1. January 2018 Learning Workshop Focus: Reading
Aims
To develop understanding of the reading process
To develop knowledge and understanding of the two dimensions/ processes of early reading: decoding and comprehension

2. Two dimensions of reading:
Word Recognition:
Skilled word reading involves both speedy working out and pronunciation of unfamiliar words
Phonics
High Frequency words
Language comprehension
Draws on linguistic knowledge (vocabulary & grammar) and knowledge of the world
Comprehension is developed through reading and discussing a range of stories, poems and non-fiction

3. Simple view of Reading:
Underpins the programmes of study in the NC 2014

4. The two dimensions concepts is useful:
Helps teachers to be clear about their objectives at any one time in terms of teaching reading
Makes it clear that teachers should not necessarily expect pupils to make equal progress across the two dimensions
Supports assessment, in that the two dimensions distinguish between the different elements of learning to read, that is, decoding and comprehension

5. End of year expectations for Year 2

8. Strategies to look for
Does the reader repeat what he or she has read as if to confirm the reading so far?
Does the reader notice when cues do not match?
Does the reader pause as if he or she knows something does not match but seems to not know what to try?
Does the reader request help (appeal) frequently?
After several attempts does the reader rely on only one cue, or does the reader integrate cues?
Does the reader check one cue against another?
Does the reader read with phrasing and fluency?

9. Year 3 End of Year expectations

10. Year 4 end of Year expectations

13. Give / explain the meaning of words in context.
Ancestors
2) competing
recognition that Maria speaks or behaves impatiently, e.g. “Come on,” Maria said
she was being impatient.
recognition that she is rushing Oliver, e.g. she was telling him to hurry up.
Also accept reference to Maria giving an order.
Give / explain the meaning of words in context.

14. Make inferences from the text / explain and justify inferences with evidence from the text.

16. Identify / explain how meaning is enhanced through choice of words and phrases
5 ...they crossed the glassy surface of the lake.
Give two impressions this gives you of the water.
Content domain: 2g – identify / explain how meaning is enhanced through choice of words and phrases
Award 1 mark for reference to any of the following, up to a maximum of 2 marks:
reflective / shiny / mirror-like, e.g. the water reflects the light
shining under the sun.
clear / transparent, e.g. you could see through the water
uninhabited / abandoned
holds secrets
overgrown
dark / shady / gloomy
small
mysterious / creepy / unsettling
quiet / peaceful
important / a special place
old. .
Make inferences from the text / explain and justify inferences with evidence from the text.

17. Information Books

19. Now for some time in class.