Journalist and Educational...
- Education Professionals
Teachers at two very different primary schools, one inner-city and one rural, show how they support Key Stage 2 guided reading groups in literacy sessions looking at fiction and non-fiction.
Both groups require creative and energetic teaching to help their children reach their full potential in reading.
At Princess May Primary in East London, Giovanna Ionta, a Year 5 teacher from Spain, leads a guided reading session with a mainly Spanish-speaking group, where some of the English as an Additional Language (EAL) pupils struggle with complex English words.
At Gade Valley School, Hertfordshire, the progress of a mixed ability group of Year 4 pupils is followed as they take part in a guided reading session based on the non-fiction topic of friction.
Staff explain how adding guided reading to the school's APP has significantly lifted standards in reading throughout the school.
Part of the series: Good Practice