Shared reading


In Grade 6 you will build on the foundations of Grades 4 and 5 and prepare your learners for the challenges of the Senior Phase. By Grade 6, learners should be doing a lot of independent reading. You may find shared reading best for reading comprehension texts in the Learner’s Book. Shared reading can be used to teach learners


about the features of texts and to practise and introduce vocabulary and language structures. The learners follow as you read and then join in when they feel confident to do so. They hear and see words at the same time, which helps them to make connections between written and oral language. Step 1 Introduce the text to the learners. You can use the Before readingactivities in the Learner’s Book. Step 2 Read the text with the learners. Note theWhile readingactivities in the Learner’s Book. Step 3 Use the text to develop skills. Teach vocabulary, punctuation and language structures using the text. Refer to the teaching notes for each lesson.


Independent and pair reading


In the Intermediate Phase you will need to get the learners to a level at which they can read independently and with confidence. As a teacher, your role is to stimulate and encourage the learners to become independent. Allow as much time as you can for pair and then independent reading activities. The activities in the Reading Book in this series have been structured so that they can be used for both pair and independent work. Independent and pair reading should be linked


to the themes and topics that provide the context for learning in the Learner’s Book. The texts that the learners read should be texts that they have read in the Learner’s Book, so that there is some reinforcement for the learning of features of text types. The Reading Book in this series is therefore closely linked to the themes and texts in the Learner’s Book.


How to manage pair reading


Pair reading will help learners build confidence on their way to becoming independent readers. Learners who are already reading independently can be paired with weaker learners from time to time as well to provide extra help to these learners. You can follow the steps suggested below for


pair reading. Step 1: Pre-reading Prepare the pairs of learners for the text they are


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going to read. You can do this in different ways: discussions, reading aloud of another similar text, pre-teaching key vocabulary words, using pictures to stimulate and introduce topics and doing the pre-reading (Beforeyou read) activities with the learners before they start reading. In Grade 6 you can also sometimes ask learners to write a sentence or two before they begin to read. It is important to vary these pre-reading activities. Step 2: Reading The pairs of learners can then read the text. There are many ways in which they can do this, for example: • Learners can take turns to read alternate paragraphs.


• More advanced learners can read alternate roles in a narrative or dialogue.


• One learner can read aloud. • One learner can read and the other learner can correct pronunciation and ask questions.


Let learners take turns to fulfil these roles. For example, don’t let the same learner in a pair always read aloud. Step 3: After reading There are several activities that pairs of learners can do together after they have read a text, for example: • Ask each other questions about a text. • Discuss and answer questions together. After that, they should write answers to questions alone to consolidate what they have understood.


• Retell stories to each other. • Act a story or role-play a new part for the story. • Make mindmaps or tables of the key information in a text.


• Do a shared writing activity.


Using the Reading Book (core reader) The Reading Book (core reader) is suitable for pair and independent reading. You could do some of the Before readingactivities given in the book with the learners before they begin. And of course you should be available to help them if they need assistance. There are alsoWhilereadingactivities which will help learners to pay attention to the specific features of the texts while they read. The Reading Book also provides a range of


activities for the learners to do after they have read each text. These activities range from answering comprehension questions and activities to develop and consolidate vocabulary, to role plays and games. There are also activities which provide contextualised grammar practice. The learners do not need to do all the activities each time they read a text. Select the activities which you feel are the most appropriate for your learners, and sometimes just let them read for enjoyment. Doing activities after each and every reading session can be off-


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