1. Reading project – Day 2

2. What’s working… Every afternoon to extend reading stamina
Pupils can now read for up to 20 to 25 minutes of
sustained, silent reading
Pupils enjoy their follow up tasks which are quick
to complete and show a reflection on their reading

6. Stand up, Hands up, Pair up
Encourages sharing of ideas
Improves familiarity and understanding of the text
Increases fluency
Peer assessment of each other helps pupils to improve their fluency

7. Park It board Pupils write down ideas on a post it note
Then Stands up, Hands up, Pair up
Finally, pupils ‘park’ their ideas

9. What’s working… choral partner paired true or false
modelling fluency through echo reading
repetition of reading builds confidence – model/echo/choral
Pobble 365
unpicking vocabulary in different ways and allowing pupils to identify the vocabulary and ask questions – visually, dictionary, thesaurus, vocab match

11. Impact of strategies Pupil enjoyment
Understanding of their reading has increased
More confident readers
Pupils feel important, take ownership of their reading, – pupil voice

12. Barriers It’s a long journey Parental engagement
Understanding of vocabulary
Resources

13. Developing Reading Comprehension

14. Some facts… 60% do not reread text 47% imagine 22% make links
21% ask questions

15. Elements of successful Reading comprehension
Activating prior knowledge
Reading for meaning
Understanding new vocabulary
Inferring

16. Activating prior knowledge
Children have their own experiences and in order to make sense of a text they must activate this prior knowledge
If they do not have this knowledge then we must ensure they have access to it
Pre teaching

17. Activating prior knowledge
Pre teaching of the text and vocabulary allows pupils to access the lesson and changes their self perception and confidence in participating in the lesson.
Use images for vocabulary. Keep these displayed during the reading of the text.
Warm up the text – flick through the text looking at - pictures, blurb, – identify genres and similarities between texts. For example features of a fairy tale – evil, maiden, overcome evil, happy ending. This supports them to make links and predictions of their reading. Familiarity means they will expect certain things from a text.

18. Pupils need background knowledge, context and understanding in order to access and picture texts and in order to make sensible predictions. i.e historical books or from different places.
Use of video and images to research
When reading your class book, allow partner talk if pupils relate to parts of the text through their own experiences i.e have you ever been to Spain? Tell your partner about the experience.

19. To sum up - to activate prior knowledge:
Use a multi sensory approach:
objects
musical sounds
‘walk’ through the book
images
information texts to read fiction texts
videos
research activities
play ‘free association
drama/visualisation

20. RMM – reading for meaning In the moment
Imagining is about all the senses - what does your film look like? What can you smell?
Use prior knowledge - Before reading pupils should ask themselves –
Pupils have to go in with certain expectations -suspend belief, old fashioned , different from their lives etc.
what do I expect from this sort of text, from the title, picture , font?

21. Predict/form theories
What is this text (before reading) based on?
What is the most likely or normal?
I think that that character will … because in my experience when …
Give pupils sentence stems to enable them to clarify their understanding.

22. Imagining
Reading in the moment is to create imagery in your head, like a film, and when that imagery becomes fuzzy then there is a breakdown in your reading.
Encourage pupils to ask themselves how the breakdown has happened - does this make sense? What have I missed? Have I listened to my reading? Have I understood my vocabulary? Missed a word or misread?
Pupils use prior knowledge to make sense out of their text – text to self, text to world, text to teacher

23. Encourage pupils to make links

24. Think aloud
visualise thinking in thought bubbles – questioning/predicting
highlight key vocab – words that tell you something about the text
refer to earlier parts of the text to make inferences/predictions

25. Reading For meaning Symbols

26. To make inferences you must use the literal first.
Stages to inference
The three stages needed:
 finding the literal (‘the clues’) about a character or situation
 Thinking about their own knowledge they can bring to the picture/text - linking the text to self/text/world (activating prior knowledge)
Put the clues together and your knowledge (link) to make an inference – what would be the most likely conclusion? What would be the most ‘normal’ prediction?

27. Inference grid The Literal Prior Knowledge Inference
boy climbing a plant of some kind
large shoes
cloudy
Prior Knowledge
Inference
fairy tale – Jack and the beanstalk
magic happens in fairy tales
The boy has climbed into the sky, will fight the Giant and become a hero and wealthy

28. Pobble 365

29. Once this grid has been completed it is much easier for a child to answer an inference question and justify it as they have already done the thinking.

30. https://app. gonoodle. com/channels/blazer-fresh/wizard-of-words