The strategy was developed based on research and then by joint planning and co-creation between the Additional Learning Needs Co-ordinator (ALNCo), the Senior Teacher for Teaching and Learning and the head of the Welsh and English departments.
The reading scheme is based on the principles of ‘shared reading’. The aim is to:
- promote strong relationships between the teacher and pupil and from pupil to pupil.
- promote shared learning as pupils learn from each other.
- build pupils’ confidence by visiting text more than once.
- model quality reading through modelling by the teacher.
- develop a variety of reading comprehension skills.
To be able to run the sessions, registration groups were reorganised and detailed plans were made to ensure that the provision was able to run for all pupils in Years 7 to 9 at the same time. In a bilingual school with a high proportion of ALN pupils, timetables had to be adapted and detailed plans had to be made.
Training was given by the leaders of the scheme to all teaching and learning support staff. The element of training everyone together was an important feature of developing the scheme as a whole-school strategy. It was explained to staff how to lead the activities and how to model reading effectively. As this was a priority that was produced based on the opinions of staff, most staff committed to the scheme very well.
There are 2 sessions each week. During the first session, there is an initial discussion about the text – ‘what can we see about the piece immediately?’ Then, there is a period of quiet, independent reading. After this, the teacher models reading by paying full attention to expression and intonation, using a ‘pointer’ to connect the words to their voice. To conclude the session, there is an opportunity for pupils to practise reading the passage aloud to the class.
During the second session, the teacher models effective reading again – using the same passage. Pupils are also expected to read aloud. There is an opportunity to check pupils’ understanding of the meaning of words and the piece as a whole. Then, pupils apply the information, which is now familiar to them, by answering questions in the form of ‘Darllen Caredig’ (Crynhoi, Awgrymu, Rhagfynegi, Esbonio, Dilyniant, I gof, Geirfa – Summarise, Suggest, Predict, Explain, Sequence, Memorise, Vocabulary).
While a majority of pupils complete the activities in their registration classes, pupils with less developed reading skills are supported by staff from the ALN department. The structure of the scheme is exactly the same, but pupils are given support in appropriate groups. The ALNCo chooses and/or creates catchy and interesting reading texts, which have been differentiated significantly – up to 5 different levels to ensure an appropriate challenge for everyone.
