Quality 1 st Teaching of Reading at Babington Mrs. Sarah Farn – Reading Champion Miss Janine Scott – Literacy Co-ordinator

Session Aim: To share our approaches to the explicit teaching of reading at KS3.

Babington’s Headline Figures: Demographic Background Reading Ages Headlines 49% of KS3 - a reading age below 10 58% - current year 7 – below 10 Language/EAL 55% of KS3 EAL – approximately 40 different ‘home’ languages New Arrivals / Cohort shifts 77 new students across all years – since Sept 78% - little or no English

RML: Fresh Start The ‘Nurture’ Cohort: Year 7 and 8 *KS2 validated data below Level 2 *Reading age of below 9 years 4 hours Fresh Start each week / 2 hours of ‘traditional’ English Benefits: A ‘lesson’…not an ‘intervention’ Inclusive – no withdrawal

Year 7 Intervention: Phonics 17% of the total Y7 cohort – RML Fresh Start Of those measurable – 63% made progress: 6-12 mths – 27% 1-5 mths – 36% ZERO OR DECREASE – 37% (4 students)* *3 students – poor attendance (88%/84.9%/87.3%) *1 student – DSP

Student Voice Video – why we like phonics…

Life after ‘decoding…’ Engaging the ‘struggling reader.’ The power of ‘pre-reading.’

KS3 English Curriculum Reading at the ‘heart’ of everything: Active learning – 4 novels and a play (complete) Focusing on key reading strategies: -Skimming -Scanning -Inference -Summary -Questioning -Prediction

Valentine: What would you put in the Love Box?

Learning Episode 1: Many Heads Make Light Work… 1. What would you put in the Love Box and why? 2. What is love? 3. How do you show someone that you love them? 4. What object would you compare love to and why? Love is like…

Learning Episode 2: I give you an onion.

Not a red rose or a satin heart. I give you an onion. It is a moon wrapped in brown paper. It promises light like the careful undressing of love. Here. It will blind you with tears like a lover. It will make your reflection a wobbling photo of grief. I am trying to be truthful. Not a cute card or a kissogram. I give you an onion. Its fierce kiss will stay on your lips, possessive and faithful as we are, for as long as we are. Take it. Its platinum loops shrink to a wedding-ring, if you like. Lethal. Its scent will cling to your fingers, cling to your knife.

Embedding ‘The Babington Way for Literacy’ -Reading -Writing -Talk A Cross-Curricular Approach:

Teaching Reading for Purpose THE BABINGTON WAY FOR LITERACY THROUGH: READING THE BABINGTON WAY FOR LITERACY THROUGH: READING Planning for Reading 1. Familiarise yourself with the reading age range of the students in your group (J Drive: Literacy/Supporting Reading Resources/Reading Age Data) 2. Find and adapt texts to suit the reading ages in your group. The 2RQs: Why are we reading? What are we reading/looking for? 3. Use the Read Well Wheel to promote discussion about what type of reading is required for the outcome. Which reading skill is required? 4. Use strategies to teach and practise the reading skill—Modelling. The Babington Big Three (The most commonly required reading skills for our students). Learn these definitions.. Think of ways to explicitly teach and practise whichever skill is required when students have to read in a lesson. CLOSE READING - Reading every single word of the text to establish understanding. SCANNING - When you scan a text for particular information – numbers, words and phrases. Try the Scan-It! Window resources with low-mid ability. INFERENCE - Using the text to develop our ideas and suggest deeper / alternative layers of meaning. Teaching Reading for Purpose THE BABINGTON WAY FOR LITERACY THROUGH: READING THE BABINGTON WAY FOR LITERACY THROUGH: READING Planning for Reading 1. Familiarise yourself with the reading age range of the students in your group (J Drive: Literacy/Supporting Reading Resources/Reading Age Data) 2. Find and adapt texts to suit the reading ages in your group. The 2RQs: Why are we reading? What are we reading/looking for? 3. Use the Read Well Wheel to promote discussion about what type of reading is required for the outcome. Which reading skill is required? 4. Use strategies to teach and practise the reading skill—Modelling. The Babington Big Three (The most commonly required reading skills for our students). Learn these definitions.. Think of ways to explicitly teach and practise whichever skill is required when students have to read in a lesson. CLOSE READING - Reading every single word of the text to establish understanding. SCANNING - When you scan a text for particular information – numbers, words and phrases. Try the Scan-It! Window resources with low-mid ability. INFERENCE - Using the text to develop our ideas and suggest deeper / alternative layers of meaning.

Successes? 68% - current Yr 8 cohort – made reading age gains last year -more than half made 6 or more months gain. 60% - current yr 9 cohort – reading age gains -more than half made 6+ months gain

Pictorial Representation Teaching reading – the 20%... Reading Skills: the ‘struggling masses’ Whole-school responsibility: A Cross-Curricular Approach

WiT - Fundamental Knowledge and Skills -diagnostics -solutions -networking -best practice

Feel free to contact: