KS3 Placement
To deepen understanding of the reading process
To support transition
Key Points
 Begins week 10, 7th October met by mentor
 1 day a week for 8 weeks
weeks 10,11,12or 13 depending on the school’s half
term, weeks 14, 15, 16, SEN placement block, weeks
19 and 20
 Working with 1 pupil in year 7 (some paired work)
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
practise the teaching of
1:1 support with reading
reading
 Support given to access
 Deepen understanding of
text across the curriculum
the reading process
 Experience differences of  Support transition to a
secondary school
KS3 environment and build
environment
awareness of transition
Working with the School
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Find out how the school want you to work
Which pupil(s)? Find out about them
When? 1:1 slot may vary
Where? A quiet space is needed for assessment
How? Schools may have an established intervention or
resources that they want you to use.
 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.
Working with the Student
 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 pupil 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
 Pupil reading:
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Familiar text
New text at instructional level
Word study related to text
Writing related to text
 Independent reading at easy level
 Oral reading and silent reading
Steps for an effective lesson
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Build on a pupil’s prior knowledge, interests and enthusiasms
Find suitable and engaging texts
Share targets at the start of every session
Teach in small steps and create opportunities for over-learning
Give specific praise (not a commentary) and boost confidence
Establish a sense of fun and purpose
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
Preparation
 Read the supporting booklet
 In the next English session 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