Reading Staff Meeting 03.10.18

Independent Reading

• 15 minutes per day (Accelerated Reader KS2 and Y2)
• 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

Independent Reading

Comprehension Sessions

Comprehension Skills

• Start with a Speed Read/Fluency Activity
• Word Meaning Daily - Could be in SPAG session
• Model and teach 1 skill per session
• Allow children opportunity to practise skill
• CONSIDER DIFFERENTIATION - CAN ALL CHILDREN ACCESS TEXT? TA TO DELIVER DIFFERENT SESSION? WHILE 1:1 READING IS HAPPENING, COULD YOU WORK WITH A DIFFERENT GROUP?

CLASS NOVEL

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
• WOULD BE NICE TO LINK TO TOPIC/WRITING
• Could be Fiction Express - each child can then access the text on their ipad (KS2).

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

READING FEEDBACK

WHY?

• TEST SCORES DID NOT IMPROVE AS MUCH AS WE HAD HOPED.
• CHILDREN WERE BETTER AT USING SPECIFIC SKILLS DURING READING SESSIONS, BUT DIDN'T KNOW WHICH SKILL TO USE IN TEST SITUATIONS.
• LOTS OF FOCUS ON RETRIEVAL, NEED TO SEE WHERE THE GAPS OF OUR GROUP ARE.
• WEREN'T ALWAYS ACCESSING AGE RELATED TESTS

IMPACT

• QUESTION ANALYSIS TO IDENTIFY GAPS
• TEACH THE SKILLS YOUR CLASS/GROUP NEED
• CC EXAMPLE OF ANALYSIS

IMPACT

Inference

• How do you feel - act it out, what can they infer from looking at the clues?
• Give clues, what do they think is happening?
• inference fro a picture
• inference from a sentence
• Tell me it is warm, without saying it is warm - what clues could you give me?

Inference

Prediction

• Prediction from a picture
• Cause and Effect activities
• Stop at regular intervals - children to be given the opportunity to predict

Prediction

Summarising

• You have 1 minute to tell me everything has happened
• write the main idea of the text in 30 words
• practise with abstract
• Post-It activity
• Text activity - only 160 characters

Summarizing

Sequencing

• Ordering pictures of known stories or known events
• sequencing events they know
• Writing 5 instructions for something they know how to do
• give excerpts from the text to sequence
• Create a story map

Sequencing

Vocabulary Extension

• Word Meaning Square
• Synonym Activity
• Display new words
• Reward for using new word that week

Vocabulary Extension

Questioning

• Children to ask questions to the main character, the author, the good character, the bad character.
• Children to create their own questions about the text
• What I know, what I still want to know.

Questioning

Clarification

• 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.

Clarification

• Draw a picture of what is happening
• Describe the image in your head
• teach children fix up strategies
• make them aware of the red flags - so they know when they don't understand
• Teaching word jobs - if they are unsure of a meaning, they might be able to work it out by knowing its job within a sentence

https://europe.irisconnect.com/reflections/337214

An Example Lesson

Powerpoint

Let's have a go...

Our Reading Lesson Non-Negotiables

• 5 mins speed read/fluency
• Day 1 - introduce text (5 mins) - Discuss author's choice of language where relevant
• 5 mins word meaning (could be done in SPAG)
• 10 mns teaching and modeling skill - must show success criteria (even if children aren't having their own for self assessment)
• 10 mins application of skill - although they may start with practise that doesn't link to text,some part of application should link to text
• 5 minutes plenary - reassess understanding of word, brief retrieval, revisit skill in different context
• All lessons must have a PPT to guide through session

Reading Lesson

Non-Negotiables