In this opening part of the course, we see a demonstration of whole-class reading, which moves through four distinct phases - modelled read, choral read, ‘jump in’ and ‘pick up’. This is an approach to teaching comprehension that develops pupils’ fluency, and supports struggling readers.
Modelling fluency is particularly important, as it helps children to identify the phrases within a piece of text, and how these phrases sound when they are read out - with pauses, tone and expression all helping to demonstrate comprehension. To model fluency effectively, Chris and Lindsay talk about the importance for teachers of having rehearsed the text beforehand.
Choral reading is shown to offer a non-threatening environment for children, as everyone is supported by the whole class. Following this, ‘jump in’ demonstrates a process where the teacher begins reading, then cues in the children - to ensure they are following along. This leads on to the final stage, ‘pick up’, which enables the teacher to monitor individual pupils’ fluency.
The benefit of the multiple reads is that it leads to greater fluency and in turn comprehension later in the lesson, particularly for children who might otherwise struggle.
Christine Chen and Lindsay Pickton
Christine and Lindsay are experienced English specialists based in Kingston upon Thames. They support numerous primary schools, alliances and federations. Both have worked in schools as senior literacy teachers and helped to launch and run school improvement programmes across their borough, and written for publishers including OUP, Pearson and Collins.
About the Course
This series of live lessons show a tried and tested approach to whole-class reading in action. We see how choral reading can improve fluency and comprehension for all pupils and how this leads to a close reading of the text and an exploration of vocabulary that unlocks inference for the class. It’s a process that gives children the skills they need to tackle comprehension questions at a higher level.