1. Y4 Primary Reading Project

2. Aims of the reading project
To know what progression in reading looks like across the primary curriculum
To have an in-depth knowledge of Y4 reading expectations and what Y4 age related expectations looks like
To know how to plan the teaching of reading so that all children will make accelerated progress towards achieving age related expectations at the end of Y4
To know some strategies that will accelerate the progress of children’s reading
To know how to gather evidence to feed into assessment judgements
To build up a portfolio of reading videos showing what age related
expectations for each year group looks like

3. apliteracy.com
Resources – Training Resources – Birth Reading
Project – password is
@AP_Literacy

4. What is reading ? Can you come up with a definition in one sentence ?
Reading is being able to decode whilst making sense of a text in order to understand it both on a literal level and by making links to wider reading and experience.

5. Progression in Reading

6. The Simple View of Reading

7. What do children need to learn in Y4 ?
The National Curriculum – reading
Beckfoot Heaton Primary’s progression in reading document
The end-of-KS2 interim assessment framework

8. By the end of KS2, we expect children to . . .
read age-appropriate books with confidence and fluency (including whole novels)
read aloud with intonation that shows understanding
work out the meaning of words from the context
explain and discuss their understanding of what they have read, drawing inferences and justifying these with evidence
predict what might happen from details stated and implied
retrieve information from non-fiction

9. summarise main ideas, identifying key details and using quotations for illustration
evaluate how authors use language, including figurative language, considering the impact on the reader
make comparisons within and across books

10. Progression in reading across the curriculum linked to the KS2 interim teacher assessment framework . . .
It’s all about word reading skills, vocabulary, retrieval and inference . . .

11. Y4 reading video

12. Break

13. Choosing texts http://www.lovereading4kids.co.uk Recommended book list
By far the most powerful tool we have to engage children with reading is us – the teachers. We need to be knowledgeable and enthusiastic about books. We need to be confident enough to know what the popular choices are in our year groups. We also need to choose fantastic texts to use in lessons that get children wanting to read.
Recommended book list
Books for KS1 (Natalie – Twitter)
Your recommendations
Twitter

14. Teaching the reading skills lesson, planning for . . .
Regular reading to encourage fluency and speed
Fostering a love of reading
Teaching and modelling reading skills

15. In order for children to make progress in reading, reading skills lessons should . . .
Develop positive reading attitudes in children
Give children greater self-confidence as a reader
Improve concentration and attention span
Provide models of fluent and expressive reading
Allow interaction and the asking of questions
Develop general knowledge
Give children a wider vocabulary
Support children with text comprehension
Increase attainment

16. What does a good reading skills lesson look like ?
Carefully selected questions
Questions displayed before reading text
Reading aloud – children or pupils
Verbal response to text
Teach children the skills needed to answer the questions
Model how to answer the questions verbally
Model how to write the answers to questions – NOT IN FULL SENTENCES
Children practise the skills they have been taught
Children apply their skills independently with cold
texts and questions

17. The importance of reading aloud to children
Develops vocabulary
Supports children with the comprehension of stories beyond their reading ability
Improves concentration and attention span
Allows interaction and the asking of questions
Improves knowledge and understanding through the sharing of complex stories
Provides models of fluent expressive reading

18. Reading might be adult led, pairs, groups, individual.
Teachers to teach children the skills needed to answer the questions to include modelling by the teacher- teacher to share thought process about how they would approach the question
Children to practise answering these questions- may be- verbally, written (short form), group work, paired work etc.
End of session, teacher to model how to write the answer
Planning sheet

19. Planning a reading skills lesson
Hook them in ! (docs)
Choose a content domain as your Learning Challenge (link to a reading role)
Select one or more questions stems (see following slides) linked to the Learning Challenge
Develop questions related to your English text- becoming progressively more difficult – link to the scaffolding inference strategy (see following slides)
Questions shared on IWB before reading, including a challenge question to extended those children for GDS

20. Asking the right questions

21. Reading question stems
Use them to assess how children are progressing towards age related expectations
Use them to assess how children are progressing towards achieving expected or beyond in the end-of-key stage reading test
Use for moderation purposes in the same way as the DfE reading exemplification is used
Build up a bank of videos exemplifying what age related expectations looks like in each year group

22. Children asking questions

23. Teaching children new vocabulary
Bringing Words to Life (Clayton Village)
CASE

24. Scaffolding inference – the theory

25. Scaffolding inference – the practice
Decide on an inference question (2d)
Begin to work backwards - work out where in the text the children need to go to locate useful evidence and ask a suitable retrieval question (2b).
Continue to work backwards - which words or phrases do the children need to understand in order to be able to understand the evidence then ask a careful vocabulary question (2a).
Once this process is complete (it may take a while at first), check that the 2a and 2b questions will adequately lead the children into answering the 2d question. If not, go back and tweak the questions.

26. Scaffolding inference – an example
“Hey, our names kind of match,” she said as she chewed.
I guess she could tell I didn’t know what she meant.
“Summer ? August ?” she said, smiling, her eyes open wide, as she waited for me to get it.
“Oh, yeah,” I said after a second.
“We can make this the ‘summer only’ lunch table,” she said.
“Only kids with summer names can sit here. Let’s see, is there anyone here named June or July ?”
Write a definition for these two words
Summer
August
2. What does summer say as she chews her food ?
3. What does Summer mean when she says “We can make this
the ‘summer only’ lunch table,” ?

27. An example using one of the test papers
The tiny island, thick with creeping vines and roots, looked as if it floated. At its centre, an ancient oak tree towered over it. The tree’s branches were like bent fingers, twisting and stretching outwards, until the tips of its leaves touched the still water. Oliver carefully steered the boat through a narrow opening in the branches. Then they stepped out of the boat, and into a murky green space under an umbrella of leaves. The air was cool and damp.
Maria led Oliver across the tangled ground to the hidden monument. It was a column of marble, weathered and mossy with age. A delicate crown sat at the top, and an inscription was carved into a flat slab at the base. Oliver used his thumbnail to scrape out the letters that were cut into it.
Inference question – What impressions of the island do you get from these two paragraphs? Give two.
What would your retrieval question be ?
What would your vocabulary question be ?

28. R – Write down three things that you are told about the oak tree on the island.
V – Explain two things that the words murky and tangled suggest about the island.
Have a go using one of last year’s test questions –
9a, 13, 15a, 15b, 16, 17, 19, 24, 32

29. Reading skills display

30. Guided reading or whole class reading ?
What do you call your reading skills lesson ?

31. Whole class reading – some tips from the experts -
Still need guided reading within whole class reading – differentiation and for immediate feedback from pupils
One book/text per child
Works for SEN children (pre-teach vocab)
One intervention per paragraph

32. Suggested structure of the whole class reading lessson
Teacher reads aloud
Children ‘hoover up’ new vocab – write down in guided reading books- make connections with other vocabulary – are regularly quizzed on them
60-second retrieval quiz
Individual children read aloud
Quick round of ‘find and Copy’
Independent reading
Differentiated questions
Children who can’t fluently decode receive 20 minutes extra practice a day
(e.g. during assemblies)
Writing lessons are shorter but reading is the key that
UNLOCKS everything else

33. Assessing reading

34. Making accurate assessment judgements is about . . .
Having a good understanding of the national curriculum and the assessment criteria
Gathering evidence
Recording assessment information
Moderating with colleagues
How do you do this for reading ?

35. Children need to pass a test at the end of KS2

36. Gathering evidence

37. 2016 KS2 reading test – out of 50 marks
First two sections
2a - Give and explain the meaning of words in context
– 2016 – 4 marks – 7 marks
2b – retrieve and record information/identify key details from fiction and non-fiction
– 2016 – 12 marks – 13 marks
2d – Make inferences from the text/explain and justify inferences with evidence from the text
– 2016 – 17 marks – 17 marks
% of the marks
% of the marks

38. 2016 KS2 reading test Third section
2a - Give and explain the meaning of words in context
– 2016 – 6 marks out of 12 marks – 3 marks out of 22 marks
2b – retrieve and record information/identify key details from fiction and non-fiction
– 2016 – 3 marks out of 12 marks – 1 mark out of 22 marks
2d – Make inferences from the text/explain and justify inferences with evidence from the text
– 2016 – 2 marks out of 12 marks – 15 marks out of 22 marks !
% of the marks
% of the marks
(68 % of the marks are 2d questions
compared with 17 % in 2016!)

39. Lunch

40. SLE

41. Planning

42. Gap task

43. Reading at greater depth
Next time . . .
Reading at greater depth