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1:1 reading in Reception how do you manage it?

Discussion in 'Early Years' started by kaz_allan, Jul 10, 2011.

  1. Hi

    I have been out of early years for a while and am going back in from sept. I want to do individual reading daily and get through my class of 27 children in a week. Does anyone do this currently ? I wondered how you manage it so that you are not making so many interruptions in a childs continuous play in the day. Currently the teachers are giving the other children activities such as free writing/reading, hand gym play and key word practice on a rota basis each day while they read 1:1.

    Any ideas would be welcome - thank you.
  2. Can I ask - is this your school's policy or your personal preference?
    I teach reading through guided group sessions and this has worked successfully for many years.I think the important word here is 'teach' and I do not hear them read individually except in the context of the group session.
    If individuals really struggle then they get additional reading support.
    I do use my volunteer adult helpers to do individual reading with the children, on a rota basis, but not every session they are in (too many other things I want to be adult supported - role play, painting, clay, games, puppets, junk modelling, using IAW to name a few). They use the 'home reading' books, which not all parents read with their children, and we do tend to do this more with those children we know are getting less 1:1 support at home.
  3. NettyMc

    NettyMc New commenter

    Each child reads to me at least once a week and to my TA once a week also. Strugglers read 3-4 times a week. I'm prepared to be shot down by the guided reading advocates but this works for me and my children. Granted it does take up a considerable portion of time (including lunch time) but I see it as very worthwhile. Most of my children pester me to read and we both love the 1-1 attention.
  4. Hi

    I have trained as a reading specialist and believe that the best quality learning and teaching happens during 1:1 reading, there is also a place for guided reading too but 1:1 reading gives the child more confidence to grow at their own pace and there are no issues of low self esteem or being scared to have a go or feeling left out or the opposite really when some are quicker than others it can be dull. Specific reading and books concepts can be taught more effectively in a 1:1 situation. The children love the 1:1 attention also.

    This is not a school policy as yet but myHead is with me on this and we will be re-training staff and re-organising the way we teach reading in school.

  5. Msz

    Msz Established commenter

    1-1 reading here too
  6. Hi Msz

    How do you fit it in? I am worried that I will need to call the children away from their indp play in order to fit 5 children in in a morning session - unless I hold on to a group, get them to do related reading activities while I read 1:1 and then i am pulling them away from my chosen acitvity not theirs? Not sure about this!!! help!!
  7. Msz

    Msz Established commenter

    I'm not in reception now but I would set aside some time each day (30 mins ish) to hear readers during CI. Basically I would sit in the reading area outdoors or in the role play area with a book and usually the children came to me. A few reluctant ones might need rounding up but in general I find once they get the idea you end up turning a few away (because they all want to read) with promises of finding time later.
  8. Thats a great idea thanks Msz, I keep thinking of the old style of teaching where I would chose children in the groups i needed, but basically it doesnt matter who I have as long as I have them all in a week. love it! thats made it all so simple. great thanks Msz!
  9. i try to do both, but don't feel that guided group reading really works because each child is so individual and has such individual needs, although it is easier for teaching some specific strategies or skills. Individual reading seems to take me much longer and I don't get to hear so many children read in a week, but it is more personal and really helps to boost confidence. wish I had a magic answer....they both have pros and cons.... if someone has an answer of how to manage it better it i'd love to hear it!
  10. I find 1:1 reading sessions useful in Early Years as each child gets the chance to talk about their book and it's easy to see what they understand and don't. I have found Guided Reading too stilted and to be honest quite dull ( I do accept however that this is probably my fault! ) I love the conversations that come from 1:1 reading and to me in FS that's priceless. I thin small children love 1:1 tome with an adult as they sure don't get much of it in the homes where our children live. i think Guided Reading has more of a place in the upper school and feel sad that individual reading has gone in our KS1 department. All seem to sit round analysing books and it looks deathly boring to me. However that said it is a personal opinion and good on the teachers that do find it beneficial. it's just not for me!
  11. I must admit to feeling like I may want to introduce some form of 1:1 reading, having read so many of these postings.
    I only feel like saying this now Tiger Lily has posted a less judgemental comment on guided reading.
  12. vannie

    vannie Star commenter

    I will be introducing some 1 - 1 reading in september in my new R/1 class. The problem that a lot of my new Y1's have is that they have very little support at home for whatever reason. I think that 1 - 1 reading will go part way to addressing this need for individual attention.
    I have tried Guided Reading this term with reception and previously in nursery but have to say that I don't think it really works in EY. Possibly my fault but I found it involved lots of waiting for children - too many distractions and the group dynamic mitigates against individual attention.
    Will be having a go with the Reception children too!

  13. mystery10

    mystery10 Occasional commenter

    Only a parent, but I feel that if there is a time-problem with hearing reading one to one, it should be in reception where this problem is at its smallest - reception classes seem to have the most favourable ratios - let's say one teacher and one TA to 30 children in most schools?
    Someone asked why it is only with reading we feel it should be done one to one? That's a good question. One to one maths would be great in an ideal world too. But I guess it's because the only way you know if an early reader is reading, and what their reading is like, is by hearing them read. Beginner readers seem to me to be pretty fragile creatures - there are a few who will launch forth in a big voice to anyone willing to hear them including in a guided reading group, but there are many others who it is not possible to know really what they can and can't do without getting to hear them one to one regularly for a reasonable period of time. And really, delightful as we find it hearing them make their first steps in reading, it's pretty painful for other children who have to suffer listening to it in a group while waiting for their chance to stumble through a sentence in front of a large audience.
  14. This isn't how a guided session works for us. There's no question of being expected to 'launch forth' and it is a skillful job to assess how individuals are coping with the text as the group works through a book. Successful group reading involves a mutually supportive environment.
  15. mystery10

    mystery10 Occasional commenter

    Well that sounds lovely; I'm only as a parent as I say and I've not had the good fortune to see it work like that in reception. Yes I've seen it work well higher up the school but I'm sure there are still some children for whom inwardly it is a dreaded activity no matter how skilfully it is handled.
  16. Msz

    Msz Established commenter

    surely any activity in the early years involves a mutually supportive environment [​IMG]
  17. Msz

    Msz Established commenter

    We do 1-1 writing and maths with some children too (or very small group 2 or 3 children) to scaffold learning.
  18. I would be interested to know what constitutes guided reading in most reception classes. I'm sure all sessions include a brief introduction from the teacher rehearsing strategies and vocab from the book. Do children then read around the group, or read quietly to themselves? I find both these methods deeply unsatisfying as a teacher, and surely they must be for the children also. Too often, in the group reading scenario, quick readers are held back and less keen readers ignore the book until it is their turn. A small number of children generally end up doing all the 'work'. On the other hand, when the children read quietly to themselves, they go at different paces, some finishing the short reception level texts very quickly (but often without reading every word, or grasping the story), others pretending to read it. Giving some meaningful input to all the children is well nigh impossible in the time available.
    This is why I think we need to find time and staff to allow for one to one reading. I would actually stick my head out and say that guided reading was introduced as a cheap way of making sure that teachers (rather than TAs and helpers) had some input on children's reading. Money saving, not good practice. The only advantage I can see is that it means that the teacher is only taken up 20 minutes per day with hearing readers rather than 40 minutes +.
    If you are a great believer in guided reading, can you say what it is that makes it better practice than one to one?

  19. Do you not think that TAs lead guided reading?

    I hate guided reading, btw.
  20. I teach reception. I find group reading sessions can be a challenge to teachers but are an effective way of encouraging and teaching reading. The dynamics of the group ( I only ever have 5) is important as they need to be of fairly similar ability but I do find that it is also a good situation for speaking and listening. They do not participate in group reading until they are both segmenting and blending to read. It can also help children to become more aware of the needs of others and of course even a very simple text, as we use can be made more fun if treated imaginatively. I sometimes follow up our simple text with guided writing which also gives them confidence.
    I also hear children read inividually as they take home different books. These are lovely phonic based books with a wealth of material to discuss. The children are always keen to read to me but as this takes up so much time I don't hear them very often and often only because I have used a P.P.A time. This way I can sit somewhere quiet and not be interrupted. This is almost impossible in a classroom with 30 children some of whom will be busy doing child-initiated activities, even with 2 adults. I'm afraid that when I have a guided reading group there are times when I have to ensure ''noisy'' activities are discouraged. Of course the same can be said for any phonic based activity where children need to be able to hear themselves!

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