Literature Works Autumn 2013

Strategic approach Before During After

Literature Works : Reading Across the Curriculum. Emily Jobson Beech Hill Primary School

Enquiry o to trial approach and strategies in order to develop pupil reading independence oto develop pupil interest, engagement and understanding of non-fiction texts

Success Criteria oPupils are able to effectively engage with text(s) using specific comprehension strategies oPupils are able to discuss unfamiliar vocabulary and concepts which lead to an improved understanding of the text. oPupils are able to ask questions to explore text further/use for own research oPupils are able to summarise key points from text oPupils are able to re-present information independently of the teacher

Getting Going  Chose Lit works ‘Reading Across the Curriculum’ focus group  Identified texts linked to topic ‘Night time’.  Link to one area other than English  Incorporated ‘before’, ‘during’ ‘after’ model  Identification of strategies which focus on reading development and talk for thinking.

What we did……..

Before…….. Day 1-Tried to ‘hook’ children and build up mystery and intrigue.

Day 2- introduced images of some nocturnal animals…waited to see if children would make connection from previous day.

Day 3- put range of non- fiction texts they would be reading around the room- prompted quality talk between children.

Gave children the front page of their reading journal – ‘What do I already know’?

Day 4- after 3 days of build up introduced children to first page about a nocturnal animal. Predictions with evidence from text

During Children worked in mixed ability pairs to encourage talk for thinking and to support reading to develop accuracy and fluency.

Children developed good relationship with their ‘reading buddy’ over the 5 weeks.

Activity 1

What I found interestingKey Words LayoutPurpose

Week 1

Week 2

Week 4 Children could identify key information, technical vocabulary, make personal responses, understand the authors intentions and summarise.

Children transferred information into topic books- good assessment of children’s understanding of texts.

Activity 2

Next step was for children to summarise all the information they had retrieved and transfer this into poetry……….

After Children had sound subject knowledge so we could then spend time on quality writing

Children then wrote a report on nocturnal animals – they could apply features of non-fiction texts in their writing.

Outcomes  Progression in reading skills- children had responded to texts, knew features of texts, features of writer’s use of language, identified purposes, expressed personal responses  Provided assessment info for reading that is usually difficult to evidence  Could use information and transfer to writing  Independent learning  Broadening curriculum – art, P.E.  Supporting quality talk  Writing of high standard – included wide range of advanced vocabulary.  Appealed for all groups – boys, SEN.

After How else could you get children to present their comprehension skills?