Paired Reading - foster a love of reading!

I love to read. There is no greater gift we can give to the children in our charge than a love of reading. Saying you don't like to read is like saying you don't like films because you watched Scream 2 and didn't enjoy yourself. You just haven't found the right book! 

With so many distractions outside of school - dance class, computer games, homework, family time - it can be hard for children (and adults!) to find the time to choose and get into a good book. So, why not build it into the school day? Now, I know what you're thinking: when?!  Luckily, many of the reading objectives can be covered through other lessons: topics you're covering, writing lessons, etc. So, really, dedicating some of the English slots to building a love of reading is not too much of an ask. Plus, the impact is well worth it. Plus, it's worth noting that I hate, hate, HATE Guided Reading! So, for me, this is one of many reading activities that replaces that time-drain. It's like having their own little book club! 

Without further ado, here is my guide for implementing Paired Reading:

Book Tasting

You've probably heard about this. It certainly isn't my idea. Pinterest and Instagram are full of wonderful, elaborate set-ups with table cloths, menus and all that jazz. I didn't do this. So, here's how I did it:

• My children already sat in teams of 4, paired carefully for learning and enjoyment of school. I put 3 chapter books on each table. 
• In pairs, the children looked at the books on their table. I spoke to the children about how they could choose a book. We talked about looking at the cover and discussed the saying don't judge a book by its cover,  deciding that today some people have a lot of training to design a cover that appeals to someone who'd like the book. We also talked about the blurb, highlighting that this is not written by the author, so really all it can tell you is about the plot and genre. Then, I suggested that they read the first page of any book they like the look of. 
• In this class, we had journals: notebooks for the children's personal use. They took these round with them and could make any notes they wanted. This was nice. Some of them just noted the names of books they liked the look of, others gave each a rating for how much they fancied it, some noted bit of information. 
• Every 7 or 8 minutes, I stopped them and told them to move to the next table to look at that selection of books. Next time, I would like to let them go 'free flow', moving around the classroom as they have finished. 
• Then came the bit I dreaded: doling out the books. I was sure there would be arguments, despite the fact that I'd told them to choose a couple and not be too hung up on one. I asked each pair to go and get the book they wanted to read. There were a few who went for the same book and they just politely sorted out who would have it! (#proudteachermoment!) 

Reading 

Each time we read, the children start by discussing what they've read so far and where they're up to. (The first time, they discussed what they expected).  I give them a choice of four ways to share the book: 

1. Take turns to read a paragraph or two aloud
2. Read silently, turning the page when both have finished it
3. One reads the dialogue, one the prose 
4. One reads to the other

They usually don't do the same thing each time. As they read, they can quietly chat about the book. I used to put quiet music on, but because some are quietly reading aloud or discussing, it didn't really work. They are also allowed to have their journals and not down anything they want to. Some like to steal phrases or write character names so they don't forget. Most don't. 

After Reading

Quite often, we just do the reading. Sometimes, I give them something to do as a reflection task. These include: 

• Copying a paragraph they like: sounds pointless, but this can be a really nice activity. I always hear great discussion about which paragraph they like and why. It's good handwriting practice. They look carefully at the punctuation, often asking me why it's there, showing that they're thinking about it. They inadvertently absorb sentences structures and new vocabulary. 
• Making / adding to a timeline of the story: just in notes, helping them to keep track of the story and to see the structure of it. Particularly helpful for those reading a non-linear narrative
  
• Making a family tree: again, organising the story in their heads
  
• Summarising the story so far : on the LearnPads (or computers). A give them a word count they have to stick to
• A reading journal entry: a little menu of activities they can choose from with all of the usual activities (describing a character, writing a dialogue between 2 characters, making a comic strip of the story, writing a review of the story so far, re-writing a paragraph from another character's point of view). 
  

Why?

Well, the idea came from the fact that hardly any of my Year 4 class had every read a chapter book!!! It can be very daunting. This way:

• the children have focussed time to try it 
• they actually learn how to do it
• they have someone to share the experience with 
• they're peer supported with the reading, remembering the plot, understanding the story

Final tip: if they give the book a try and don't like it, let them change it! There is nothing harder than reading a book you don't like. Plus, that wouldn't exactly help foster that love of reading!!