Reading Project Bradford East One Partnership Spring 2018 Half an hour for first three sessions and an hour for the last session. Bradford East One Partnership Spring 2018

Aims To know how to gather evidence to feed into assessment judgements To know what good quality questioning looks like To know what good quality answers look like To know how to plan the teaching of reading so that all children will make accelerated progress towards achieving age related expectations

apliteracy.com Resources in folder in Resources – Training Resources – Bradford East One Partnership – password – BEOP apliteracy@gmail.com @AP_Literacy

Feedback from last session (share a colleague’s feedback) using the 7-step approach to teaching children vocabulary developing a vocabulary wall using vocabulary books for the children (added to weekly) using the question stems to ask the right questions using the scaffolding inference strategy a greater focus on teaching children reading skills a greater focus on test technique developing the reading ethos/a love of reading in the classroom trialling whole class reading skills lessons developing a reading skills display using the reading roles strategy

Assessing reading Gathering evidence (Y2 – talk about reading moderation) - reading assessment grids linked to the reading question stems - pick one of your children’s books – how much evidence can you gather from this book ? Consider how you will gather further evidence . . .

What does good quality questioning look like ? Reading question stems re-visited

With a colleague, moderate your own questions . . . Are they linked to a clear objective ? Do you scaffold inference with vocabulary and retrieval questions ? Are vocabulary, retrieval and inference questions differentiated for different ability groups ? Do you model where to look for answers to questions and how to find the evidence to support the answer ? Do you model how to answer questions – both verbally and in writing ? Are children given the opportunity to practise answering questions (maybe in pairs) before they have to answer them independently ?

What do good quality answers look like What do good quality answers look like ? Are your children answering reading comprehension questions well enough ? Are children answering in full sentences ? Are children finding good quality evidence in the text ? Can children explain why ? Are children’s answers giving you good evidence to feed into assessment judgements >

Break

Silas Marner by George Eliot Read this extract aloud to each other How well can you access this text ? Why ? Why not ? Next 7 slides 20 mins

What would have helped you access this text ? Knowing the meaning of unfamiliar vocabulary Revising punctuation and how it helps the reader to make sense of a text Pictures/film of Silas Marner, the town where he lives, the surrounding area Some knowledge of how people lived in those times – books or film Hearing the text being read aloud Reading the text aloud Reading other texts set in those times Watching the film, Silas Marner Acting out some of the scenes in Silas Marner Discussing the text with other people

Strategy for Reading

Quick Guide to Planning a Reading Skills Session   Develop your hooks - Teach children the meaning of unfamiliar vocabulary Revise punctuation and how it helps the reader to make sense of a text Pictures/film of unfamiliar characters, settings, plots Reading other texts set which support the understanding of the main text Drama around the text Discussing the text with other people Give children the opportunity to respond to their reading Choose a content domain as your objective (link to a reading role) Select one or more questions stems linked to the objective Develop questions related to your English – link to the scaffolding inference strategy Plan to read your text aloud - might be adult led, pairs, groups, individual Plan to teach children the skills needed to answer the questions to include modelling and sharing thought processes about how to approach the question Give children the opportunity to practise answering these questions - may be- verbally, written (short form), group work, paired work etc. End of session, model how to answer the question in writing

Case study - Laura Hughes, SLE Carrwood Primary School

Videos Video 1 Video 2 Video 3

Tips from How to Teach Guided Reading Like a Boss by Stephen Lockyer (@mrlockyer) Reading aloud - From the right – read round the class Mind the gap – teacher misses out key word Fill the gap – children add synonyms for key word Every other – children read a line at a time Echo reading – children read a line each in pairs Jump around – teacher randomly selects children to read Vocabulary – Identify all the words which you are unsure of in meaning The seven-step approach Identify/Compare/Contrast/Apply - SEE NEXT SLIDES Reading response – Sales pitch

Comprehension bingo Retrieval – Underline the parts of the text which don’t make sense to you Underline all the facts in green Interrogation (could give them clues like ‘line 4’ or ‘near the beginning’ - this will ensure children read the text more carefully (revisit Silas Marner) Write down five things you’d like to know Inference – Underline the sections of text which describe a character’s feelings in green, and thoughts in red Prediction Write what you think happens next Comprehension bingo

Quick Guide to Planning a Reading Skills Session   Develop your hooks - Teach children the meaning of unfamiliar vocabulary Revise punctuation and how it helps the reader to make sense of a text Pictures/film of unfamiliar characters, settings, plots Reading other texts set which support the understanding of the main text Drama around the text Discussing the text with other people Give children the opportunity to respond to their reading Choose a content domain as your objective (link to a reading role) Select one or more questions stems linked to the objective Develop questions related to your English – link to the scaffolding inference strategy Plan to read your text aloud - might be adult led, pairs, groups, individual Plan to teach children the skills needed to answer the questions to include modelling and sharing thought processes about how to approach the question Give children the opportunity to practise answering these questions - may be- verbally, written (short form), group work, paired work etc. End of session, model how to answer the question in writing

Text . . . Read aloud (try with Silas Marner) - From the right Mind the gap Fill the gap Every other Echo reading Jump around Read independently. Underline the parts of the text that don’t make sense to you. Response to reading.

Evaluate your planning . . . Choice of text Variety of objectives and differentiation within them Opportunities for children to read aloud Questioning Scaffolding Extension Teacher modelling how to find evidence and answer questions both verbally and Opportunity for children to write answers to questions Opportunity for children to practise their skills with both a familiar and unfamiliar text

Next session What does age related expectations look like ? What does reading at greater depth look like ? Assessing the reading of your own pupils and moderating it with colleagues

Next steps and evaluations