1. Reading at Greater Depth in Y1 and Y2
Alison Philipson
March 2018

2. apliteracy.com
Resources in folder in Resources – Training Resources – Dixons – password – Dixons17
@AP_Literacy

3. Previous session . . . Unpicked test papers
Importance of wider reading
Importance of reading aloud to children
Teaching children new vocabulary
Teaching children how to infer

4. Your next steps . . . To improve the book/reading area
To listen to all children in my class read aloud regularly
To read aloud to my class instead of the teaching assistant reading the story every day
To use the activities in guided reading sessions
Will try the new question stems
Children asking questions
Greater depth bingo
Look at vocabulary and find ways to immerse children in it
Focus on vocabulary, retrieval, explaining why

5. This session . . . How are your higher ability children doing ?
What are their next steps
How can we deepen children’s comprehension skills even further ?

6. Why ?
Once you learn to read, you will be forever free. Frederick Douglass The more that your read, the more things you will know. The more you learn, the more places you’ll go. Dr. Seuss Today a reader, tomorrow a leader. Margaret Fuller

7. How are your higher ability children doing ? (Reading response books)
Texts
Fluency
Your questions
Children’s answers
Vocabulary
Inference

8. What are your next steps ?

9. KS1 reading exemplification

10. More on wider reading . . . Choosing the right texts
Is the book worthy of a reader's and listener's time ?
Does the story sound good to the ear when read aloud ?
Will it appeal to your audience ?
Will children find the book relevant to their lives and culture ?
Will the book spark conversation ?
Will the book motivate deeper topical understanding ?
Does the book inspire children to find or listen to another book on the same topic ? By the same author ? Written in the same genre ?
Is the story memorable ?
Will children want to hear the story again ?

11. http://www. badgerlearning. co
boxes/confident-fluent-readers/
Challenging KS1 and KS2 Books for Confident Readers
Our newest reading box is called 'Suitable Books for Gifted and Talented Readers Age 9-11' . It gets very difficult at this point to select spot on books for this reading level. The children are quite different in Year 5 and Year 6 in terms of maturity but can be reading at the same level, as gifted readers do. Year 6 readers might be starting to explore books that would be better suited once they have transitioned to KS3 – not always acceptable reading material for a Primary School library and not what all parents would want their children to read. There is no doubt about it this was one of the most difficult collections to put together across the entire Badger Reading Box range. Books were rejected for many reasons but mostly (time and time again sadly) it was inappropriate language, believe it or not, which is becoming more widely used in children's books today. We drew our line in the sand and feel very pleased with this small but perfectly formed collection for super-confident readers.
'Suitable Books for Super-Confident Readers Age 7-9' provides a well-researched and thoroughly checked library of quality books for children in Lower Key Stage 2 (LKS2) who are reading well above their chronological age but who need books suitable for their level of maturity. The books identified for either Year 3 or Year 4 are at the reading level of Year 5 and Year 6 but they are very safe for this age group. Also in this range see, 'Suitable Books for Super-Confident Readers in KS1', a best-seller. Again, offering books for gifted and talented readers (reading age 2 years above chronological age), this collection is spot on for very young readers who need guidance in reading suitable material at their young age.

12. More on fluency . . .
Decoding and sight recognition both have a part to play
There are no quick ways to develop reading fluency
The more you read, the more fluent you’ll be
You’re not a fluent reader unless you understand what you read
In order to read fluently you have to find and infer information
A good vocabulary unlocks fluency
Fluency can be modelled
(Aidan Severs)

14. Questions to support even deeper comprehension. . .
Question stems – how are we going to support children with getting to the place where they can answer questions like these ?
Scaffolding inference
Questions to support even deeper comprehension
(linked to how we read as an adult and Bloom’s
Taxonomy)

15. Scaffolding inference- the theory (Aidan Severs)

16. 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.

17. Bloom’s Taxonomy
Bloom’s Taxonomy provides learning levels to increase higher order thinking skills for children of all ages. The levels include remember, understand, apply, analyze, evaluate, and create.

18. What are your next steps ?