CfBT Education Services Workshop A Reading – Writing Links and Encouraging Wider Reading Jeannie Bulman Achieving Level 6 Reading

CfBT Education Services School Improvement Service in Partnership with Bloom’s taxonomy of questioning (1956) Evaluation Synthesis Analysis Application Comprehension Knowledge (recall) Describe / identify / who, when, where? Translate / predict / why? Demonstrate / solve / try in a new context Explain / infer / analyse Design / create / compose Assess / compare & contrast / judge Tasks 

CfBT Education Services By the beginning of year 5, pupils should be able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable speaking pace. They should be able to read most words effortlessly and to work out how to pronounce unfamiliar written words with increasing automaticity. If the pronunciation sounds unfamiliar, they should ask for help in determining both the meaning of the word and how to pronounce it correctly. They should be able to prepare readings, with appropriate intonation to show their understanding, and should be able to summarise and present a familiar story in their own words. They should be reading widely and frequently, outside as well as in school, for pleasure and information. They should be able to read silently, and then discuss what they have read. National Curriculum, July p.41

CfBT Education Services Workshop B Understanding the Different Assessment Focuses at level 6 Julia Waites Achieving Level 6 Reading

CfBT Education Services AF2: Understand, describe, select or retrieve information, events or ideas from text, and use quotation and reference to text Expectations of the literal reader at level 6: Summarise and synthesise information Select and explore evidence from different texts Make relevant points clearly identified with apt quotations Understand how a line of argument is developed Using quotations to develop and support your ideas

CfBT Education Services AF3: Deduce, infer or interpret information, events or ideas from texts Expectations of the deductive and inferential reader at level 6: Make inferences from challenging texts Interpret key points from different parts of the texts Consider the wider implications of themes, events and ideas in texts Explore the connotations of words and images Explore what can be inferred from the finer details of texts. Interpreting deeper levels of meaning in texts

CfBT Education Services Supporting reading comprehension Objectives: To clarify understanding of comprehension questions that require LITERAL, DEDUCTIVE and INFERENTIAL responses, as well as those requiring an understanding of AUTHORIAL INTENT. To provide Y6 children with practice in responding appropriately to each of these, supporting answers with evidence from the text.

CfBT Education Services Questions asking us about what has actually taken place To answer these questions we need to read the text very carefully and find the exact words that tell us the answer. Literal Questions

CfBT Education Services Ones where the text does not actually tell us, but we can work out the answer directly from information the text gives us. To answer them well we need to read the text very carefully and work things out from the information we are given (but not make things up of our own). DEDUCTIVE questions

CfBT Education Services Ones where the text does not actually tell us, but we can work out the answer by considering the hints and clues in the text in the light of our own knowledge and experience. To answer it well we need to read the text very carefully and draw conclusions of our own from the hints and clues we are given (but not completely make things up, or jump to conclusions not supported by the text). INFERENTIAL questions

CfBT Education Services Question asking us about AUTHORIAL INTENT: Ones that ask us what the writer has done and why. To answer these well we need to read the text very carefully and try to put ourselves in the writer’s place (i.e. ‘read like a writer’). We need to think about what the writer was trying to communicate and how he/she went about doing it. AUTHORIAL INTENT

CfBT Education Services F or the third night in a row, Zac cried himself to sleep. He had never been happy since he moved into Year 6 a month ago. But, now that Bruiser and his cronies had started singling Zac out, it was worse than ever. Q uestions: W as Zac happier in school when he was younger? How old is Zac? Who was making Zac particularly unhappy? What time of year is it? How long is it since Zac started a new class? How does the writer imply that Bruiser is someone who bullies? How recently has Zac’s situation at school begun to get much worse?

CfBT Education Services Q uestions: Wa s Zac happier in school when he was younger? How old is Zac? Who was making Zac particularly unhappy? What time of year is it? How long is it since Zac started a new class? How does the writer imply that Bruiser is someone who bullies? How recently has Zac’s situation at school begun to get much worse? Literal Questions DEDUCTIVE questions INFERENTIAL questions AUTHORIAL INTENT Literal Questions DEDUCTIVE questions INFERENTIAL questions

CfBT Education Services Workshop C Understanding Structure and Organisation, and the Writers’ Use of Language at Level 6 Achieving Level 6 Reading

CfBT Education Services AF4 Identify and comment on the structure and organisation of texts Expectations of the level 6 reader: Comment on how successfully writers have opened their stories Explored how writers structure a whole text Recognise and discuss the effect of a range of structural features in a text Comment on writer’s use of narrative structure to shape meaning Compare the organisation and development of a theme through a whole text How writers structure text to shape meaning and develop ideas

CfBT Education Services AF5: Explain and comment on writers’ use of language, Expectations of the level 6 reader: Identify and comment on the effectiveness of emotive language Explain and comment on the authors’ use of irony Analyse how authors use different sentence structures and rhythms Explore different kinds of dialogue in fiction Compare how writers use descriptive language in different texts Explaining how writers choose words and construct sentences for maximum impact

CfBT Education Services Workshop D Writers’ Purpose and Viewpoint Relating Texts to Social, Cultural and Historical Traditions Achieving Level 6 Reading

CfBT Education Services AF6 Indentify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader Expectations of the level 6 reader: Use detailed evidence from a text to identify the writer’s purpose Give detailed evidence for your opinions at word, sentence and text levels Explain writers’ viewpoints using detailed textual evidence Understand a text’s effect on the reader and explain how the writer has created it Explaining the effect of the text on the reader and how the writer achieves it

CfBT Education Services AF7 Relate texts to their social, cultural and historical traditions Expectations of the level 6 reader: Recognise textual conventions Recognise how textual conventions can be combined to create a new literary form Discuss how ideas in texts are treated differently in different times and places When we read, we are not just reading texts, we are reading the society and traditions they come from. The contexts of the texts help us to understand a range of the times, places and cultures.