Reading project – Day 2

What’s working… Every afternoon to extend reading stamina Pupils can now read for up to 20 to 25 minutes of sustained, silent reading Pupils enjoy their follow up tasks which are quick to complete and show a reflection on their reading

Stand up, Hands up, Pair up Encourages sharing of ideas Improves familiarity and understanding of the text Increases fluency Peer assessment of each other helps pupils to improve their fluency

Park It board Pupils write down ideas on a post it note Then Stands up, Hands up, Pair up Finally, pupils ‘park’ their ideas

What’s working… choral partner paired true or false modelling fluency through echo reading repetition of reading builds confidence – model/echo/choral Pobble 365 unpicking vocabulary in different ways and allowing pupils to identify the vocabulary and ask questions – visually, dictionary, thesaurus, vocab match

Impact of strategies Pupil enjoyment Understanding of their reading has increased More confident readers Pupils feel important, take ownership of their reading, – pupil voice

Barriers It’s a long journey Parental engagement Understanding of vocabulary Resources

Developing Reading Comprehension

Some facts… 60% do not reread text 47% imagine 22% make links 21% ask questions

Elements of successful Reading comprehension Activating prior knowledge Reading for meaning Understanding new vocabulary Inferring

Activating prior knowledge Children have their own experiences and in order to make sense of a text they must activate this prior knowledge If they do not have this knowledge then we must ensure they have access to it Pre teaching

Activating prior knowledge Pre teaching of the text and vocabulary allows pupils to access the lesson and changes their self perception and confidence in participating in the lesson. Use images for vocabulary. Keep these displayed during the reading of the text. Warm up the text – flick through the text looking at - pictures, blurb, – identify genres and similarities between texts. For example features of a fairy tale – evil, maiden, overcome evil, happy ending. This supports them to make links and predictions of their reading. Familiarity means they will expect certain things from a text.

Pupils need background knowledge, context and understanding in order to access and picture texts and in order to make sensible predictions. i.e historical books or from different places. Use of video and images to research When reading your class book, allow partner talk if pupils relate to parts of the text through their own experiences i.e have you ever been to Spain? Tell your partner about the experience.

To sum up - to activate prior knowledge: Use a multi sensory approach: objects musical sounds ‘walk’ through the book images information texts to read fiction texts videos research activities play ‘free association drama/visualisation

RMM – reading for meaning In the moment Imagining is about all the senses - what does your film look like? What can you smell? Use prior knowledge - Before reading pupils should ask themselves – Pupils have to go in with certain expectations -suspend belief, old fashioned , different from their lives etc. what do I expect from this sort of text, from the title, picture , font?

Predict/form theories What is this text (before reading) based on? What is the most likely or normal? I think that that character will … because in my experience when … Give pupils sentence stems to enable them to clarify their understanding.

Imagining Reading in the moment is to create imagery in your head, like a film, and when that imagery becomes fuzzy then there is a breakdown in your reading. Encourage pupils to ask themselves how the breakdown has happened - does this make sense? What have I missed? Have I listened to my reading? Have I understood my vocabulary? Missed a word or misread? Pupils use prior knowledge to make sense out of their text – text to self, text to world, text to teacher

Encourage pupils to make links

Think aloud visualise thinking in thought bubbles – questioning/predicting highlight key vocab – words that tell you something about the text refer to earlier parts of the text to make inferences/predictions

Reading For meaning Symbols

To make inferences you must use the literal first. Stages to inference The three stages needed:  finding the literal (‘the clues’) about a character or situation  Thinking about their own knowledge they can bring to the picture/text - linking the text to self/text/world (activating prior knowledge) Put the clues together and your knowledge (link) to make an inference – what would be the most likely conclusion? What would be the most ‘normal’ prediction?

Inference grid The Literal Prior Knowledge Inference boy climbing a plant of some kind large shoes cloudy Prior Knowledge Inference fairy tale – Jack and the beanstalk magic happens in fairy tales The boy has climbed into the sky, will fight the Giant and become a hero and wealthy

Pobble 365

Once this grid has been completed it is much easier for a child to answer an inference question and justify it as they have already done the thinking.

https://app. gonoodle. com/channels/blazer-fresh/wizard-of-words https://app.gonoodle.com/channels/blazer-fresh/wizard-of-words?s=Channel&t=Blazer%20Fresh