Audio Transcript Auto-generated
- 00:01 - 00:03
So the next five per that we're going to focus
- 00:04 - 00:05
on is retrieval.
- 00:06 - 00:12
So so retrieval is seen as a really significant reading
- 00:12 - 00:15
scale on, but it needs to be taught in practice
- 00:16 - 00:22
regularly, before delving into deeper into the text and using
- 00:22 - 00:23
skills that inference.
- 00:23 - 00:28
So, like I said earlier, if you're if you're you're
- 00:29 - 00:32
presenting a fiction or nonfiction text of the Children, Um,
- 00:33 - 00:35
it's really important that first, obviously they know the vocabulary
- 00:35 - 00:37
within the text because they're not going to be able
- 00:37 - 00:39
to understand it if you don't know what the words
- 00:39 - 00:43
mean. But secondly, the next really, really important skill is
- 00:43 - 00:45
that they're able to retrieve information from the text because
- 00:45 - 00:47
if they can't do that, they're not going to be
- 00:47 - 00:49
able to do some of the the more complex comprehension
- 00:50 - 00:54
skills like inference, because the information when we're retrieving is
- 00:54 - 00:55
actually in the text.
- 00:55 - 01:00
Okay, so it's literal information that's already there in the
- 01:00 - 01:04
text, so the question will require them to find information
- 01:05 - 01:07
in the text, and it's there.
- 01:07 - 01:10
So some skills that we need to make sure we're
- 01:10 - 01:13
teaching the Children when we're when we're when we're getting
- 01:13 - 01:15
them to retrieve is on that they are.
- 01:15 - 01:19
They are practicing, practicing the skill of of scanning the
- 01:19 - 01:23
text So they're getting an overall understanding off off the
- 01:23 - 01:24
text on what's being said.
- 01:25 - 01:25
And then when?
- 01:26 - 01:29
When you're reading the question, discussing that question, what is
- 01:29 - 01:30
it asking us?
- 01:30 - 01:35
Underlining some keywords in that question on, then the Children
- 01:36 - 01:39
would. You need to be teaching the Children to scan
- 01:40 - 01:44
the text, um, to look for those keywords that are
- 01:44 - 01:49
in the question, underlining those keywords that they find in
- 01:49 - 01:54
the text, Um, so that they're really, really important skills
- 01:54 - 01:56
that we need to be teaching the Children the skills
- 01:56 - 01:59
of skimming to get a general understanding of the text
- 02:00 - 02:02
and the skills of scanning to find keywords that are
- 02:02 - 02:03
in the question.
- 02:04 - 02:05
Some games you can play with this things like fastest
- 02:06 - 02:08
finger first, or games where you're getting the Children to
- 02:09 - 02:11
find a specific word in the question and who confined
- 02:11 - 02:11
it first.
- 02:12 - 02:13
Who can put their finger on that word first in
- 02:13 - 02:13
the text?
- 02:14 - 02:17
Eso It's really, really important that we're teaching those Children
- 02:17 - 02:20
those skills, and they understand that when they're retrieving, the
- 02:21 - 02:22
information is in the text.
- 02:23 - 02:25
I can't stress that enough, because what happens too often
- 02:26 - 02:27
is that if the Children are faced with the text
- 02:28 - 02:29
that they are familiar with that that they know.
- 02:30 - 02:33
So, for example, they have they have background knowledge off.
- 02:33 - 02:36
So, for example, if the text was about dinosaurs and
- 02:36 - 02:39
they're charging your past was really knowledgeable about dinosaurs rather
- 02:39 - 02:43
than answering the question, what they might do, or what
- 02:43 - 02:45
Children tend to do is use their own knowledge.
- 02:46 - 02:50
Andre. No, actually, specifically finding information from the text.
- 02:51 - 02:53
So that's really, really important that we make sure that
- 02:53 - 02:54
we're teaching the Children those skills.
- 02:56 - 02:59
Um, the next vie part for the last five, but
- 02:59 - 03:01
we're going to talk about is sequence and summarizing.
- 03:01 - 03:04
So sequences key Stage one, and this is just putting
- 03:04 - 03:07
the text in order.
- 03:07 - 03:08
And that's really, really important that we teach the Children,
- 03:09 - 03:12
uh, the order of events in the story so that
- 03:12 - 03:14
they get a new understanding of how a story structured
- 03:15 - 03:16
or how a text is structured.
- 03:17 - 03:20
And so it helps them with their own writing, some
- 03:21 - 03:23
activities or some strategies.
- 03:23 - 03:26
Sorry that you could teach the Children to help them
- 03:26 - 03:30
a sequence of attacks, and this is something that Children
- 03:31 - 03:31
do struggle with.
- 03:32 - 03:34
When I was analyzing the G l data, some of
- 03:34 - 03:37
the questions that the Children struggle with most where the
- 03:37 - 03:40
sequencing questions where they had to put story in order
- 03:40 - 03:44
or number the the events in the story and put
- 03:44 - 03:44
them in order.
- 03:45 - 03:49
Um, so Children, Children who could look out for you
- 03:49 - 03:53
can teach your Children to look out for some time
- 03:53 - 03:57
sequencing words or time connective that helped them thio identify
- 03:58 - 03:58
the order of the story.
- 03:59 - 04:01
So one if the store if the text starts, we
- 04:01 - 04:03
once upon a time, we know that's probably they're going
- 04:03 - 04:04
to be, Well, we know it's going to be the
- 04:04 - 04:06
start of the text way.
- 04:07 - 04:09
Might be looking for words like first again.
- 04:09 - 04:11
We know that's probably gonna be the start of the
- 04:11 - 04:17
techs. Uhm, after that, Suddenly, finally, we probably know if
- 04:17 - 04:20
that if the paragraph starts with finally is going to
- 04:20 - 04:21
probably be the end of the text.
- 04:22 - 04:25
So teaching the Children to look up those sequencing words,
- 04:25 - 04:28
it's also going to help them sequence the story and
- 04:28 - 04:31
put it in an order s, um, activity ideas is,
- 04:32 - 04:34
uh, some activity ideas You could do with secret secret
- 04:34 - 04:36
thing obviously could get the Children.
- 04:36 - 04:38
Thio put the story in a timeline.
- 04:39 - 04:41
You could get them to order the pictures of the
- 04:41 - 04:45
story that, uh, some of the younger Children or lower
- 04:45 - 04:48
ability Children, you get them thio, chalk up the story
- 04:49 - 04:50
or the paragraphs and get them to order.
- 04:50 - 04:53
That s a lots of nice practice.
- 04:53 - 04:55
Court ideas and activities for sequencing.
- 04:56 - 04:58
Summarizing is key station toe.
- 04:59 - 05:02
Um So where the Children are basically recalling the main
- 05:02 - 05:06
events of this story in their own words, uh, again,
- 05:07 - 05:11
this isn't this an important scale for the Children to
- 05:11 - 05:12
be doing whilst they're reading?
- 05:13 - 05:15
So you could be stopping the Children while they're reading.
- 05:17 - 05:20
Uh, or you could stop at certain points in the
- 05:20 - 05:22
in the text and ask them to summarize or, in
- 05:23 - 05:27
their own words, explain what's happened so far, it really
- 05:28 - 05:28
gets give.
- 05:28 - 05:32
It allows you as the teach thio, getting understanding at
- 05:32 - 05:36
as to who really understands what they've read so far
- 05:37 - 05:39
on can record the main points in their own words.
- 05:40 - 05:43
It still keeps the Children actively engaged as well, if
- 05:43 - 05:44
you're stopping them and asking them.
- 05:44 - 05:47
Thio Thio, recalling their own words.
- 05:47 - 05:49
What's happened so far in the story s.
- 05:50 - 05:53
So it's really important to teacher that you this is
- 05:53 - 05:55
good for you because you get to see who's got
- 05:56 - 05:58
it before you continue and carry on.
- 05:59 - 06:06
Eso also the skill of summarizes really important because if
- 06:06 - 06:08
the Children want to recommend a book or a story
- 06:08 - 06:10
to a friend, they're going to be able to have
- 06:10 - 06:13
to sum up or, in their own words, what what
- 06:14 - 06:15
this story is about.
- 06:16 - 06:19
So it's really, really good for book reviews and recommendations.
- 06:20 - 06:22
Eso you can definitely do book reviews and recommendations.
- 06:23 - 06:29
Azzan activity idea for the summarizing, Um on.
- 06:29 - 06:31
It's really just a really important skill to be able
- 06:31 - 06:34
to summarize or somewhat later on in life so that
- 06:34 - 06:36
they s so they can use that skill because it's
- 06:36 - 06:38
always important, even as an adult, to be able to
- 06:38 - 06:39
summarize and say things in your own words.
- 06:41 - 06:46
Okay, so these are, um some.
- 06:48 - 06:48
I'm going to send these out.
- 06:49 - 06:53
So these are some question stems or questions You could
- 06:53 - 06:57
be asking that specific to each viper or each comprehension
- 06:57 - 06:59
skills. So it just gives you some ideas of the
- 06:59 - 07:02
question styles or questions you could be asking or questions
- 07:03 - 07:03
you could be.
- 07:03 - 07:08
You could use these, uh, as ideas for your tasks
- 07:09 - 07:10
or activities, these style questions.
- 07:11 - 07:11
So you could write your own questions.
- 07:13 - 07:17
Eso They're just really, really good ideas for the types
- 07:18 - 07:18
of questions.
- 07:18 - 07:21
We should be asking for each vibe of each scale.
- 07:22 - 07:25
So I send those out with this presentation.
- 07:26 - 07:28
So let's have a look.
- 07:28 - 07:30
Now I'm moving forward and what we're going to be
- 07:30 - 07:30
doing next.
- 07:31 - 07:36
So whole class reading sessions need to be planned by
- 07:36 - 07:38
a member of the team for consistency.
- 07:39 - 07:43
So someone in your team needs to be in charge
- 07:43 - 07:45
of planning the whole class reading sessions.
- 07:46 - 07:48
Okay, so it could pay just one personal you could
- 07:48 - 07:49
you could put it up.
- 07:50 - 07:52
It's completely up to you how that works in your
- 07:52 - 07:58
team. We need to do whole class reading, uh, during
- 07:58 - 08:00
a time tabled guided reading session.
- 08:00 - 08:02
So obviously last year guided readings on our timetables.
- 08:03 - 08:04
This year, I want a whole class reading to be
- 08:04 - 08:04
on our timetable.
- 08:05 - 08:08
So when you come to that in a moment about
- 08:09 - 08:11
how much time you'll be spending on whole class reading
- 08:12 - 08:12
in a in a week.
- 08:13 - 08:16
But when once you have decided that in just need
- 08:16 - 08:18
to be on your timetable so that I can I
- 08:18 - 08:22
could monitor whole class reading, um on we can keep
- 08:23 - 08:25
it on our timetables as well for the KHD a.
- 08:26 - 08:28
Andi Also, it's just really good.
- 08:28 - 08:31
If it's on your timetable, you're more likely to follow
- 08:31 - 08:33
it to do it, whereas if it's not, is going
- 08:34 - 08:35
to be the first thing that goes.
- 08:36 - 08:39
Unfortunately. So it's really important that that's time tabled eso
- 08:40 - 08:44
For now, our minimum expectation is that my minimum expectation
- 08:45 - 08:47
from May is that we do 60 minutes a week,
- 08:48 - 08:51
so an hour a week, and it's up to you
- 08:51 - 08:55
and your team to decide when and how you split
- 08:55 - 08:56
that time.
- 08:56 - 08:59
Okay, so you might want to do 1 60 minute
- 08:59 - 08:59
session a week.
- 08:59 - 09:01
If that works for you and your your team, or
- 09:02 - 09:04
you might want to do to 30 minutes sessions or
- 09:04 - 09:06
you might want to do 3 20 minute sessions, it's
- 09:06 - 09:08
completely up to you on your team.
- 09:09 - 09:11
Um, so it's opportunity decide.
- 09:12 - 09:14
And like I said, once you've decided that there needs
- 09:14 - 09:18
to go on to your timetable, that will obviously effects
- 09:18 - 09:20
planning. So if you as a team, decide that you're
- 09:20 - 09:22
gonna do 3 20 minute sessions and whoever is planning
- 09:23 - 09:25
that needs to repair that in mind that that they
- 09:25 - 09:27
are, there are only 20 minutes sessions that.
- 09:27 - 09:32
So that's going to impact on the lesson and the
- 09:32 - 09:34
kind of kind of activity that you're going to be
- 09:34 - 09:35
expecting the Children to do if you've only got 20
- 09:36 - 09:40
minutes. Um, sorry, what?
- 09:41 - 09:42
What will help us really less a lot like So
- 09:43 - 09:46
I'm going to send out some planning that I've done
- 09:46 - 09:48
Vietto. So you will give you some idea so you
- 09:48 - 09:50
can see the structure and what it will look like
- 09:50 - 09:50
it generally.
- 09:51 - 09:53
And I know we've kind of mentioned this before.
- 09:53 - 09:54
I talked about this before.
- 09:55 - 09:57
Um, the learning objective will be one of the vipers,
- 09:58 - 10:00
so that will form your learning objectives, that with the
- 10:01 - 10:02
comprehension school that you are focusing on.
- 10:03 - 10:06
Like I said before, I would start when you're introducing
- 10:06 - 10:07
the Vipers, I would start by.
- 10:08 - 10:12
I would start by just focusing on each one.
- 10:13 - 10:14
So introducing each one.
- 10:14 - 10:18
So until the Children are familiar with those vipers, um
- 10:19 - 10:23
and then you can start maybe introducing more than one.
- 10:23 - 10:25
When when you know that the Children are confident.
- 10:26 - 10:30
A. Tw those comprehension skills especially higher up the school,
- 10:30 - 10:33
um, they might be more capable of doing more than
- 10:33 - 10:34
one in a session.
- 10:35 - 10:39
Um, so then remember that the next part of the
- 10:39 - 10:42
lesson will be you as a teacher, introducing that text
- 10:43 - 10:43
or that stimulus.
- 10:44 - 10:45
If it is a text, you need to be modeling
- 10:45 - 10:46
to the Children how to read fluently.
- 10:47 - 10:50
Like I said with things like eco reading, I didn't
- 10:50 - 10:53
mention earlier, but you could even read together with the
- 10:53 - 10:53
whole class.
- 10:54 - 10:57
Or you could give parts of the text to the
- 10:57 - 10:59
Children. You know what the what?
- 11:00 - 11:01
The tax is going to be a good part of
- 11:01 - 11:06
that. The day before Thio, certain Children who would like
- 11:06 - 11:09
to read in the lesson read aloud in the lesson
- 11:10 - 11:13
on. Then they could then be confident at that.
- 11:13 - 11:16
The next day, when they're reading in class, you might
- 11:16 - 11:18
want to choose some of your higher abilities to read
- 11:18 - 11:22
aloud to the class, modeling good reading fluency to the
- 11:22 - 11:22
rest of Children.
- 11:23 - 11:25
Remember, then you're giving the Children the opportunity to practice
- 11:26 - 11:26
those reading fluency school.
- 11:27 - 11:30
So there, then having to go out reading themselves, they
- 11:30 - 11:33
might re read the same same text that you directed
- 11:33 - 11:35
them. Or you might only read half the text and
- 11:35 - 11:35
they're continuing.
- 11:36 - 11:40
Your they're carrying on eso you're then listing is the
- 11:40 - 11:42
teacher thio them reading fluently.
- 11:43 - 11:47
Then remember your modeling some of the reading strategies that
- 11:47 - 11:48
we've spoken about.
- 11:48 - 11:52
So if you're retrieving your modeling those strategies of skimming
- 11:53 - 11:56
and scanning and picking out the keywords and things like
- 11:56 - 11:59
that, you're modeling the task or how to answer a
- 12:00 - 12:05
retrieval question, uh, using those strategies and then giving the
- 12:05 - 12:07
Children in the opportunity to practice and apply those skills
- 12:08 - 12:12
with a task that links to that scale S Oh,
- 12:12 - 12:15
that's pretty much how the lesson will be structured.
- 12:16 - 12:20
Just remembering the obviously to begin with will be introducing
- 12:21 - 12:21
each 5% the Children.
- 12:22 - 12:25
But once we get assessment, information is really important as
- 12:25 - 12:27
well that we use that to inform our whole class
- 12:27 - 12:27
reading sessions.
- 12:29 - 12:31
If you see as a year group that there's a
- 12:31 - 12:35
there's an issue with vocabulary or an issue with sequence
- 12:35 - 12:39
saying or summarizing, and you need to be planning your
- 12:40 - 12:41
whole class reading sessions around that.
- 12:43 - 12:48
So Texts s so you might be thinking, Where am
- 12:48 - 12:50
I going to get all these extracts from?
- 12:50 - 12:53
Or poems or film clips and things like that?
- 12:53 - 12:57
So I've actually created a bank of text and stimulus
- 12:57 - 13:01
for each year group with fiction and nonfiction extracts, poems,
- 13:02 - 13:04
film clips on dhe, things like that.
- 13:04 - 13:07
So you so you're welcome to obviously use that and
- 13:07 - 13:08
dip into that.
- 13:08 - 13:10
If you've got your own or you want to find
- 13:10 - 13:11
your own, that's absolutely fine.
- 13:12 - 13:15
Um, you can use, obviously, if you could use chapter
- 13:16 - 13:17
books, picture books.
- 13:18 - 13:21
Um, once upon a picture is really good for pictures.
- 13:22 - 13:24
Pablo 3365 is really good for pictures.
- 13:26 - 13:30
Um, I've got most of our resources from electricity, Chad,
- 13:30 - 13:34
Uh, so they're really, really good to use as the
- 13:34 - 13:37
text or stimulus and a specific to each year group.
- 13:39 - 13:42
Some text lend themselves better to certain vipers and others,
- 13:42 - 13:46
so just bear that in mind On dhe, you might
- 13:47 - 13:47
choose Thio.
- 13:49 - 13:54
You might choose Thio, focus on a text on Did
- 13:54 - 13:57
have that text the whole week, starting with looking the
- 13:57 - 13:58
vocabulary and retrieval.
- 13:59 - 14:01
Those important skills first and then moving on to some
- 14:01 - 14:02
of the more complex skills.
- 14:03 - 14:07
Um, or you might choose to dio picture and focus
- 14:08 - 14:10
on inference one lesson or in a video clip and
- 14:10 - 14:10
focus on retrieval.
- 14:10 - 14:11
Another lesson.
- 14:11 - 14:13
It's completely up to you.
- 14:14 - 14:17
Uh, just remember that if you are introducing a fiction
- 14:17 - 14:20
or nonfiction tax or a poem, um, in a sequence
- 14:20 - 14:23
of lessons to start with that vocabulary and retrieval first.
- 14:27 - 14:31
Okay, so recording eso we're going to be recording our
- 14:32 - 14:35
whole class reading sessions in our purple A small purple
- 14:35 - 14:36
daughter books for now.
- 14:37 - 14:41
OK, eso the Children, we need to write the learning
- 14:41 - 14:42
objective and the task that they complete.
- 14:42 - 14:46
We'll go in there, we're going Thio I know some
- 14:47 - 14:49
of you have already started using these and that's absolutely
- 14:49 - 14:51
fine. You might have used them for morning working things.
- 14:51 - 14:54
Um, that's absolutely fine, but we're going to be recording
- 14:55 - 14:57
our whole class reading in these books from now on.
- 14:58 - 14:59
If you are running out