1. Reading at KS2 an overview for parents Written by Megan Dixon Revised and presented by Andrea Horsley-Literacy Co-ordinator Weaver Primary School

2. The Aims of This Evening To provide an overview of the New National Curriculum for English in particular reading To look at the different elements of reading To look at the types of questions used for assessment purposes To outline ways of helping your child with reading at home

3. Why is reading important? Reading allows pupils to develop: Culturally Emotionally Intellectually Socially Spiritually

4. New Curriculum All the skills of language are essential to participating fully as a member of society English Speaking Listening Writing Reading Ways to Communicate Ways for others to communicate with us

5. Reading Word readingComprehension Decoding When reading independently When listening At KS1 there is a huge emphasis on phonics in the early teaching of reading. By the end of primary school all pupils should be able to read fluently with confidence in any subject they will encounter in secondary school.

6. “Comprehension is the ultimate goal of reading.” Cain, 2010

7. “reading and writing are two sides of the same coin” Clay (2005) Reading and writing are reciprocal processes. There is a direct correlation between reading for pleasure and success across the curriculum at KS4 http://www.ioe.ac.uk/newsEvents/89938.html http://www.ioe.ac.uk/newsEvents/89938.html Sulllivan and Brown (2013) Children from the same social backgrounds who had achieved the same test scores as each other both at ages 5 and 10….those who read books often at age 10 and more than once a week at age 16 gained higher results in all three tests at age 16 than those who read less regularly. When children read widely, they absorb the language, phrasing, vocabulary, and spelling that supports their cognitive development.

8. The Simple View of Reading - - + + Poor word recognition, poor language comprehension Good language comprehension, poor word recognition, Good word recognition, good language comprehension Good word recognition, poor language comprehension

9. Reading comprehension is complex. When they read, good readers… The reader is active, constantly thinking. 1.Activate background knowledge 2.Make predictions/ask questions 3.Visualise when necessary 4.Identify important words/phrases/ideas 5.Monitor meaning during text reading 6.Detect understanding breakdown and use repair strategies 7.Make connections and integrate meaning 8.Use inference 9.Summarise and synthesise 10.And read frequently and widely to develop vocabulary and text experience

10. Reading the lines (literal understanding) Reading through the lines (inferential and deductive reading) Reading beyond the lines (evaluative and comparative reading)

11. 1.Activate background knowledge 2.Make predictions/ask questions 3.Visualise when necessary 4.Identify important words/phrases/ideas 5.Make connections and integrate meaning Inference: a subjective process where the reader determines what the author is suggesting, using background knowledge and prior experience. To use inference, we must read like a detective. We find the clues, across the text and use them to add layers of understanding, building a rich picture in our head

12. Make connections and integrate meaning Use inference Summarise and synthesise And read frequently and widely to develop vocabulary and text experience

13. A high level of understanding. Level 3-5 4 types of questions… – Short answers – Several line answers – Longer questions – Other answer questions Reading stamina needed; 45mins (15 mins active reading; 30 mins active reading of questions)

14. The Great Plague, 1664-1666 What was the plague? About 350 years ago, a terrible disease spread across parts of Europe. It was called the Great Plague. The worst year was 1665 when London was badly affected. By the end of that year, about 100,000 people had died.

15. What was the worst year of the plague? 1 mark - a literal response – reading the lines What where the plague orders and how did they help to prevent the spread of the disease? 2 marks – literal and then simple inference – reading through the lines

16. A ) What did the author mean when she described Sarah as ‘looking very cool’? 1 mark – comment on vocab/writers use of language B) Explain how modern readers might misunderstand that description. 1 mark – relate texts to their historical contexts and literary traditions – reading beyond the lines

17. When Hannah arrived, there was a misunderstanding between her and Sarah. Explain fully the different reasons why both Hannah and Sarah were upset. 3 marks – complex inference across a text, for 2 characters and their relationships. – reading through the lines, across the text

18. What might be expected at Level 6? Level 6 Types of questions – Some short answers, – Mostly longer answers, requiring direct quotation from the text, exploring the writer’s choice of language and the reader’s interpretation Reading stamina – 60 mins; 10 mins to read, 50 mins to answer…

19. The Great Stink of London In the mid-19 th century, Britain was gripped by the fear of cholera, a highly infectious and deadly disease. When cholera struck Hamburg in Germany, the British government grew alarmed that this latest outbreak might spread to Britain. They decided to create a special committee to deal with the expected epidemic.

20. “… scum like an encrusted cobweb “ Explain what the choice of language in the phrase above tells us about how dirty the water was. 1 mark – writer’s use of language – understanding the metaphorical use of language – the ability to visualise – reading through and beyond the lines

21. Look at the paragraph beginning By 1874… How does the writer show he admires Bazalgette? Support your answer with a quotation from this paragraph. 2 marks – getting inside the mind of the writer, and commenting on their viewpoint – reading through the lines

22. The press called the crisis The Great Stink (page 5). This is a turning point in the account. Explain how the writer builds a sense of urgency up to this point. 3 marks –understanding the structure of the writing and choice of language. – reading through and beyond the lines

23. So, how can we help? Inference depends on a child bringing their knowledge and experience of the world to help interpret the text… Get out and about!

24. Encouraging reading for pleasure “Study after study has shown that performance on tests of reading comprehension is heavily influenced by the amount of self-selected free voluntary reading that children do” Michael Rosen Reading for pleasure means reading what you chose to read, because you want to

25. “Reading for pleasure is a kind of ‘doing’ too. The reader is active about choosing, browsing and selecting, and then active with playing with the possibilities in a text. More often than not, readers for pleasure will talk about what they read. They pass on their enthusiasms and raise queries, ask questions and try to answer them. ” Michael Rosen, 2013

27. Finding books… Lovereadingforkids.co.uk Federation of Children’s Book Groups www.booktrust.org.uk Children’s Best Book Guide National Literacy Trust http://www.wordsforlife.org.uk/ Blogs…. http://www.thebookpeople.co.uk/blog/index.ph p/tag/childrens-books/ http://www.thebookpeople.co.uk/blog/index.ph p/tag/childrens-books/ Other children!

29. Reading with children It is vitally important to carry on reading with children in KS2 Share a book, page by page, or chapter by chapter, poem by poem Explore a more sophisticated picture book Read the same story independently…then discuss the text, watch the film, or go to the theatre and make comparisons www.storynory.com

30. Talk is important! Listening comprehension and reading comprehension use the same skills Vocabulary building is essential – what words mean, what phrases mean, words that mean the same, words that mean different things Children need to learn the “language of written text”

31. Good readers ask questions… When we read, we make predictions, ask ourselves questions about the text and then look out for the answer. If the answer is not what we expect, we are prompted to go back and check It is more powerful if we can get children to ask the questions themselves….

32. Open question starters…. I wonder if…. I wonder why… Tell me about…. Why do you think…. Tell me more How do you know….

33. Retelling is an important skill Good readers do not remember the exact words of a text, they remember the ‘gist’ In order to retell a story, you have to be able to pick out the important parts of the story (summarise) and put them into your own words (synthesise) Encourage children to use the language of the story they have been reading

34. Share jokes… Tell jokes, explain jokes Especially the ones with terrible puns and word play. Jokes help develop a child’s depth of vocabulary and understanding of grammar

35. In summary… Provide reading mileage Lots and lots of books, magazines, texts, newspapers; opportunities to read Model reading Try reading the same book to discuss it Read articles from the newspaper together Tell jokes, why are they funny? Watch adverts, what are they saying? Get out and about… develop as much life experience as possible. Talk Ask questions … Explore what words mean, play with language, Encourage children to ask questions

36. World Book Day Thursday 5 th March Website – worldbookday.com Ideas – from the expert s Ideas – Parents Bookfinder This year we are going to ask the children to dress up as a book character. We will be holding a special assembly before the actual day. On the day, the children will take part in a dance workshop based around a particular book and led by West End Theatre Actors.