices, and how a text creates its meanings. Pupils explore the vocabulary of advertising: lifestyle, connote, signify, imply, target audience, etc. by matching terms to definitions. Pupils are shown the key phrase from the advert and, from it, try to infer what product might be advertised (e.g. Youve arrived!). Teacher takes some aspects of the advertisement (e.g. the representation of people, what they wear, how light/colour is used) and using language of meaning (e.g.. imply, convey, connote, etc.), talks through his or her thinking about the impact of the text and what it might be trying to say via particular linguistic and media devices. Pupils respond to further aspects of the same advertisement, using the strategies modelled by the teacher to write some short responses which link specific devices to the effect on the audience. Pupils work on remaining aspects of the advertisement or a similar one to write three paragraphs: one on the way language is used to persuade, with specific reference to use of technical language; one on the way images connote a particular lifestyle; one on the overall layout and organisation of image and text. Feedback to class, perhaps mediated via table spokespersons, or via a pupil-chair for the plenary.

Stage 4: shared reading Stage 5: guided and/ or independent work

Stage 6: pair and then class feedback

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The National Strategies | Secondary Key leaflet: Modelled and shared reading

Responding to a non-fiction article: modelling into shared work (and back again!)
Focus Stage 1: starter modelled reading into independent work How language is used to convey the attitude or perspective of the writer in a newspaper article. Teacher focuses on two words from the headline (maligned and loving), one of which she then talks about, modelling how she responds to its connotations and annotating ideas of synonymous words or connected phrases. Class then divided into two halves and pupils, working on mini-whiteboards, write their own connotations for the words boys and yobs. Ideas fed back and mediated via teacher questioning, prompting on thoughts and connotations. Detailed reading of the article, looking for positive and negative representations of boys as briefly shown by the teacher. Then, pupils work on deciding how loaded or neutral three different responses to the article are. In feedback, pupils physically move three introductions into different positions on an interactive whiteboard and justify their choices to the class. Teacher works with a specific group to focus in on two particular paragraphs to explore the different attitudes of different people referenced in the article. Individuals feed back their ideas on the different attitudes to the class as a whole.

Stage 2: shared reading Stage 3: modelled into independent work

Stage 4: guided work Stage 5: pair and class feedback

What these two examples and the others in this leaflet show, is that there is no fixed and set way of using modelled and shared reading approaches. However, the pedagogy at the heart of the work needs to be secure, summed up as follows:

clear articulation by the teacher of the thought processes and strategies he/she has used to deconstruct, interrogate or find meaning in texts intelligent, well-planned and focused use of questions to clarify understanding, prompt further exploration, and challenge thinking to secure knowledge and skills modelling of learning behaviours (linked to the PLTS approach) as much as the curriculum outcomes range and variety of responses which pupils might have in guided, shared and independent work, from the active/physical (for example, moving around the class) to the quiet and individual (personal written response).

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The National Strategies | Secondary Key leaflet: Modelled and shared reading

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Next steps
Action Familiarise myself with the pedagogy by looking at the online clips and reading the key materials, such as Grammar for reading and writing. Review schemes and teaching plans to see where improving reading is a major concern or issue. Consider where modelled and shared reading approaches might fit most readily, and identify opportunities for developing them further in lessons and plans. Find a text and prepare it carefully for modelled and shared reading. Plan and teach a lesson using modelled and shared reading approaches with a specific group or class. Widen and develop modelled and shared reading practice and approaches and discuss with colleagues as appropriate. Other (your own priorities) By what date?

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