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ELP staff meeting

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LC

Laura Carr

Transcript

ELP - Reading Strand

Staff Meeting - 24.01.18

ELP

What's it all about?

ELP

What is the ELP?

The ELP

  • The Empowering Literacy Project

  • Funded by the Eductaion Endowment Fund to develop Literacy and improve educational achievement.

  • 3 core strands

- Development of Literacy in EYFS

- Developing Reading comprehension Y1 - Y6 (LC and CR)

- Developing Writing composition Y1 - Y6 (ND).

Impact for Bexhill

Impact for Bexhill

Reading Strand

- Accurately assess Bexhill's reading provision.

- Create and implement an action plan to improve reading provision.

Aims...

Aims

  • To know what the ELP - Reading strand is and the impact it can have on Bexhill
  • To consider our current reading provision.
  • To further understand the skills associated with being a 'good' reader.
  • To identify teaching strategies for improving reading skills.
  • To develop current practise in all teams to ensure it is effective.
  • To discuss next steps for Bexhill and the Reading ELP

Current Reading Provision

Time for reflection on our current provision...

Current Provision

What do you know?

9 Key Reading Skills

Clarifying

Questioning

Prediction

Oral Reading for Meaning

The EEF have broke reading into the following 9 key skills. Reading is extremely hard to teach as the skills are 'invisible'. If we understand each of the skills further, we can ensure we teach children to become better readers.

Activating Prior Knowlegde

Vocabulary Extension

Retrieval

Inference

Summarising and Sequencing

What do you already know?

What do we do?

Reading Feedback

Current Provision

What do we provide?

Teaching of Comprehension

Phonics

Individual Reading

Reading Skills

9 Reading Skills

Oral Reading for Meaning

Skills to be taught:

  • Fluency
  • Knowledge of sounds
  • Sight Vocabulary
  • Pausing at punctuation
  • Reading with nntonation and expression

Oral Reading for Meaning

How to teach it:

Modelling -

Paired reading - lolly sticks -

Peer/self assessment -

Prediction

Skills required:

Children should be able to combine 2 things to make a prediction.

1) Clues the author leaves for the reader, such as the words, pictures or text features.

2) What the know already (about the story/knowledge of text types).

Prediction

How to teach it:

Using real life situations -

Using images -

Using multi-media -

(literacy shed)

Teach children to make a - prediction, share evidence, check it

Questioning

Children should be encouraged to come up with thier own questions.

Opprtunities for questions before reading (activates prior knowledge).

Opportunities for questions during reading

(clarification).

Questioning

Clarification

What is it?

This is the skill of being able to monitor own comprehension, asking questions if unsure, identifying and explaining difficult words and ideas.

Without the ability to clarify, comprehension can't happen!

Clarification

How to teach it:

Understanding word jobs can really help!

We must teach readers how to know when they are stuck!

Red Flags

Cris Tovani teaches her students to recognise the following signals when comprehension is breaking down.

Red Flags

  • The voice inside the reader's head isn't interacting with the text.
  • The camera inside the reader's head switches off.
  • The reader's mind begins to wander.
  • The reader can't remember what they have read.
  • Claryfing questions aren't answered
  • The reader re-encounters a character and has no recollection of them being introduced.

Source: I read it, but I don't get it, Cris Tovani, 2000

Inference

Inference is using facts, observations, and logic or reasoning to come to an assumption or conclusion. It is not stating the obvious (stating the obvious: that girl is wearing a fancy dress and carrying a bouquet of flowers. inference: that girl is a flower girl in a wedding). It is not prediction, though the two are definitely related. Remind your students that inference asks, “What conclusions can you draw about what is happening now?” Prediction asks, “What will happen next?”

Inference

How to teach it:

Model real life situations -

Using cartoons and - blocking out text

Link to writing -

(write a sentence to show it is cold without using the word cold)

Show not tell -

Inference Cards...

Also look at

  • 2 minute mysteries by Donald J. Sobel
  • 101 inference riddles from Phil Tulga

Activating Prior

Knowledge

Why is it important?

Good readers constantly try to make sense out of what they read by seeing how it fits with what they already know. When we help students make those connections before, during, and after they read, we are teaching them a critical comprehension strategy that the best readers use almost unconsciously.

Activating Prior

Knowledge

  • The teacher models "thinking aloud."
  • The teacher reads a text to the class and talks through his or her thinking process in order to show students how to think about their thinking as they are reading.
  • Students are given the opportunity to share their experiences and thinking.
  • Teachers can check in periodically to have students articulate their thinking, in order to track progress, spot difficulties, and intervene individually or conduct a mini-lesson to reteach or move students forward.

Vocabulary Extension

Children often struggle with all aspects of comprehension when they don't understand the vocabulary in the text.

Vocabulary Extension

How to teach it:

Pre-reading task -

Follow success criteria -

Strong link with - understanding word jobs

Word games -

Vocabulary Types...

Tier One: Basic words that rarely require instructional focus (door, house, book).

Tier Two: Words that appear with high frequency, across a variety of domains, and are crucial when using mature, academic language (coincidence, reluctant, analysis).

Tier Three: Frequency of these words is quite low and often limited to specific fields of study (isotope, Reconstruction, Buddhism).

Vocabulary Types...

Summarising/Sequencing

How to teach it:

Sequencing images -

Verbal retell -

Order events -

Summarising in 20/30 - words

Future Provision

Reading Expectations

Reading Expectations

Class novel

  • A chance to develop enjoyment of reading
  • Opportunity to provide a variety of texts
  • 5 mins per day (possibly at the end of a day/before lunch/end of literacy session)
  • Opportunity to model Oral Reading for Meaning
  • Could be Fiction Express - each child can then access the text on their ipad (KS2).

Independent Reading

  • 15 minutes per day (Accelerated Reader KS2)
  • Teacher to listen to each child (jump in) once throughout the week during this time.
  • This needs to be moved to a time when children are already in school, too many children dawdle as they have to read, and those at breakfast club often miss out.
  • We will be setting up a rewards scheme similar to Rockstar maths with KS2 to raise the profile of AR

Comprehension skills

  • 3 x 30 minute sessions per week
  • Sessions should be streamed - where classes aren’t already streamed
  • Sessions to follow the guidance provided in ELP staff meetings session.
  • KS1 - how many current sessions?

Paired Reading - KS2

  • 1 x 20 minutes per week (Wednesday 2:40)
  • Y3 - Y5 (highest Y3 with highest Y5 etc.)
  • Y4 - Y6 (highest Y4 with highest Y6 etc.)
  • Logistics - Y4 to go to Y6 (teachers as well) Y5 to go to Y3
  • Children to read with their buddy - older child to act as teacher, modelling good reading, praising good skills, asking questions
  • Aim is to help Y3/4 become better readers through practise and Y5/6 to become better readers through modelling and making them aware of expectations of good readers as the have to ‘assess’ for it.

An Example Lesson

An Example lesson...

Planned by CR

An Iris lesson to be added to the lab soon...

Each lesson should follow the same sequence:

  • 5 minutes - speed read/reading for meaning/phonics or sight word practise
  • 5 minutes - model a skill
  • 5 minutes - children practise - guided
  • 2 minutes - hinge question - if they can apply, let them! If not, further modelling
  • 13 minutes - Apply independently

Additional points to note:

  • Lessons should be streamed
  • Each day have a different focus (one fous per day)
  • Make sure texts allow opprtunities to practise the skill you are teaching
  • Use the same text all week - develop vocabulary on day one.
  • Allow children the chance to pre-read and identify unknown vocabulary.
  • Every 3 weeks (doesn't need to be exact) allow a mixed comprehension to apply and practise all skills taught.

Reading Feedback

Reading Feedback

  • Needs to be specific.
  • Children need to be told what they have done well - remember these skills are invisible.
  • Don't want to add to workload
  • Marking symbols

Next Steps...

  • Reading learning walk - week beginning 05.02.18.
  • LC/CR to look at reading folders - reading with each child once a week.
  • AfL book - planning to be on Literacy format (LC/CR to send).
  • Feedback criteria to be used.
  • Developing the use of AR in school.

Your Task...

Your Task

  • Ensure 1:1 reading folders are being used.
  • Plan reading sessons following whole school format and use AfL books.
  • Begin to use marking symbols.
  • Begin to use success criteria.
  • Paired reading to start - CR and LC to organise.