WAYS OF APPROACHING
FICTION AT KS3
Enjoyment and Enrichment
Learning Objectives
• analyse reading development at KS3 in relation
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to the KS3 Framework
identify the characteristics of a good class novel
further develop a range of practical approaches
to the class novel
consider the range and development of reading
knowledge, reading skills and understanding in
the POS for English at KS3
outline a Medium Term Plan for reading
development using a class novel at KS3
EXPLORING THE CONTEXT
• Fewer pupils are reading for pleasure in
KS2 and KS3 than previously.
• OFSTED findings that pupils read fewer
whole texts than previously.
• Strategy-led teaching has become
reductive and “bite-sized”.
• New focus on reading for Pleasure
(English 21/ECM)
Since the inception of the Literacy Strategy, concerns have arisen
that pupils at Key Stages 2 and 3 are reading fewer whole texts than
was previously the case; and, equally importantly, that pupils are
not being encouraged to read for pleasure. Critics, such as Bethan
Marshall (Senior Lecturer in English Education, Kings College
London) have consistently argued that the Strategy’s emphasis on
“bite sized” learning has resulted in the actual dimunition of reading
for pleasure. Close study of extracts from texts for specific objective
driven goals has, it is argued, led to teachers neglecting what should
be the intrinsic enjoyment of reading.
The Strategy’s English Subject Leader Development training
package (Summer 06) contains explicit acknowledgement of these
concerns and reports OFSTED findings that teachers have tended to
slavishly follow the minutiae of previous Strategy advice - which has
led to pupils reading fewer whole texts than in pre-Strategy days. In
2006/7, Strategy training will, we are told, focus on this key issue.
Already, organisations such as THE VITAL LINK (www.vital
link.org.uk) are producing Quick Reads publications (www.quick
reads.org.uk) as part of their “Reading For Pleasure” campaign.
Encouragingly, they are funded by the DFES, and their mission
statement reads:
“It is not possible to teach people reading for pleasure; this is a
personal activity developed through example, encouragement and
reinforcement . . . . Helping learners develop an interest in books
and reading for pleasure is not a soft option but an intrinsic and
essential part of good literacy teaching practice.”
(from “Approaches to Reading For Pleasure”)
Linking the Key Stages
• A brief view of what the Strategy says in
each Key Stage.
• Exemplification of how the Reading
Objectives “progress” from KS2 to KS3.
Group Activity
• Discuss and list an agreed set of criteria to
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describe suitable and effective fiction texts to
use for boys and girls at KS3.
Suggest some specific texts that meet these
criteria. Refer to NC and Strategy objectives.
Feedback to whole group.
(10 minutes)
What Good Readers Do
• Consider the list on the sheet in your
handout. . . . . .
• How can we, as teachers, foster and
develop these skills in the classroom?
Some Basic Approaches
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Shared Reading
Group Reading
Reading “round the class”
DARTS activities
Traditional Comprehension
Independent Reading
Paired Reading
Library lessons/Reading Schemes
(See handout and additonal materials on WebCT)
Creating Tasks and Planning
Lessons
• Lessons must combine great texts with great
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tasks and clear objectives.
Be aware of the wide range of tasks available.
(Refer to the document: “Approaches to the
Class Novel”)
Make effective use of the ASSESSMENT
FOCUSES.
Task: How could the AFs be used to inform
planning?
Further reading
• www.vitallink.org.uk (a source of
information on reading for pleasure)
• www.readingconnects.org.uk
• www.literacytrust.org.uk
• Improving Reading – an interactive study
resource (Dfes. Ref:1557-2005CDO-EN)