DEVELOPING READING SKILLS AND READING RESOURCES TO ENABLE
DEVELOPING READING SKILLS AND READING RESOURCES TO ENABLE PROGRESSION OF SKILLS ACROSS KS 2 NICOLA KING BOTHAL PRIMARY SCHOOL
WHERE IT STARTED… AFTER INITIAL MEETINGS WITH DAVID STREET AND THE EEF, THE NORTH EAST PRIMARY LITERACY CAMPAIGN WAS LAUNCHED TO THE NORTHUMBERLAND PRIMARY HEAD TEACHERS. 6 SCHOOLS (INCLUDING BOTHAL PRIMARY) FORMED THE ASHINGTON PARTNERSHIP: • BOTHAL PRIMARY • CENTRAL PRIMARY • ST AIDENS • ST CUTHBERTS • NORTHUMBERLAND CHURCH OF ENGLAND ACADEMY • ASHINGTON ACADEMY
PLANNING FOR OUR PUPILS AFTER IDENTIFYING A LEAD TEACHER IN EACH SCHOOL, I FORMED A LEADERSHIP TEAM FOR THE PARTNERSHIP – TO DISCUSS AND AGREE ON WAYS OF SPENDING THE FUNDING GIVEN TO US BY EEF/NCC. WE ALL AGREED THAT READING WAS OUR MAIN DEVELOPMENT AREA – AS A RESULT OF THE 2016 SATS PERFORMANCE. WE IDENTIFIED VARIOUS RESOURCES WHICH COULD BE BOUGHT IN TO SUPPORT OUR PUPILS – OVER THE COURSE OF 2 -3 MONTHS, WE LOOKED AT LOTS OF SUGGESTED RESOURCES. WE FOUND THAT ALL RESOURCES HAD MERIT BUT WOULD SIMPLY BECOME A ‘BEST FIT’.
DERIC
DEVELOPING READING SKILLS
IDENTIFYING EFFECTIVE ASSESSMENT
THE NEXT STEPS
• AFTER LOOKING AT DEVELOPING DERIC RESOURCES, WE IDENTIFIED THAT USED IN THAT EXACT STRUCTURE, IT WOULD LEAD TO QUESTIONS REGARDING EVIDENCE OF PROGRESS – WHAT ABOUT DIFFERENTIATION? WHERE IS THE CLEAR CHALLENGE FOR ALL PUPILS? • THE NEXT TASK WAS TO FIND A SOLUTION WITHOUT MAKING THE RESOURCE/PLANNING TO ONEROUS…
ERIC skills matched up with content domains tested in KS 2 reading paper. • 2 a- Give/explain the meaning of words in context • 2 b- Retrieve and record information/identify key details from fiction and nonfiction. • 2 d- Make inferences from the text/explain and justify inferences with evidence from the text. • 2 f- Identify/explain how information/ narrative content is related and contributes to meaning as a whole. • 2 c- Summarise main ideas from more than one paragraph. • 2 e- Predict what might happen from details stated and implied. • 2 h- Make comparisons within the text. • 2 g- Identify/explain how meaning is enhanced through choice of words and phrases.
CONSIDERING DIFFERENTIATION
Concerning Mike Teavee Roald Dahl The most important thing we've learned, So far as children are concerned, Is never, NEVER let Them near your television set -- Or better still, just don't install The idiotic thing at all. In almost every house we've been, We've watched them gaping at the screen. They loll and slop and lounge about, And stare until their eyes pop out. (Last week in someone's place we saw A dozen eyeballs on the floor. ) They sit and stare and sit Until they're hypnotised by it, Until they're absolutely drunk With all that shocking ghastly junk. Oh yes, we know it keeps them still, They don't climb out the window sill, They never fight or kick or punch, They leave you free to cook the lunch And wash the dishes in the sink -- But did you ever stop to think, To wonder just exactly what This does to your beloved tot? What does the word gaping mean? List some synonyms for the word gaping and consider why Dahl chose this specific word. Which word rhymes with saw? Who is watching the television? What do they do while they watch the television? Summarise the message of the poem in a sentence. What do you think Dahl will say happens to children who watch too much television? Why do you think Dahl wrote this poem? What do you think the writer meant by ‘until they’re absolutely drunk’? What does Dahl think about television? Explain which words and phrases support your argument. Which words and phrases has Dahl chosen to
Chapter 1 There is no lake at Camp Green Lake. There once was a very large lake here, the largest lake in Texas. That was over a hundred years ago. Now it is just a dry, flat wasteland. There used to be a town of Green Lake as well. The town shrivelled and dried up along with the lake, and the people who lived there. During the summer the daytime temperature hovers around ninety-five degrees in the shade—if you can find any shade. There’s not much shade in a big dry lake. The only trees are two old oaks on the eastern edge of the “lake. ” A hammock is stretched between the two trees, and a log cabin stands behind that. The campers are forbidden to lie in the hammock. It belongs Where is Texas? What does the word ‘wasteland’ mean? What difficulties might you experience living in a wasteland? When did the lake dry up? How hot is Camp Green Lake? What vegetation still exists? What happened to the town? Who ‘lives’ at Green Lake now? What can you tell about the warden? Why does the author use the word ‘forbidden’ and what does this tell you about the boys and the Warden? What does the sentence “The Warden owns the shade” suggest?
A High Wind in Jamaica by Richard Hughes The sun was still red and large: the sky above cloudless, and light blue glaze poured over baking clay: but close over the ground a dirty grey haze hovered. As they followed the lane towards the sea they came to a place where, yesterday, a fair-sized spring had bubbled up by the roadside. Now it was dry. But even as they passed some water splashed out, and then it was dry again, although gurgling inwardly to itself. But the group of children were hot, far too hot to speak to one another: they sat on their ponies as loosely as possible, longing for the sea. The morning advanced. The heated air grew quite easily hotter, as if from some enormous furnace from which it could draw at will. Bullocks only shifted their stinging feet when they could bear the soil no longer: even the insects were too lethargic to pipe, the basking lizards hid themselves and panted. It was so still you could have heard the least buzz a mile off. Not even a fish would willingly move his tail. The ponies advanced because they must. The children ceased even to think. What do the words “Bullocks” and “gurgling” mean? What is the weather like? Describe what the children are thinking and feeling ? How has the author presented the effects of the weather?
A High Wind in Jamaica by Richard Hughes The sun was still red and large: the sky above cloudless, and light blue glaze poured over baking clay: but close over the ground a dirty grey haze hovered. As they followed the lane towards the sea they came to a place where, yesterday, a fair-sized spring had bubbled up by the roadside. Now it was dry. But even as they passed some water splashed out, and then it was dry again, although gurgling inwardly to itself. But the group of children were hot, far too hot to speak to one another: they sat on their ponies as loosely as possible, longing for the sea. The morning advanced. The heated air grew quite easily hotter, as if from some enormous furnace from which it could draw at will. Bullocks only shifted their stinging feet when they could bear the soil no longer: even the insects were too lethargic to pipe, the basking lizards hid themselves and panted. It was so still you could have heard the least buzz a mile off. Not even a fish would willingly move his tail. The ponies advanced because they must. The children ceased even to think. What do the words “Bullocks” and “lethargic” mean? Using quotes, how are the sun and sky described? What effect does the weather have on the animals? Provide quotes to support your answer. How has the author presented the change in the weather?
A High Wind in Jamaica by Richard Hughes The sun was still red and large: the sky above cloudless, and light blue glaze poured over baking clay: but close over the ground a dirty grey haze hovered. As they followed the lane towards the sea they came to a place where, yesterday, a fair-sized spring had bubbled up by the roadside. Now it was dry. But even as they passed some water splashed out, and then it was dry again, although gurgling inwardly to itself. But the group of children were hot, far too hot to speak to one another: they sat on their ponies as loosely as possible, longing for the sea. The morning advanced. The heated air grew quite easily hotter, as if from some enormous furnace from which it could draw at will. Bullocks only shifted their stinging feet when they could bear the soil no longer: even the insects were too lethargic to pipe, the basking lizards hid themselves and panted. It was so still you could have heard the least buzz a mile off. Not even a fish would willingly move his tail. The ponies advanced because they must. The children ceased even to think. What do the words “Bullocks” and “lethargic” mean? Provide 2 synonyms for each word. Using quotes, describe how the weather has changed in the extract? How has the author structured the description of the weather? Why has the author used a 3 rd person narrator to describe the scene?
READING ACROSS THE CURRICULUM
EVIDENCE BASE • WORK SCRUTINY HAS IDENTIFIED A MUCH GREATER EMPHASIS ON THE EXPLICIT TEACHING OF READING SKILLS ACROSS YEARS 3 -6. • DEPARTMENT NON-NEGOTIABLES ENSURE A CLEAR FOCUS ON THE DEVELOPMENT OF READING WITHIN LESSONS • STAFF CPD HAS INTRODUCED THE IDEA OF TEACHING READING SKILLS ACROSS THE CURRICULUM. • THE SCHOOL ENVIRONMENT IS MUCH MORE FOCUSSED ON ENCOURAGING READING. • PUPILS IN UPPER KEY STAGE 2 ARE PERFORMING BETTER IN READING ASSESSMENTS THAN PREVIOUS YEARS.
- Slides: 26