Y4 Primary Reading Project

Aims of the reading project To know what progression in reading looks like across the primary curriculum To have an in-depth knowledge of Y4 reading expectations and what Y4 age related expectations looks like To know how to plan the teaching of reading so that all children will make accelerated progress towards achieving age related expectations at the end of Y4 To know some strategies that will accelerate the progress of children’s reading To know how to gather evidence to feed into assessment judgements To build up a portfolio of reading videos showing what age related expectations for each year group looks like

apliteracy.com Resources – Training Resources – Birth -19 - Reading Project – password is apliteracy@gmail.com @AP_Literacy

What is reading ? Can you come up with a definition in one sentence ? Reading is being able to decode whilst making sense of a text in order to understand it both on a literal level and by making links to wider reading and experience.

Progression in Reading

The Simple View of Reading

What do children need to learn in Y4 ? The National Curriculum – reading Beckfoot Heaton Primary’s progression in reading document The end-of-KS2 interim assessment framework

By the end of KS2, we expect children to . . . read age-appropriate books with confidence and fluency (including whole novels) read aloud with intonation that shows understanding work out the meaning of words from the context explain and discuss their understanding of what they have read, drawing inferences and justifying these with evidence predict what might happen from details stated and implied retrieve information from non-fiction

summarise main ideas, identifying key details and using quotations for illustration evaluate how authors use language, including figurative language, considering the impact on the reader make comparisons within and across books

Progression in reading across the curriculum linked to the KS2 interim teacher assessment framework . . . It’s all about word reading skills, vocabulary, retrieval and inference . . .

Y4 reading video

Break

Choosing texts http://www.lovereading4kids.co.uk Recommended book list By far the most powerful tool we have to engage children with reading is us – the teachers. We need to be knowledgeable and enthusiastic about books. We need to be confident enough to know what the popular choices are in our year groups. We also need to choose fantastic texts to use in lessons that get children wanting to read. (@TEMPLARWILSON2) http://www.lovereading4kids.co.uk Recommended book list Books for KS1 (Natalie – Twitter) Your recommendations Twitter

Teaching the reading skills lesson, planning for . . . Regular reading to encourage fluency and speed Fostering a love of reading Teaching and modelling reading skills

In order for children to make progress in reading, reading skills lessons should . . . Develop positive reading attitudes in children Give children greater self-confidence as a reader Improve concentration and attention span Provide models of fluent and expressive reading Allow interaction and the asking of questions Develop general knowledge Give children a wider vocabulary Support children with text comprehension Increase attainment

What does a good reading skills lesson look like ? Carefully selected questions Questions displayed before reading text Reading aloud – children or pupils Verbal response to text Teach children the skills needed to answer the questions Model how to answer the questions verbally Model how to write the answers to questions – NOT IN FULL SENTENCES Children practise the skills they have been taught Children apply their skills independently with cold texts and questions

The importance of reading aloud to children Develops vocabulary Supports children with the comprehension of stories beyond their reading ability Improves concentration and attention span Allows interaction and the asking of questions Improves knowledge and understanding through the sharing of complex stories Provides models of fluent expressive reading

Reading might be adult led, pairs, groups, individual. Teachers to teach children the skills needed to answer the questions to include modelling by the teacher- teacher to share thought process about how they would approach the question Children to practise answering these questions- may be- verbally, written (short form), group work, paired work etc. End of session, teacher to model how to write the answer Planning sheet

Planning a reading skills lesson Hook them in ! (docs) Choose a content domain as your Learning Challenge (link to a reading role) Select one or more questions stems (see following slides) linked to the Learning Challenge Develop questions related to your English text- becoming progressively more difficult – link to the scaffolding inference strategy (see following slides) Questions shared on IWB before reading, including a challenge question to extended those children for GDS

Asking the right questions

Reading question stems Use them to assess how children are progressing towards age related expectations Use them to assess how children are progressing towards achieving expected or beyond in the end-of-key stage reading test Use for moderation purposes in the same way as the DfE reading exemplification is used Build up a bank of videos exemplifying what age related expectations looks like in each year group

Children asking questions

Teaching children new vocabulary Bringing Words to Life (Clayton Village) CASE

Scaffolding inference – the theory

Scaffolding inference – the practice Decide on an inference question (2d) Begin to work backwards - work out where in the text the children need to go to locate useful evidence and ask a suitable retrieval question (2b). Continue to work backwards - which words or phrases do the children need to understand in order to be able to understand the evidence then ask a careful vocabulary question (2a). Once this process is complete (it may take a while at first), check that the 2a and 2b questions will adequately lead the children into answering the 2d question. If not, go back and tweak the questions.

Scaffolding inference – an example “Hey, our names kind of match,” she said as she chewed. I guess she could tell I didn’t know what she meant. “Summer ? August ?” she said, smiling, her eyes open wide, as she waited for me to get it. “Oh, yeah,” I said after a second. “We can make this the ‘summer only’ lunch table,” she said. “Only kids with summer names can sit here. Let’s see, is there anyone here named June or July ?” Write a definition for these two words Summer August 2. What does summer say as she chews her food ? 3. What does Summer mean when she says “We can make this the ‘summer only’ lunch table,” ?

An example using one of the test papers The tiny island, thick with creeping vines and roots, looked as if it floated. At its centre, an ancient oak tree towered over it. The tree’s branches were like bent fingers, twisting and stretching outwards, until the tips of its leaves touched the still water. Oliver carefully steered the boat through a narrow opening in the branches. Then they stepped out of the boat, and into a murky green space under an umbrella of leaves. The air was cool and damp. Maria led Oliver across the tangled ground to the hidden monument. It was a column of marble, weathered and mossy with age. A delicate crown sat at the top, and an inscription was carved into a flat slab at the base. Oliver used his thumbnail to scrape out the letters that were cut into it. Inference question – What impressions of the island do you get from these two paragraphs? Give two. What would your retrieval question be ? What would your vocabulary question be ?

R – Write down three things that you are told about the oak tree on the island. V – Explain two things that the words murky and tangled suggest about the island. Have a go using one of last year’s test questions – 9a, 13, 15a, 15b, 16, 17, 19, 24, 32

Reading skills display

Guided reading or whole class reading ? What do you call your reading skills lesson ?

Whole class reading – some tips from the experts - Still need guided reading within whole class reading – differentiation and for immediate feedback from pupils One book/text per child Works for SEN children (pre-teach vocab) One intervention per paragraph

Suggested structure of the whole class reading lessson Teacher reads aloud Children ‘hoover up’ new vocab – write down in guided reading books- make connections with other vocabulary – are regularly quizzed on them 60-second retrieval quiz Individual children read aloud Quick round of ‘find and Copy’ Independent reading Differentiated questions Children who can’t fluently decode receive 20 minutes extra practice a day (e.g. during assemblies) Writing lessons are shorter but reading is the key that UNLOCKS everything else

Assessing reading

Making accurate assessment judgements is about . . . Having a good understanding of the national curriculum and the assessment criteria Gathering evidence Recording assessment information Moderating with colleagues How do you do this for reading ?

Children need to pass a test at the end of KS2

Gathering evidence

2016 KS2 reading test – out of 50 marks First two sections 2a - Give and explain the meaning of words in context – 2016 – 4 marks 2017 – 7 marks 2b – retrieve and record information/identify key details from fiction and non-fiction – 2016 – 12 marks 2017 – 13 marks 2d – Make inferences from the text/explain and justify inferences with evidence from the text – 2016 – 17 marks 2017 – 17 marks 2016 - 66 % of the marks 2017 - 74 % of the marks

2016 KS2 reading test Third section 2a - Give and explain the meaning of words in context – 2016 – 6 marks out of 12 marks 2017 – 3 marks out of 22 marks 2b – retrieve and record information/identify key details from fiction and non-fiction – 2016 – 3 marks out of 12 marks 2017 – 1 mark out of 22 marks 2d – Make inferences from the text/explain and justify inferences with evidence from the text – 2016 – 2 marks out of 12 marks 2017 – 15 marks out of 22 marks ! 2016 - 92 % of the marks 2017 - 86 % of the marks (68 % of the marks are 2d questions compared with 17 % in 2016!)

Lunch

SLE

Planning

Gap task

Reading at greater depth Next time . . . Reading at greater depth