1. Transforming lives through learningDocument title SSLN (Literacy) Professional Learning Workshop Learning, Teaching and Assessment - Reading

2. Transforming lives through learningDocument title Before you continue… It is recommended that you complete Education Scotland’s workshops on Assessing Progress and Achievement. http://www.educationscotlan d.gov.uk/learningandteachin g/assessment/progressandac hievement/workshopmaterial s/index.asp

3. Transforming lives through learningDocument title Resources To complete this workshop each participant will need: Reading Resource pack which includes:  Handout: Engaged readersEngaged readers  Card sort activity Card sort activity  Readers’ skills Readers’ skills  Notes sheet: print vs online texts Notes sheet: print vs online texts  Handout: Reading strategiesReading strategies  Flip chart paper and pens

4. Transforming lives through learningDocument title Introduction to SSLN (Literacy) Professional Learning Workshops Welcome to the SSLN (Literacy) Professional Learning Workshops. These workshops are designed to support practitioners with the areas for development identified by the survey. Before using this material you may wish to view the results of the survey in the Scottish Government report.Scottish Government report This workshop focuses on reading. There are additional workshops available for writing and group discussion. The material in each workshop is taken from Education Scotland’s SSLN (Literacy) online Professional Learning Resources.SSLN (Literacy) online Professional Learning Resources

5. Transforming lives through learningDocument title SSLN (Literacy) Reading – Professional Learning Workshop Purposes of this workshop :  To reflect on current practice in the learning and teaching of reading skills in your establishment  To develop practitioners’ understanding and skills in this area in order to improve learners’ attainment.

6. Transforming lives through learningDocument title Outline of workshop FocusSlidesTime (approx.) Part 1Creating a reading culture 7-1120 mins – 45 mins Part 2Becoming an engaged reader 12-1530 mins – 1 hour Part 3Reading comprehension16-1820 mins – 45 mins Part 4The wider definition of texts 19-2445 mins – 1 hour + Part 5Progression in reading25-2845 mins – 1 hour + Part 6Further links and resources 29-311 hour +

7. Transforming lives through learningDocument title CREATING A READING CULTURE

8. Transforming lives through learningDocument title It is important to remember that reading skills will only be effectively developed within a wider culture of reading. Evidence suggests that reading regularly for enjoyment can have a positive impact on language and literacy, attainment and social and emotional development. http://www.educationscotland.gov.uk/learningandteac hing/assessment/ssln/resources/literacyreadingnew/li teracyreadingsupport/skills.asp

9. Transforming lives through learningDocument title Literacy and the joy of reading - Joan Lingard Video on Reading workshop pageReading workshop

10. Transforming lives through learningDocument title  Which strategies do you use in your school/classroom to create and maintain a reading culture?  How might you add to or develop this? DISCUSSION TASK – CREATING A READING CULTURE

11. Transforming lives through learningDocument title Further Discussion – Creating a reading culture You may also like to consider the following reflective questions: Reading and book availability Do staff give all children repeated opportunities for practice in reading in class using a variety of texts at the right level of challenge?. Are electronic books (e-books) in use by all or the least able children? Inclusion differentiation and support Is a peer tutoring or literacy befriending scheme (probably with older children as helpers) operating in which partners are trained? Parental involvement Do staff involve the parent or carers of all children in a parent involvement scheme in home or school?

12. Transforming lives through learningDocument title BECOMING AN ENGAGED READER

13. Transforming lives through learningDocument title When you are fully engaged in reading what does it look and feel like?

14. Transforming lives through learningDocument title What do young engaged readers say about themselves? After 2-5 pages, I’m pulled into the book and it is as if I am the person who is talking in it. It’s like I’m in there and if something scary happens, it’s scary for me --it’s like a dream sort of. I can see what’s going on as if it’s a play sort of. I’m not really aware that there’s any words. You can kind of hear them, see them talking when you see the speech marks. Today when I started reading, I was looking for chapter nine which was yesterday’s landmark for stopping reading. As I was looking, I was trying to remember what was going on, like I remembered two cousins were arguing, stuff like that. “I often look a bit ahead in the book I’m reading. I look for landmarks – a landmark might be a new chapter or a big change in the way the text is written – maybe capitals instead of small letters. I sometimes read up to that landmark and then I know which is probably going to be the next landmark...... When someone speaks to you, you kind of get pulled out. When I’m really pulled in, it can take someone 2 or 3 times to pull me out again When I started reading a few things fell into place, like the argument was Brian’s fault as he told both the cousins things they were supposedly saying about each other. I was remembering past events at the same time as I was reading and it was helping me to understand new things

15. Transforming lives through learningDocument title Prepare the mind Visualise Hold thoughts as they read on Re-phrase Can deduce implicit information “Hear” the text Question and clarify Make personal response Predict If you don’t understand: re-read; identify the problem; find out Use prior knowledge Summarise Use the sort cards to rank how often each strategy is made explicit to learners in your own practice. Identify changes that you could make to your practice to ensure that all of strategies are made explicit to learners. Engaged readers – card sort activity

16. Transforming lives through learningDocument title READING COMPREHENSION

17. Transforming lives through learningDocument title http://www.interventionsforliteracy.org.uk/widgets_GregBrooks/What_works_for_children_fourth_ed.pdf Children’s comprehension skills can be boosted by suitable teaching. Professor Greg Brooks

18. Transforming lives through learningDocument title Which, reading comprehension skills do you think learners struggle with the most? How could you ‘boost’ learners’ comprehension skills through suitable learning and teaching?

19. Transforming lives through learningDocument title THE WIDER TEXT

20. Transforming lives through learningDocument title Digitisation has added entirely new dimensions to our ways of connecting and communicating. What they tend to have in common, is that they centre on the written word. This makes literacy more and more entwined with the way we live our lives in a digital world. EU High Level Literacy Report http://ec.europa.eu/education/policy/school/doc/literacy-report_en.pdf Reading online content

21. Transforming lives through learningDocument title Printed TextOnline Text Write down under each heading which conventions are related to how each type of text is constructed.

22. Transforming lives through learningDocument title Moving Image Texts

23. Transforming lives through learningDocument title Moving image texts and print texts: similarities and differences Film Prose Fiction Discuss the similarities and differences between prose fiction and moving image texts. Present your ideas in a Venn diagram like the one pictured.

24. Transforming lives through learningDocument title 3 Cs and 3 Ss CharacterCameraColour StorySettingSound http://www.movingimageeducation.org/analyse/start-analysing http://www.screeningshorts.org.uk/ http://www.intofilm.org/

25. Transforming lives through learningDocument title PROGRESSION IN READING

26. Transforming lives through learningDocument title  Learners will develop fluency and understanding by recognising patterns in language, blending sounds to decode unfamiliar words and sharing thoughts about texts.  As they progress, learners will:  become more independent in choosing and analysing texts  read and discuss a wide range of more challenging fiction and non ‐ fiction texts  read analytically using greater knowledge of language  compare and contrast texts from a more extensive variety of sources  ask and answer higher order questions  evaluate critically  recognise persuasion  find, select and use information in order to create a wide range of more complex written and oral texts, as appropriate to audience and purpose. Taking each of the statements, think about how you currently evidence each one. Progression in reading

27. Transforming lives through learningDocument title video clips diaries sculpture reports PowerPoint presentations notes posters show-me boards observations photographs drawings models highlighting cartoons storyboards written test discuss say write make do performances learning logs audio clips checklists artefacts reflections follow instructions measure match

28. Transforming lives through learningDocument title Reading Strategies Before ReadingDuring ReadingAfter Reading Preview the text – consider title, layout, topic…Highlight or underline key words or ideas.Summarise content in note form or by drawing pictures. Discuss the text with a partner or a group. Work together to identify the most important ideas. Activate prior knowledge – What do you already know about this topic? What do you already know about this type of text? Make connections with your prior knowledge – does the text confirm or refute what you thought you already knew? Compare the text with another text, considering content and form. Make predictions – what do you expect from the text? Stop reading and review your predictions. Make more predictions or change your initial ideas. Does the text end in the way you expected? Try to identify the purpose of the text. Who is the audience? Consider whether your thoughts on purpose and audience are supported by what you are reading. Evaluate how well the text fulfils its purpose and meets the needs of its audience. Ask questions – do you have any questions you would like the text to answer? Try to answer the questions you asked before reading. Ask more questions. Create your own version of the text.

29. Transforming lives through learningDocument title FURTHER READING

30. Transforming lives through learningDocument title THE THINKING READER A series of four lessons, accompanied by a pupil booklet, which can be used to teach learners at first and second level reading strategies to improve their ability to understand what they read. The lessons cover strategies which can be used before, during and after reading such as:  Looking for clues in the text  Skimming the first lines  Stopping and checking whether they understand what they are reading  Read back, read on – looking for clues in the text, checking unknown vocabulary, etc.  Thinking up questions they would like answered  Prediction  Summarising http://www.educationscotland.gov.uk/Images/TheThinkingReader_tcm4-756154.pdf http://www.educationscotland.gov.uk/Images/ThinkingReaderBooklet_tcm4-756156.pdf LITERATURE CIRCLES Pupils learn to collaborate with other readers in analysing and discussing character, place, setting, plot and style, always with reference to the text. Literature Circles have been found to impact on improving reading because the methodology supports children to formulate searching questions and make predictions. http://www.educationscotland.gov.uk/learningandteaching/assessment/ssln/resources/literacyreadingnew/literacyreadingsupport/skills.asp

31. Transforming lives through learningDocument title RECIPROCAL READING Reciprocal reading is a well-researched method used to develop learners’ reading skills, promote higher order thinking, develop listening and talking, and ensure access to the curriculum for all learners. It aims to improve reading comprehension through the use of four reading strategies: predicting, questioning, clarifying and summarising http://www.educationscotland.gov.uk/Images/ReciprocalReadingGuide_tcm4-755908.pdf http://www.educationscotland.gov.uk/Images/ReciprocalReadingRoleOlder_tcm4-755909.pdf http://www.educationscotland.gov.uk/Images/ReciprocalReadingRoleYounger_tcm4-755910.pdf COLLABORATIVE STRATEGIC READING Collaborative Strategic Reading (CSR) combines elements of reciprocal reading and cooperative learning. As with reciprocal reading it consists of a series of comprehension strategies to be used before, during and after reading: preview, click and clunk, get the gist and wrap up. http://www.readingrockets.org/article/using-collaborative-strategic-reading http://iris.peabody.vanderbilt.edu/module/csr/ PAIRED READING Training children how to work collaboratively with a partner to help improve reading skills can have an impact on achievement. Paired reading strategies can also be shared with parents to ensure that reading skills are being supported at home. http://www.journeytoexcellence.org.uk/videos/pairedreading.asp http://www.educationscotland.gov.uk/resources/s/genericresource_tcm4633830.asp?s trReferringChannel=learningteachingandassessment&strReferringPageID=tcm:4-825175-64&class=l6+d215537

32. Transforming lives through learningDocument title Reflection and planning As a result of this workshop, what changes will you make to your practice? Resources/further reading/support needed to complete your target. Next week Next term Next session

33. Transforming lives through learningDocument title Education Scotland Denholm House Almondvale Business Park Almondvale Way Livingston EH54 6GA T +44 (0)141 282 5000 E enquiries@educationscotland.gov.ukenquiries@educationscotland.gov.uk www.educationscotland.gov.uk