Reading Carousel Guidance, September 2014

The new National Curriculum identifies two dimensions to reading: word reading and comprehension (both listening and reading). In KS2, reading
carousel is used to develop the childrens skills in comprehension.

From the new National Curriculum:

Good comprehension draws from linguistic knowledge and on knowledge of the world. Comprehension skills develop through pupils experience of
high-quality discussion with the teacher, as well as for reading and discussing a range of stories, poems and non-fiction. All pupils must be
encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish
an appreciation and love of reading and to gain knowledge across the curriculum. Reading widely and often increases pupils vocabulary because
they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils imagination and opens up a treasure-house of
wonder and joy for curious young minds.

The purpose of Lathoms Reading Carousel is, therefore:

- allow quality teacher-led discussion of a text in a small-group context;
- develop vocabulary through a range of word-level activities;
- develop grammatical knowledge through a range of sentence-level activities;
- develop independent interaction with a text through a range of text-level activities.

Reading Carousel should give children access to a wide-range of fiction and non-fiction. Use library time to encourage children to pick their own
texts, justify their reasons and talk about the books they have read.

Structure of Reading Carousel

- Children to be split into ability groups.
- A circus of activities is to be planned. This circus should comprise of:
- guided reading group with teacher. During this activity, every child should be given an opportunity to read out loud.
- independent vocabulary activity.
- independent spelling activity.
- independent handwriting activity.
- independent grammar activity.

The independent activities should reflect the explicit teaching of these strands that has taken place over the previous weeks literacy.
Reading Carousel- Friday 15/04/16 Thursday 21/04/16

Monday Tuesday Wednesday Thursday Friday

Hagrid (HA) Follow up Reciprocal Sorting sentences Reading comprehension Determiners activity on Reciprocal Reading
Reading Session 4 Present perfect vs S Past mini whiteboard. Jemmy Button
(Tanya) Susan Session 4

Dudley(HA) .
Reciprocal Reading Follow up Reciprocal Sorting sentences Reading comprehension Determiners activity on
Jemmy Button Reading Session 4 Present perfect vs S Past mini whiteboard.
Session 4 (Tanya) Susan

Dumbledore(MA)
Determiners activity on Reciprocal Reading Follow up Reciprocal Sorting sentences Reading comprehension
mini whiteboard. Jemmy Button Reading Session 3 Present perfect vs S Past
Session 4 (Tanya) Susan

Mcgonagal(MA)
Reading comprehension Determiners activity on Reciprocal Reading Follow up Reciprocal Sorting sentences
mini whiteboard. Jemmy Button Reading Session 4 Present perfect vs S Past
Susan Session 4 (Tanya)

Harry Potter (LA) Reading comprehension

Sorting sentences Determiners activity on Reciprocal Reading Follow up Reciprocal
Present perfect vs S Past Susan mini whiteboard. Jemmy Button Reading Session 4
(Tanya) Session 4