Created specifically for Scotland, Reflective Reading is a methodology that can be used in both primary and secondary schools. This exciting approach will:
- improve literacy standards, reading attainment and motivation in reading for all
- put the magic back into reading through fun, engaging ideas and activities for the teaching of reading comprehension
- create life-long readers with good reading habits, who enjoy and appreciate text in all its forms
Designed to be the ‘next steps’ for reading in Scotland, Reflective Reading responds to the aims and purposes of Curriculum for Excellence, including the Experiences and Outcomes and the 7 Principles. Pupil Friendly Reading Assessments will also generate and encourage a learning dialogue about reading to support Assessment is for Learning. In addition, a new taxonomy for reading has been created to ensure that higher order thinking skills are embedded within the teaching of reading. Teachers and children will enjoy using the Comprehension Compass, creating Task Maps and completing Textplorers activities.
Why is Reflective Reading Effective?
- it provides a flexible structure that gives teachers freedom and ownership, whilst still offering consistency across the school
- instead of working with low-level generic questioning, teachers use the tools to develop challenging questions and tasks that are specifically relevant to the texts studied and / or to the needs of the class
- practical resources, exemplar lessons are provided to support teachers and enable them to ‘start tomorrow’
- ‘working smarter’ encourages teachers to make links to curricular areas and link reading and writing to provide a more coherent approach to literacy and learning
- pupils' motivation towards reading improves immediately, despite being challenging, the tasks are engaging and game-like; enjoyment and choice is built in
- progression is obvious; pupils learn how to discuss, write, and develop comprehension answers (and questions) with increasing sophistication and independence training includes input on different genres including film and ‘real texts’, using ‘provocation to talk’ and much more…