Reading Project 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 Half an hour for first three sessions and an hour for the last session.

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 - reading assessment grids linked to the reading question stems

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

Case study – Tom Weir, SLE Woodside Academy

More top tips from How to Teach Guided Reading Like a Boss by Stephen Lockyer (@mrlockyer) Reading aloud - From the right Mind the gap Fill the gap Every other Echo reading Jump around 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 (revisit Silas Marner) Write down five questions you’d like answered about the text 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 in 6 words, 20 words, then 50 words Summary – Next to each paragraph, write down the purpose of that paragraph Summarise each paragraph in six words Comprehension bingo

Contrast – TEXT RECIPE Layout Writing style Active/passive Sentence types Technical language Facts/opinions tense

Planning sheet

Planning a reading skills lesson following the Strategy for Reading and using the reading question stems . . . The hook – character, setting, plot Identify vocabulary Reading response Prediction and sequencing activities Retrieval Inference (scaffolding inference strategy) Reading aloud

Text . . . Read aloud – 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. Sales pitch.

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