Whole class reading (and Macbeth)

It was several years ago – long before the latest surge in popularity of ‘whole class reading’ – that I found I no longer wanted to have anything to do with the old carousel method of guided reading and I abandoned it in favour of working on a text as a class instead. When, later, it felt that I might need to try and justify it, I sought out information online and came across Mrs P Teach’s blog. I was glad then, that I wasn’t alone in thinking it was preferable teaching 5 different lessons, to teaching the same one five times and letting the pupils do the others independently. When I took on the role of English subject-leader for UKS2, it didn’t take me long to encourage some of the teachers to use a whole class approach. Many jumped at the idea. Some were a little resistant but realised the benefits pretty quickly. One is still attached to the intimacy of the guided group and I understand why. I have suggested that for now, we use a combination and that my colleague tries at least one week of whole class reading. There have been too many imposed practices in my history for me to want to take that approach here.

At the time of looking, Jo Payne’s blog was one of the few that came up in the search engine. Googling it now, reveals just how much the idea has been taken up and welcomed. Some good links are:

The Teaching Booth

Solomon Kingsnorth

(Not so) New and Quietly Terrified

DM Crosby in the TES

And the powerhouse of whole class reading:


I’ve drawn from these and various twitter exchanges and discussions, for the simple approach I take. There might be more honing necessary, but the following is my current practice. I felt it was time I shared something, so I have also included resources on Jon Blake’s adaptation of ‘Macbeth’ for Oxford Reading Tree. I used this text this term alongside Shakespeare’s original and I have included the witches’ poem comprehension.

Reading sessions are daily – 30 minutes.

Monday: I Read the text aloud. Pupils sometimes follow. Often they listen and make accompanying illustrations. I may get them to read aloud as a class.

Tuesday: We look at specific vocabulary from the text, discuss synonyms and usage. This is also the day for reciting and learning things by heart and for addressing spelling issues.

Wednesday: Read your own book day. It may include an activity based on their own book. Often it’s just the luxury of uninterrupted reading. 5 pupils a week use Ipads to access a set reading activity.

Thursday: Reading comprehension – 5 questions based on the part of the text that has already been read aloud by me. Pupils have access to a printout of the text. The questions are based on retrieval, interpretation and explanation. I use the acronym APE to help pupils write longer answers. I don’t overdo acronyms, but this one works:

  • Answer
  • Prove
  • Explain

We look at the answers together. Strong answers are shared. A good version is always modelled.

Friday: Pupils who were less confident with the comprehension activity are supported to give stronger answers, including looking at the model. The rest of the time is reading their own book again. I have tried to increase the amount of time they spend ‘free reading’ as it used to be called. It has felt that in recent years, they’re almost desperate to do this and never have enough time, so that books are creeping out surreptitiously during other lessons!

Here are the resources for the Macbeth text:

Vocabulary witches’ spell

Vocabulary p 82.83

Vocabulary p 50,51

Vocabulary p 26,27

Vocabulary p 18,19

Vocabulary p 7,8,9

Macbeth questions p82,83

Macbeth questions p50,51

Macbeth questions p26,27

Macbeth questions p18,19

Macbeth questions p7,8,9