1. Reading 2014 Reading 2015

4. Slipper Time Every class in school at the end of the day 2.55 – 3.10pm – story time in slippers! Text choices Phase One and Two Essential reads added to. You can choose your own as well, (check the year above/ below for their essential reads first), but they need to be “up-levelled.” (Understanding vs decoding) What rich literature can you provide them that they couldn’t read themselves? What books should your year group be reading? Authors that they should know? Please remember we have a library packed with books!

5. Text choices Phase Three – longer texts, with a pupil book for them to follow along and read with you. This will give children the opportunity to explore themes across a longer text. Consider how to support your weaker readers... Pairs? Move to the front to sign post? Sometimes it may link to Literacy, but most of the time you will be covering the range of text types to ensure sufficient breadth. * There will be chance to view the texts at the end, but can you start researching the longer texts you want to cover next and then discuss these with me

6. The children have had their first letters about slippers Voucher for Brantano Date to begin – w/b 12.1.15

9. And now, time to look at your essential reads bought so far....

10. Enhancing our Reading Teaching Creating the opportunity to discuss books and develop reading through “Book Time.” Every day High quality for all

11. How we develop reading... Literacy curriculum time Wider curriculum opportunities

12. Pie Corbett – The Origins of the philosophies for our new “Book Time.” https://www.youtube.com/watch?v=JdvJZD-cplg Even as an adult, I find that I don’t really know about a book until I have talked about it. Talking one’s way into a deeper understanding is crucial for developing the ability critically to appreciate literature; answering comprehension questions may test understanding and challenge thinking but it is in the discussion that the ability to think critically can be developed. It is worth remembering that for some children comprehension does not magically develop on its own. It has to be taught, modelled by the teacher ‘thinking aloud’ and teasing at an issue. In particular, the sort of discussion in which the children have time to think collectively, tentatively proposing and reshaping their understanding, is essential for developing readers.

13. Pie Corbett ‘Book-talk’ only works if the books have anything worth saying about them. The quality of the book determines the depth of discussion. Children can and should expect to change their minds in the light of what others say. Children are encouraged to raise questions as well as make points and suggestions. Children’s responses are nothing to do with guessing what the teacher has in mind. Be a tentative and encouraging listener – use open questions to draw out their thinking. EG – “tell me about...”

14. Aiden Chambers – Book Talk “There is a correlation between the richness of the reading environment in which readers live and the richness of their talk about what they've read. In any group of children we find that if they begin by sharing their most obvious observations they soon accumulate a body of understanding that reveals the heart of a text and its meaning(s) for them all. Talking about a book helps a child find the heart of a story, make sense of a string of facts, and understand complicated ideas.

15. Book Time at Preston Hedge’s To create a purposeful environment where ALL children are developing in reading during the whole session To provide the very best opportunity for group teaching of reading so that learning can be accelerated To inspire and develop pupils’ discussion about a range of texts To feed into the skills developed in Literacy at group level, (embedded at P1/2, moving towards this at P3).

16. Book Time – When and What? Reception As children are ready, you need to group them into twos and three to start “Book Time” discussion skills Years One to Three Timetable adjustments – Maths moves to second session, prompt start after break, then 11.35 until lunch is “Book Time.” Lost learning time – stopping at 11.45 = loss of 1 and a quarter hours per week (getting near to 50 hours over the year!) 4 days per week – think about it as a fortnightly rolling programme

17. Reception In order to meet the new Government expectation, Sarah is developing a list of pre-year one aspects that need developing. This will include methods such as modelling strategies as well as content. Years One to Three Opportunity for high quality group work – APP BUILD A PICTURE The other children will have a scrap book style book which you will not need to mark, but will develop their thinking. Sheets against the Afs that apply across a range of texts We have developed some, but will work as teams to create a good library to save planning Book stock – rapid increase. You also need to start looking at what texts you would like ordering to use

18. Phase Three 12 – 12.30 continues The focus is on developing the group work teaching through APP build a picture, (hang on at the end for this method) For now, continue with two days Spag, two days with the reading cards as this fits for now. As school develops our children’s reading, the need in this time will change.

19. What stays the same..? Modelled and shared reading as part of the teaching sequence Analysis skills at Phase 3 – including “walk through” and first/ final responses Progressive learning objectives for reading in the reading section of the teaching sequence Targeted teaching of pupils/ needs within reading sessions Comprehension sessions in Years 3 - 6

20. A tweaked planning grid In T Drive Staff New Literacy Curriculum 2014 Planning masters Medium term plans due 12.1.15 See me to book help if you need it this week Use blue to show a continued objective

21. What now? Be ready to go w/b 12.1.15 Reception – visit Year One once running to observe expectations of new curriculum Years One to Three – continue with “Build a Picture.” Make use of the new resources and start to develop stock sheets that others can use. Meet in one month to share sheets to increase number available to all. Phase three – a chat now then make a start with groups. Then, we will meet again for any questions next phase meeting.

22. Phase Three – a quick tour In T Drive Staff New Literacy Curriculum 2014 Book Time resources