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Reading Curriculum


Our Vision “Reading feeds the imagination, it expands horizons and offers new and exciting ways of seeing and making sense of our lives and of the world around us.” ー Michael Morpurgo “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” ー Dr. Seuss Our goal is to create both confident and independent readers who use reading skills and strategies to access texts, to improve language and vocabulary, to gain new experiences and to develop life-long love of reading. Our teachers demonstrate and passion and love for reading, whilst equipping our children with necessary background knowledge, vocabulary and strategies to access challenging texts with growing independence and enjoyment.


Intent

● Core Values ● Understand, Feel, Think ● Reading Skills ● Assessment Criteria for each Year group


Core Values of Reading Our core values of reading ensure every pupil will: ● expand and use effective vocabulary ● use and build upon background knowledge ● check for understanding of media ● develop an enjoyment of reading


Principles for Reading Reading to...

Understand

Feel

Think

Literal Comprehension

Inferential Comprehension

Evaluative Comprehension

Inference

Explain Predict Author’s Choice Compare, Contrast, Comment

Vocabulary Retrieval Sequencing Summarising


Progression Reception

Year 1

Understand

Year 2

Year 3

Feel

Year 4

Year 5

Year 6

Think


Interleaved Reading Skills Cycle

Understand

Feel

Think

Reception, Year 1 and 2 Vocab (V)

Retrieval (R)

Sequencing (S)

Block 1 V

R E

S P

R I

Block 4 S

V I

Predict (P)

Block 2 S

I

Inference (I)

Block 3 V

P

R E

P

V E

P

E

S I

Block 6

R P

V

E

Block 5

R

Explain (E)

S I

S P

R E

I

V


Interleaved Reading Skills Cycle

Understand

Feel

Think

Year 3 Vocab (V)

Retrieval (R)

Summarising (S)

Block 1 V

R E

S P

R I

Block 4 S

V I

Predict (P)

Block 2 S

I

Inference (I)

Block 3 V

P

R E

P

V E

P

E

S I

Block 6

R P

V

E

Block 5

R

Explain (E)

S I

S P

R E

I

V


Interleaved Reading Skills Cycle

Understand

Feel

Think

Year 4, 5 and 6

Vocab (V)

Retrieval (R)

Summarise (S)

Inference (I)

Block 1

Block 2

R

S I

C

A

S P

I

A

V

A

V P

C

Block 5 R C

A

R P

P

R

V

S

C

Block 6

S I

Author Choice (A)

Block 3 R

I

Block 4 S

Predict (P)

Assessment

V

Compare, Contrast & Comment (C)

I

V A

P

C


Reception


Reception Ability to Read Reading Skills

Fluency Skills

Can segment the sounds in simple words

Beginning to develop pace when blending

and blend them together: CV , CVC , CVCC,

Pause at full stops

CCVC. Up to Phase 4

Beginning to change volume and intonation

Use phonics knowledge to decode some common irregular words

Can read and understand simple sentences

Continue a rhyming string and show an awareness of alliteration

Sight read known words e.g HFW and taught key words

for simple exclamatory sentences ❖

Join in with repeated phrases


Reception Ability to Comprehend

Understand

Feel

Think

Understand

Can read and understand simple sentences

Demonstrate understanding with others about what they have read

Use vocabulary and forms of speech that are increasingly inuenced by their experiences of books

Describe main story and principle characters

Can sequence events of a story

Feel Able to discuss what is happening from the illustration

Make simple inferences about the characters feelings

Predict possible future events taking prompts from the illustrations

Think Enjoy an increasing range of books and can talk about them

Can identify favourite parts of the text

Can express simple thoughts, preferences and opinions giving reasons why*


Year 1


Year 1 Ability to Read Reading Skills

Fluency Skills

Beginning to self correct

Decode using phonics knowledge

Read most common exception words

Pause at full stops

Read words with contractions (I’m, I’ll, we’ll)

Adapt voice for ! , ?

Read words containing taught GPCs and –s,

Able to express using volume and

sentences

–es, –ing, –ed, –er and –est endings ❖

Respond speedily with the correct sound to grapheme for all 40+ phonemes

Beginning to develop fluency for whole

intonation for ! and ? ❖

With prompting, beginning to make sound more interesting to the reader


Year 1 Ability to Comprehend

Understand

Feel

Think

Reading Skill

Reading Strategies

Links to National Curriculum

Vocabulary

Word Attack *FS/KS1 Activating Prior Knowledge Questioning Monitoring, Clarifying, Fix-up

Retrieval

Questioning Monitoring, Clarifying, Fix-up

Sequencing

Questioning Retelling Monitoring, Clarifying, Fix-up

- becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics

Inference

Questioning Drawing Inferences Monitoring, Clarifying, Fix-up

- checking that the text makes sense to them as they read and correcting inaccurate reading - drawing on what they already know or on background information and vocabulary provided by the teacher - making inferences on the basis of what is being said and done

Predict

Questioning Drawing Inferences Activating Prior Knowledge/Predicting Monitoring, Clarifying, Fix-up

- predicting what might happen on the basis of what has been read so far - recognising and joining in with predictable phrases

Explain

Activating Prior Knowledge Questioning

- drawing on what they already know or on background information and vocabulary provided by the teacher

- learning to appreciate rhymes and poems, and to recite some by heart - answering and asking questions

- being encouraged to link what they read or hear read to their own experiences - participate in discussion about what is read to them, - taking turns and listening to what others say - explain clearly their understanding of what is read to them.


Year 2


Year 2 Ability to Read Reading Skills

Fluency Skills

Self-correct inaccurate word reading

Decode using phonics knowledge

Can read high frequency words and

sentence ❖

exception words ❖

Read words with common suffixes

Read at a steady pace when reading a

Beginning to apply a steady reading pace for paragraphs

Pause at full stops

Adapt voice for ! , ? “ ”

Able to adapt voice using volume and intonation for ! and ?

Showing some awareness of how character voice sounds different to other texts

Without prompting, beginning to make reading sound more interesting to the listener when reading aloud


Year 2 Ability to Comprehend

Understand

Feel

Think

Reading Skill

Reading Strategies

Vocabulary

Word Attack *FS/KS1 Activating Prior Knowledge Questioning Monitoring, Clarifying, Fix-up

Retrieval

Questioning Monitoring, Clarifying, Fix-up

Sequencing

Questioning Retelling Monitoring, Clarifying, Fix-up

- discuss the sequence of events in books and how items of information are related - become increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales

Inference

Questioning Drawing Inferences Monitoring, Clarifying, Fix-up

- understand both the books that they can already read accurately and fluently and those that they listen to - draw on what they already know or on background information and vocabulary provided by the teacher - check that the text makes sense to them as they read and correcting inaccurate reading - make inferences on the basis of what is being said and done - answer and ask questions

Predict

Questioning Drawing Inferences Activating Prior Knowledge/Predicting Monitoring, Clarifying, Fix-up

Explain

Activating Prior Knowledge Questioning

Links to National Curriculum - recognise simple recurring literary language in stories and poetry - discuss and clarifying the meanings of words, linking new meanings to known vocabulary - discuss their favourite words and phrases - draw on what they already know or on background information and vocabulary provided by the teacher

- answering and asking questions - participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say

- predict what might happen on the basis of what has been read so far

- listen to, discuss and express views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently - be introduced to non-fiction books that are structured in different ways - discuss their favourite words and phrases - participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say - explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.


Year 3


Year 3 Ability to Read Reading Skills

Fluency Skills

Self-correct when sentences do not make sense

Continue to apply phonemic knowledge when

clues within the text e.g. slow down when

appropriate

building suspense, increase pace during action

Have an awareness of variety of decoding

strategies for unfamiliar or complicated

Beginning to apply a steady reading pace for paragraphs

vocabulary

Pause at full stops

Beginning to read further exception words with

Adapt voice for ! , ? “ ” …

unusual sound and spelling

Beginning to demarcate paragraphs during

Apply knowledge of root words, prefixes and suffixes

Beginning to match pace of reading based in

reading ❖

Beginning to read aloud and understand must learn Year 3 and Year 4 words

Beginning to apply emotive expression through change of tone and volume

Adapt voice to reflect personalities of different character types

Adapt voice to match given genre


Year 3 Ability to Comprehend

Understand

Feel

Think

Reading Skill

Reading Strategies

Links to National Curriculum

Vocabulary

Word Attack KS2 Activating Prior Knowledge Questioning Monitoring, Clarifying, Fix-up Searching and Selecting

- apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet - use dictionaries to check the meaning of words that they have read - check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context

Retrieval

Questioning Monitoring, Clarifying, Fix-up Searching and Selecting

- retrieve and record information from non-fiction (and fiction)

Summarise

Questioning Summarising/Retelling Monitoring, Clarifying, Fix-up Searching and Selecting

- increase their familiarity with a wide range of books, including fairy stories, myths and legends, and retell some of these orally - identifying main ideas drawn from more than one paragraph and summarising these

Inference

Questioning Drawing Inferences Monitoring, Clarifying, Fix-up

- understand what they read, in books they can read independently - check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context - draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

Predict

Questioning Drawing Inferences Activating Prior Knowledge/Predicting Monitoring, Clarifying, Fix-up

Explain

Activating Prior Knowledge Questioning Searching and Selecting

- predicting what might happen from details stated and implied

- listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks - identify how language, structure, and presentation contribute to meaning - participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say. - discuss words and phrases that capture the reader’s interest and imagination


Year 4


Year 4 Ability to Read Reading Skills ❖

Self-correct when sentences and paragraphs do

Fluency Skills ❖

not make sense

within the text e.g. slows down when building

Continue to apply phonemic knowledge when

suspense; increasing pace during action

appropriate

Pause at full stops

Beginning to apply some strategies modelled

Adapt voice for: ! , ? “ “ : … ( ) -

when decoding unfamiliar or complicated

Consistently demarcates paragraphs during

vocabulary ❖

Can automatically read exception words with

reading with minimal prompts ❖

unusual sound and spelling ❖

Apply knowledge of root words, prefixes and

Can read aloud and understand must learn Year 3 and Year 4 words

Able to read expressively conveying a wide range of emotions through tone and volume.

suffixes ❖

Consistently matches pace of reading on clues

Adapt voice to reflect personalities of different character types

Developing ability to independently adapt voice to match a given genre


Year 4 Ability to Comprehend

Understand

Feel

Think

Reading Skill

Reading Strategies

Links to National Curriculum

Vocabulary

Word Attack KS2 Activating Prior Knowledge Questioning Monitoring, Clarifying, Fix-up Searching and Selecting

- apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet - discuss words and phrases that capture the reader’s interest and imagination - check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context

Retrieval

Questioning Monitoring, Clarifying, Fix-up Searching and Selecting

- retrieve and record information from non-fiction (as well as fiction)

Summarise

Questioning Summarising/Retelling Monitoring, Clarifying, Fix-up Searching and Selecting

- identify themes and conventions in a wide range of books - identify main ideas drawn from more than one paragraph and summarising these

Inference

Questioning Drawing Inferences Monitoring, Clarifying, Fix-up

- understand what they read, in books they can read independently - ask questions to improve their understanding of a text - draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence - identify how language, structure, and presentation contribute to meaning

Predict

Questioning Drawing Inferences Activating Prior Knowledge/Predicting Monitoring, Clarifying, Fix-up

Compare, Contrast, Comment

Questioning Activating Prior Knowledge Monitoring, Clarifying, Fix-up Searching & Selecting

- reading books that are structured in different ways and reading for a range of purposes - listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks - identifying themes and conventions in a wide range of books - participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

Author’s Choice

Word Attack *KS2 Activating Prior Knowledge Questioning Monitoring, Clarifying, Fix-up Searching & Selecting

- discussing words and phrases that capture the reader’s interest and imagination

- predict what might happen from details stated and implied


Year 5


Year 5 Ability to Read Reading Skills ❖ ❖

Self correct when a sentence or paragraph does not make sense Apply the best strategy when decoding unfamiliar or complicated words i.e. phonetically; syllabically; chunking, root words, sight words etc Beginning to read aloud and understand must learn Year 5 and 6 words

Fluency Skills ❖

❖ ❖ ❖ ❖

❖ ❖ ❖ ❖

Continue to match pace based on clues within the text e.g. slows down when building suspense; increasing pace during action; or change of pace within structure of a paragraph Pause at full stops Adapt voice for: ! , ? “ “ : … ( ) Demarcate paragraphs during reading (with only the occasional reminder) Skilfully adapts volume and intonation to express a character’s thoughts, actions and speech Developing ability to read ahead in order to inform choices in reading style Able to independently adapt voice to match most genres Developing confidence when reading to a larger audience Beginning to apply a variety of reading styles to maintain the listener’s interest


Year 5 Ability to Comprehend

Understand

Feel

Reading Skill

Reading Strategies

Links to National Curriculum

Vocabulary

Word Attack KS2 Activating Prior Knowledge Questioning Monitoring, Clarifying, Fix-up Searching and Selecting

- apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet. - discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

Retrieval

Questioning Monitoring, Clarifying, Fix-up Searching and Selecting

- retrieve, record and present information from non-fiction (and fiction). - provide reasoned justifications for their views.

Summarise

Questioning Summarising/Retelling Monitoring, Clarifying, Fix-up Searching and Selecting

- continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks - summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas

Inference

Questioning Drawing Inferences Monitoring, Clarifying, Fix-up

- check that the book makes sense to them, discussing their understanding and exploring the meaning of words in context - ask questions to improve their understanding - draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence

Predict

Questioning Drawing Inferences Activating Prior Knowledge/Predicting Monitoring, Clarifying, Fix-up

Compare, Contrast, Comment

Questioning Activating Prior Knowledge Monitoring, Clarifying, Fix-up Searching & Selecting

- read books that are structured in different ways and read for a range of purposes - make comparisons within and across books - participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously - identify how language, structure and presentation contribute to meaning. - distinguish between statements of fact and opinion

Author’s Choice

Word Attack *KS2 Activating Prior Knowledge Questioning Monitoring, Clarifying, Fix-up Searching & Selecting

- discuss and evaluate how authors use language, including figurative language, considering the impact on the reader (as well as the layout of the text).

- predict what might happen from details stated and implied

Think


Year 6


Year 6 Ability to Read Reading Skills ❖ ❖

Self correct when a sentence or paragraph does not make sense Apply the best strategy when decoding unfamiliar or complicated words i.e. phonetically; syllabically; chunking, root words, sight words etc Can read aloud and understand must learn Year 5 and 6 words

Fluency Skills ❖ ❖ ❖ ❖ ❖

❖ ❖ ❖ ❖

Match pace of reading based on clues; as well as sentence and paragraph structure Pause at full stops Adapt voice for: ! , ? “ “ : … ( ) Demarcate paragraphs during reading (with only the occasional reminder) Skilfully adapt volume and intonation to express a character’s thoughts, actions and speech Embedding ability to read ahead in order to inform choices in reading style Independently adapt voice to match given genre Confident when reading to a larger audience Able to draw upon a wide variety of reading styles for listener’s interest


Year 6 Ability to Comprehend

Understand

Feel

Think

Reading Skill

Reading Strategies

Links to National Curriculum

Vocabulary

Word Attack KS2 Activating Prior Knowledge Questioning Monitoring, Clarifying, Fix-up Searching and Selecting

- apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet. - discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

Retrieval

Questioning Monitoring, Clarifying, Fix-up Searching and Selecting

- retrieve, record and present information from non-fiction (and fiction). - provide reasoned justifications for their views.

Summarise

Questioning Summarising/Retelling Monitoring, Clarifying, Fix-up Searching and Selecting

- summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas - recommend books that they have read to their peers, giving reasons for their choices - identify and discuss themes and conventions in and across a wide range of writing

Inference

Questioning Drawing Inferences Monitoring, Clarifying, Fix-up

- check that the book makes sense to them, discussing their understanding and exploring the meaning of words in context - ask questions to improve their understanding - draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

Predict

Questioning Drawing Inferences Activating Prior Knowledge/Predicting Monitoring, Clarifying, Fix-up

Compare, Contrast, Comment

Questioning Activating Prior Knowledge Monitoring, Clarifying, Fix-up Searching & Selecting

- identify how language, structure and presentation contribute to meaning. - recommend books that they have read to their peers, giving reasons for their choices - distinguish between statements of fact and opinion

Author’s Choice

Word Attack *KS2 Activating Prior Knowledge Questioning Monitoring, Clarifying, Fix-up Searching & Selecting

- discuss and evaluate how authors use language, including figurative language, considering the impact on the reader (as well as the layout of the text).

- predict what might happen from details stated and implied


Reading Lessons Weekly Overview Ability to Read Ability to Comprehend Knowledge


Reading Weekly Overview

Weekly overview Year 1-6 Ability to Read

Ability to Read

Ability to Comprehend:

Ability to Comprehend:

- Reading or Fluency skill focus.

- Reading or Fluency skill focus.

- Practise of reading skill or reading strategy

- Practise of reading skill or reading strategy

- Teach/Share/Practise/ Apply.

- Teach/Share/Practise/ Apply.

Or

Or

- UFT approach to analyse or appreciate the text.

- UFT approach to analyse or appreciate the text.

- Understand; Feel; Think approach.

- Understand; Feel; Think approach.


Lesson Structure - Ability to Read

Before Reading

Retrieval questions based on previous lesson/s; preread; background knowledge; share lesson objective and focus of lesson; link skills/learning to prior learning; display reading strategies which will aid session’s learning.

Teach

Focussed upon a fluency or accuracy skill that relates to the text and explicit teach.

Share

Choral reading; paired reading; reading ahead; independent reading to practise skill and fixing-up errors in reading.

Practise

Independent reading or small group, then reading aloud and fixing-up errors in reading.

Apply

Pupils to apply skill to reading in the rest of the extract or chapters: small group reading; independent reading; reading aloud as whole class.

Assess

Questions based on Understand, Think, Feel and open questions


Lesson Structure - Ability to Comprehend Explicit Skills and Strategies

Analysis or Appreciation of Text

Before Reading

Retrieval/Background knowledge/Vocabulary/Objective and focus/ links to prior learning/link to UFT.

Retrieval/Background knowledge/Vocabulary/Objective and focus/ links to prior learning/link to UFT.

Teach

- Select reading method - Present questions and applicable reading strategies. - Explicit teach of questions using UFT approach.

Share

- Collaboratively answer a question and apply skills either whole class approach or in pairs.

Practise

Apply

- Pupil practise questions answering in pairs or independently - Using the same extract, or another previously read extract, pupils answer independently. Used to assess progress.

Read to them

Read Together

Independent

Understand Literal Comprehension Skills: vocabulary; retrieval; sequencing & summarising.

Feel Inferential Comprehension Skills: inference (characters, settings, themes and messages).

Think Evaluative Comprehension Skills: explain; predict; author’s choice; compare, contrast & comment.

Assessment - Comprehension - assessing lesson objective and previous weeks’ skills.


Lesson Structure - Ability to Comprehend in Reception Part

Before Reading

Purpose Introduce the book -

Reiterate the purpose of reading text; short overview how the text works; explore front cover; develop predictions; flick through pages and note: font size, layout and length; look at illustrations; read notes about the author and blurb.

A good book introduction will help the children to read the text independently.

Book Walkthrough -

Teach

Explanation

To draw pupils attention to the book i.e. images; generating

Do not read the text to them; draw children into the activity before passing control to them; model unfamiliar language patterns; talk through the illustrations; select key or unfamiliar vocab, allow pupils to find the words and discuss them; dip into the text and address letter-sound relationships and clusters.

open/closed questions.

Independent Reading-

Share

Practise

Allowing pupils to read aloud and at their own speed. (This can be modelled).

Returning to the text Return to lesson objective of the session via questioning.

Responding to the text -

Apply

Activities based on the reading/learning objective.

Remind the children why they are reading the book. Remind them of what they can do if they get stuck on a word e.g. look at the first letter, miss out the word and come back to the beginning of the sentence etc. Let the children read aloud to themselves at their own speed. (This can be modelled as role- play). Encourage one-to-one matching, self-correction and checking of picture cues and initial sounds. If they finish the book they can re-read it with a partner, or to themselves. During independent reading the teacher can observe reading behaviour and when appropriate, offer helpful responses or prompts and ask questions. Vary the amount of support as the child gains more control. Via questioning and discussion, allow pupils to discuss observations and what they have read. show me where to start reading; show me how you point as you read show me where I go when I finish this line; show me a word/letter; circle a word that starts with_____; put this word card under the word_____; can you make this word with your letters?; finger frame a sentence on page____; put a counter under a capital letter on page____; put a counter on a full stop on page____; can you find a lower case ___ to match capital____?; can you re-read the bold print on page____?; can you find speech bubbles/speech marks?; can you find a long word on page ____ and help me break it up into syllables?; can you find a word that rhymes with ___?; can you find a word that starts with the blend ___? Use the text to innovate the reading with an activity based on the text and learning objective e.g. Use the text to innovate on for guided writing. Make your new book into a caption book; sequence the story using pictures from the book; Re-order chopped up sentences or words from the book; Write your own story based on the book; Retell the story with finger puppets, story boxes;Reread the text during independent activities. Paint a picture of a favourite character, part of the story, setting etc.


Block 1 Week 1

Day 1

Day 2

Day 3

Day 4

Focus: Vocab

Ability to read

Ability to read

Ability to Comprehend

Ability to Comprehend

U, F, T Before Reading

Teach

Share

Practise

Apply/Assess


Reading Skills Year 1 and 2 Skill

Explanation

Vocabulary

Vocabulary questions ask you to look at how authors and poets have chosen to use certain words and phrases.

Retrieval

Retrieval questions ask you to go into the book and retrieve facts in the the text.

Sequence

Sequence questions ask you to put things in order and sequence events in the text.

Inference

Inference questions ask you to ďŹ nd clues to show how somebody might be feeling or why is something happening.

Predict

Predicting questions ask you to work out what might happen next.

Explain

Explain questions ask you what you prefer, think and what your opinion is of the text.


Reading Skills Year 3 Skill

Explanation

Vocabulary

Vocabulary questions ask you to find and explain the meaning of words in context.

Retrieval

Retrieval questions ask you to find and record key details and information from a text.

Summarise

Summarise questions ask you to sum up the main ideas from more than one paragraph.

Inference

Inference questions ask you to find evidence to show how somebody might be feeling or why is something happening.

Predict

Predicting questions ask you to work out what might happen next from details given or implied.

Explain

Explain questions ask you to explain content, meaning, themes and information in the text. (You always explain why you think that).


Reading Skills Year 4, 5 and 6 Skill

Explanation

Vocabulary

Vocabulary questions ask you to work out the meaning of words and phrases using context clues.

Retrieval

Retrieval questions ask you to delve into the text to retrieve key facts or to gather information - the answer is always stated in the text.

Summarise

Summarise questions ask you to sum up the main point(s) or main event(s) of a paragraph or text.

Inference

Inference questions ask you to find evidence to prove ideas and feelings in a text which are not always written in the text itself.

Predict

Predicting questions ask you to make a logical and reasonable guess about what might happen next using clues in the text.

Compare, Contrast, Comment

Compare, Contrast, Comment questions ask you to discuss the content of a paragraph/text; and compares how events and character are similar/different or how they change across the text.

Author’s Choice

Author’s Choice questions ask you to identify ambitious and figurative language; then explain how these words or phases add meaning to the text.


Reading Strategies Year 1 to 2 Skill

Explanation

Word Attack

Word attack strategies help you to read words you do not understand: Look at pictures, Say the first sound, Say each sound, Look for chunks, Read to the end then comeback, Try a word that makes sense, Blend the sounds together, Flip the vowel from short to long, Use your memory.

Activating Prior Knowledge/Predicting

Think about what you already know and what you have learnt from the text to understand what you have read and to make predictions.

Questioning

To ask and answer questions from the text to show you understand what you have read.

Visualising

Use your mind to imagine what a character, thing or setting looks like.

Monitor, Clarify, Fix-up

Means to check you understand what you have read. If you don’t understand STOP and say the information in your own words, if you still do not understand U-TURN and reread.

Drawing Inferences

To generate thoughts, information and ideas which are not simply said in the text.

Retelling

Briefly describe the main points of what has been said.


Reading Strategies Year 3, 4, 5 and 6 Skill

Explanation

Word Attack

Word attack helps you to decode, pronounce and understand unfamiliar words. You can: Use pictures, Use prior knowledge, Chunk the word, sound out the word, connect to other words you know, Reread, Keep Reading.

Activating Prior Knowledge/Predicting

Recalling relevant prior knowledge and experiences from long term memory to help understand the text and to make predictions.

Questioning

To ask and answer questions to clarify meaning and to make sure you understand the text before, during and after reading.

Visualising

Readers use details or clues from the text to create a mental picture*of a character or setting using their imagination and five senses.

Monitor, Clarify, Fix-up

Readers stop to think when they have lost the meaning (during or after reading) and use strategies to clarify and fix-up mic-ups.

Drawing Inferences

To make conclusions about the text from what has been stated and implied in the text.

Summarising

Restating the meaning or key points of the text using your own words - leaving out any unnecessary details.

Searching and Selecting

Searching through paragraphs and texts in order to find appropriate information. You may need to apply skimming or scanning strategies.


Implement Pedagogical approach to the domain


Pedagogy


Pedagogy Blogs ❖ Reading Comprehension: A New Approach (Solomon Kingsnorth) ❖ Tracing the Origins: “Reading Comprehension Strategies” (Mr G Mpls) ❖ Is reading comprehension even a thing? (David Didau) ❖ Comprehension Skills or Strategies: is there a difference and does it matter? (Timothy Shanahan) ❖ Closed questions are often the most important questions… (MRSLHTEACH)


Links

❖ The National Curriculum. English Programmes of Study Key Stage 1 and 2 ❖ Key Stage 1 - Reading Teacher Assessment Frameworks ❖ Key Stage 1 - English Reading Test Framework ❖ Key Stage 2 - English Reading Test Framework


Impact Formative and Summative assessment strategies


Assessment Strategies Variability

Instant feedback

Retrieval

Feedback Booklets

Moderation & pupil work review

Teacher Assessment

Standardised Test SATS Short Term Cycle

Medium Term cycle

Long Term Cycle

Frequency

*Short Term Cycle - during and after daily lessons *Medium Term Cycle - teacher assessment every 2 to 4 weeks *Long Term Cycle - summative assessment every term or at the end of Key Stage


Formative Strategies Instant feedback for the teacher is received through a range of questioning and assessment for learning Instant feedback

strategies, to check pupil understanding. In addition, children receive instant feedback of their own learning through individual, group or whole class feedback from teachers and other adults in the classroom. The instant feedback is used to inform teachers of the pace of the lesson, the scaffolding required and future learning.

At the start of each lesson children are asked questions around four areas of reading

that have been

previously learnt. This informs teaching staff of the knowledge and skills that have been retained and provides

Retrieval

opportunities for further guidance or scaffolding. Retrieval of previous learning is also encouraged throughout lessons. Retrieval practice informs upcoming teaching and learning.

In every lesson, teachers and staff will record speciďŹ c notes about positive learning and misconceptions in the Feedback Booklets

classroom. This will then be used to inform future summative assessment strategies. As well as this, the content from feedback booklets is used to plan future lessons.


Summative Strategies Every 2-4 weeks teachers meet to moderate a selection of children’s books. Each moderation assesses samples

Moderation & pupil work review

of work against curriculum criteria. Teacher judgement is then made and agreed by all staff as to whether the child is working below, at or above the expected standard for their series. As well as this, targets and strategies are put in place to improve accuracy of assessment and / or teaching and learning.

Teacher Assessments are recorded each term based on a collation of formative and summative assessments.

Teacher Assessment

These assessments are a quick and easy check to whether the children is still on track to meet the end of year expectations, if they are below this or above this, Final teacher assessment data is reported to parents at the end of the academic year.

Our curriculum is standardised against national performance at three points in the year. The assessment is

Standardised Test

delivered in the form of a standardised test similar to support the teacher assessments and predictions for the end of Key Stage assessments. This data is reported to parents at parents evenings.

Standard Attainment Tests are sat at the end of Key Stage 1 and 2 to compare school performance across the SATS

country. Children will be judged as working below the expected standard, at the expected standard or working at greater depth and results will be reported to parents and on the government website.


Moderation Moderation of a child’s learning is carried out every 2-4 weeks by teachers within a phase and once a year whole school. An individual child or small group from each class is chosen to be moderated. These decisions are based on learning walks by SLT or the domain leader and their findings. If it is felt that assessments need to be clarified over the accuracy of the assessment level then one child from each class who is on the borderline of this assessment level would be brought together and discussions would take place around the evidence they have to support the judgement. If it is felt that a specific area of the domain is in need of more support then each teacher would bring three to four books that would again be discussed and compared to look for evidence of progress with this area and a discussion over how this could improve and any misconceptions that may have occurred would take place. Usually a judgement as to whether the child is working below, at, or above the age expected standard is made and agreed by all. This then supports the teacher to make informed decisions for PITA data and for a more consistent assessment judgement across the year group. *Evidence - Evidence can come from the child’s book, the marking and feedback booklet or the teachers knowledge of the child.


Formative Strategies ❖ Teacher observations ❖ Notes in feedback books ❖ Instant feedback ❖ Retrieval quizzes ❖ Assessment questions ❖ Pre Teach and adapting group ❖ Additional support to those in need

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