1. Reading Project Bradford East One Partnership Spring 2018
Half an hour for first three sessions and an hour for the last session.
Bradford East One
Partnership
Spring 2018

2. Aims To know how to gather evidence to feed into assessment judgements
To know what good quality questioning looks like
To know what good quality answers look like
To know how to plan the teaching of reading so that all children will make accelerated progress towards achieving age related expectations

3. apliteracy.com
Resources in folder in Resources – Training Resources – Bradford East One Partnership – password – BEOP
@AP_Literacy

4. Feedback from last session (share a colleague’s feedback)
using the 7-step approach to teaching children vocabulary
developing a vocabulary wall
using vocabulary books for the children (added to weekly)
using the question stems to ask the right questions
using the scaffolding inference strategy
a greater focus on teaching children reading skills
a greater focus on test technique developing the reading ethos/a love
of reading in the classroom
trialling whole class reading skills lessons
developing a reading skills display
using the reading roles strategy

5. Assessing reading
Gathering evidence (Y2 – talk about reading moderation) - reading assessment grids linked to the reading question stems - pick one of your children’s books – how much evidence can you gather from this book ? Consider how you will gather further evidence . . .

6. What does good quality questioning look like ?
Reading question stems re-visited

7. With a colleague, moderate your own questions . . .
Are they linked to a clear objective ?
Do you scaffold inference with vocabulary and retrieval questions ?
Are vocabulary, retrieval and inference questions differentiated for different ability groups ?
Do you model where to look for answers to questions and how to find the evidence to support the answer ?
Do you model how to answer questions – both verbally and in writing ?
Are children given the opportunity to practise answering questions (maybe in pairs) before they have to answer them independently ?

8. What do good quality answers look like
What do good quality answers look like ? Are your children answering reading comprehension questions well enough ?
Are children answering in full sentences ?
Are children finding good quality evidence in the text ?
Can children explain why ?
Are children’s answers giving you good evidence to feed into assessment judgements >

9. Break

10. Silas Marner by George Eliot
Read this extract aloud to each other
How well can you access this text ?
Why ? Why not ?
Next 7 slides 20 mins

11. What would have helped you access this text ?
Knowing the meaning of unfamiliar vocabulary
Revising punctuation and how it helps the reader to make sense of a text
Pictures/film of Silas Marner, the town where he lives, the surrounding area
Some knowledge of how people lived in those times – books or film
Hearing the text being read aloud
Reading the text aloud
Reading other texts set in those times
Watching the film, Silas Marner
Acting out some of the scenes in Silas Marner
Discussing the text with other people

12. Strategy for Reading

13. Quick Guide to Planning a Reading Skills Session
Develop your hooks -
Teach children the meaning of unfamiliar vocabulary
Revise punctuation and how it helps the reader to make sense of a text
Pictures/film of unfamiliar characters, settings, plots
Reading other texts set which support the understanding of the main text
Drama around the text
Discussing the text with other people
Give children the opportunity to respond to their reading
Choose a content domain as your objective (link to a reading role)
Select one or more questions stems linked to the objective
Develop questions related to your English – link to the scaffolding inference strategy
Plan to read your text aloud - might be adult led, pairs, groups, individual
Plan to teach children the skills needed to answer the questions to include modelling and sharing thought processes about how to approach the question
Give children the opportunity to practise answering these questions - may be- verbally, written (short form), group work, paired work etc.
End of session, model how to answer the question in writing

14. Case study - Laura Hughes, SLE Carrwood Primary School

15. Videos
Video 1
Video 2
Video 3

16. Tips from How to Teach Guided Reading Like a Boss by Stephen Lockyer (@mrlockyer)
Reading aloud -
From the right – read round the class
Mind the gap – teacher misses out key word
Fill the gap – children add synonyms for key word
Every other – children read a line at a time
Echo reading – children read a line each in pairs
Jump around – teacher randomly selects children to read
Vocabulary –
Identify all the words which you are unsure of in meaning
The seven-step approach
Identify/Compare/Contrast/Apply - SEE NEXT SLIDES
Reading response –
Sales pitch

17. Comprehension bingo Retrieval –
Underline the parts of the text which don’t make sense to you
Underline all the facts in green
Interrogation (could give them clues like ‘line 4’ or ‘near the beginning’ - this will ensure children read the text more carefully (revisit Silas Marner)
Write down five things you’d like to know
Inference –
Underline the sections of text which describe a character’s feelings in green, and thoughts in red
Prediction
Write what you think happens next
Comprehension bingo

18. Quick Guide to Planning a Reading Skills Session
Develop your hooks -
Teach children the meaning of unfamiliar vocabulary
Revise punctuation and how it helps the reader to make sense of a text
Pictures/film of unfamiliar characters, settings, plots
Reading other texts set which support the understanding of the main text
Drama around the text
Discussing the text with other people
Give children the opportunity to respond to their reading
Choose a content domain as your objective (link to a reading role)
Select one or more questions stems linked to the objective
Develop questions related to your English – link to the scaffolding inference strategy
Plan to read your text aloud - might be adult led, pairs, groups, individual
Plan to teach children the skills needed to answer the questions to include modelling and sharing thought processes about how to approach the question
Give children the opportunity to practise answering these questions - may be- verbally, written (short form), group work, paired work etc.
End of session, model how to answer the question in writing

19. Text . . . Read aloud (try with Silas Marner) - From the right
Mind the gap
Fill the gap
Every other
Echo reading
Jump around
Read independently.
Underline the parts of the text that don’t make sense to you.
Response to reading.

20. Evaluate your planning . . .
Choice of text
Variety of objectives and differentiation within them
Opportunities for children to read aloud
Questioning
Scaffolding
Extension
Teacher modelling how to find evidence and answer questions both verbally and
Opportunity for children to write answers to questions
Opportunity for children to practise their skills with both a familiar and unfamiliar text

21. Next session What does age related expectations look like ?
What does reading at greater depth look like ?
Assessing the reading of your own pupils and moderating it with colleagues

22. Next steps and evaluations