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TEACHING
45 Minutes
Multi-track
The Psychology
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The 45 Minute Tracks Session
Track 1 DIY Reading + Multi-track Reading
As pupils come in they are likely to say something like, 'I'm going to read 4 books today'. They're focused on
what they're going to do. There are no conversations about subjects unrelated to the session.
The teacher says that they're going to do Do It Yourself Reading, but the pupils know this and already
have their record books out and are choosing which of 2 or 3 books they're going to read.
Pupils read independently and they and teachers make informed decisions about which books are read
according to Tracks criteria. The teacher uses Tracks techniques to check pupils' accuracy and
understanding. These techniques mean that within a few minutes of the first Tracks session pupils start
taking responsibility for asking for information about
words/phrases that they can't read or understand.
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Track 2 Read Words
The pupils then move to the Read Words Track. They
consult their record books and choose where to start,
assuming it's not a revision session.
The pupils are working with individual sets of 'phonic cards'.
They move backwards and forwards through the cards as they
learn and need to go back and reinforce activities introduced
previously. The acquisition of strategies for decoding is
obvious as pupils work. Moves forward are immediately recorded
in individual pupils' record books.
As in all Tracks activities interactions with individual pupils
take seconds only - enough time to give the pupil minimal
information to take the next step independently.
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Track 3 Write Words
It's the Write Words Track and the pace is fast. Individual pupils
are writing words that they have mis-spelt in Do It Yourself
Writing. As they work they answer quick-fire questions about
related words. They change some of their words according to Tracks
criteria.
As pupils individually finish Write Words they move either to
Chunks or Rules, or both.
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Tracks 4 and 5 Chunks and Rules
Pupils have interactive teaching spelling books. The teacher
chooses individual words for pupils to spell. He does this
on the basis of the individual pupil's response to words
asked previously.
The pupils write the words using a reference
list and other strategies that enable them to be successful.
Scaffolding and the unique CD technique support this process.
As with Write Words the pupils are becoming adept at
relating words.
The session ends, but only because of lack of time. The teacher
and pupils work right up to the last minute available.
There is no limit to what can be taught in Tracks sessions.
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A group of 8, year 5/6 boys
'Miss, if we were to stay here for ever we'd just read, wouldn't we?'
'I'm not really clever - someone's just made it really easy for me'
'I know them Miss, I did them on the plane'
'I like it, it's like cheating'
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