Reading developing confidence fluency and enjoyment BEP Conference

Reading: developing confidence, fluency and enjoyment BEP Conference, September 2019

Aims of the session • To develop your understanding of the importance of Reading in the Quality of Education judgement in the new School Inspection Handbook • To share practical ideas to consider on how to improve this aspect of your provision

What is it like to be a child in your school? Is there a culture of reading at your school? How do you know?

What is it like to be a child in your school? What is your current reading provision like? • How do you teach children to read? • What resources do you use? • Who leads reading? • How do you find out what the children know and can do, so that they make good progress?

Is reading a priority? Do leaders ensure that the teaching of reading is of the highest priority in schools, so that children can access the rest of the curriculum?

Simple View of Reading Poor word recognition; good comprehension. Word recognition skills Support needed: ·Letter/sound correspondence ·Blending phonemes in order ·Segmenting words into component parts ·Show that segmenting and blending are reversible Language comprehension processes G O O D POOR Poor word recognition; poor comprehension. Support needed: ·Needs phonics and language immersion: ·Letters and sounds: See also “Pace and Progression” core paper ·Nursery rhymes; traditional stories ·Speaking and Listening Good word recognition; good comprehension. Support needed: ·Work on inference: ·Drama; ·Opportunities to read a wide range of texts; ·Reading Comprehension fliers GOOD P O O R Good word recognition; poor comprehension Support needed: ·Needs reading retrieval / comprehension skills: ·Reading Comprehension fliers Language comprehension processes Word recognition skills

Curriculum Reading Domains: KS 1 1 a – draw on knowledge of vocabulary 1 b – identify/explain key aspects of fiction and nonfiction texts: such as characters, events, titles and information 1 c – identify and explain the sequence of events in texts 1 d – make inferences from the text 1 e - Predict what might happen on the basis of what has been read so far KS 2 2 a - give/explain the meaning of words in context 2 b - retrieve and record information/ identify key details from fiction and nonfiction 2 c - summarise main ideas from more than one paragraph 2 d - make inferences from the text/ explain and justify inferences with evidence from the text 2 e - predict what might happen from details stated and implied 2 f - identify/explain how information /narrative content is related and contributes to meaning as a whole 2 g - identify/explain how meaning is enhanced through choice of words and phrases 2 h - make comparisons within the text

The cognitive domains (cds) are introduced/modelled and taught in Shared Reading. They are then applied in guided reading/reading across the curriculum and read aloud. They last for 2 weeks. Skimming/scanning and vocabulary are on-going and need to be taught/applied, on a daily/weekly basis.

Shared/ Whole Class Reading Teacher Modelling: • Demonstrate how to read for meaning/application of comprehension strategies • Model active engagement with the text, for example rehearsing prior knowledge, generating mental images, making connections with other texts; • Plan opportunities for children to interact and collaborate, for example ask ‘why’ questions, make comparisons between texts; • Teach vocabulary • Demonstrate how fluent readers monitor and clarify their understanding

The Rich Reading Curriculum includes; • shared reading • guided reading • regular independent reading - individual - group and paired. phonics – into reading/writing • home/school reading • hearing quality texts read aloud every day • selecting their own choice of texts • reading whole texts and on screen • making close links between reading and writing • reading in other subject areas • reading in the community All of these are essential because they offer different opportunities to develop fluent, enthusiastic and critical readers.

Prioritise reading If pupils are not able to read to an ageappropriate level and fluency they will be incapable of accessing the rest of the curriculum and they will rapidly fall behind their peers School Inspection Handbook, pp 191.

Distinctions between reading instruction and Rf. P (Cremin et al. , 2014: 157) Reading for Pleasure is oriented towards: Learning to read The skill Decoding and System readers comprehensi on Teacher ownership is oriented towards: Choosing to read The will Engagement and response Readers for themselves Child-led & directed Child ownership

Prioritise reading How do you ensure that the teaching of reading is prioritised? Authors 64% named five or six 46% named six ■ ■ ■ Roald Dahl (744) Michael Morpurgo (343) Jacqueline Wilson (323) JK Rowling (300) Anne Fine (252) Poets 56% named only 2, 1 or 0 (18%) 11% named six ■ ■ ■ Michael Rosen (452) Allan Ahlberg (207) Roger Mc. Gough (197) Roald Dahl (165) Benjamin Zephaniah (131)

Developing a love of reading How often do teachers read to children? How do you support teachers to ensure story times are engaging? How do you select books that you are going to read to the children? How do you decide the stories children get to know inside out?

Distinctions between reading instruction and Rf. P (Cremin et al. , 2014: 157) Reading Instruction is oriented towards: Reading for Pleasure is oriented towards: Learning to read Choosing to read The skill The will Decoding and comprehension Table 2 Engagement and response System readers Readers for themselves Teacher-led & directed Child-led & directed Teacher ownership Child ownership Attainment Achievement The minimum entitlement: The maximum entitlement: (The “expected standard”) (A reader for life) The standards agenda The reader’s own agenda

Readiness for next stage in education How much time do children spend learning phonics, reading and writing? What do you do to ensure that children continue to make progress in reading accuracy and fluency in Year 2 and beyond?

Phonics from the start What does good practice in the Early Years look like? What are the expectations for the end of Reception?

WM Transforming Reading Project 2017 -18

Tier 2 Words: Ask Yourself. . . • Is it a word whose meaning students are unlikely to know? • Is it a word generally useful – a “general-purpose word” that students are likely to encounter across a wide variety of domains? • Can the meaning of the word be explained in everyday language, using words and concepts that are familiar to students? • What is the word’s instructional potential? • Examples: balcony, murmur, splendid • Instructional Recommendation: These words are candidates for explicit instruction.

Phonics programme/books match sounds How do you ensure children’s reading books help them practise the sounds that they have learned?

Phonics. Teach systematic, synthetic phonics. Fidelity to one scheme. Teach Daily and fast paced phonics. Apply learned phonics to reading - for comprehension across the curriculum (but don’t forget reading for pleasure). 90% of the ‘learning to read book’ is decodable. Importance of training. Apply phonics across the curriculum. Carries on as key strategy throughout the school

Teaching & Learning Toolkit 30 th August, 2018 Phonics Moderate impact for very low cost, based on very extensive evidence. 4 month+ Phonics is an approach to teaching reading, and some aspects of writing, by developing learners’ phonemic awareness. This involves the skills of hearing, identifying and using phonemes or sound patterns in English. The aim is to systematically teach learners the relationship between these sounds and the written spelling patterns, or graphemes, which represent them. Phonics emphasises the skills of decoding new words by sounding them out and combining or ‘blending’ the sound-spelling patterns. .

Teaching & Learning Toolkit 30 th August, 2018 How effective is it? Phonics approaches have been consistently found to be effective in supporting younger readers to master the basics of reading, with an average impact of an additional four months’ progress. Research suggests that phonics is particularly beneficial for younger learners (4 -7 year olds) as they begin to read. Teaching phonics is more effective on average than other approaches to early reading (such as whole language or alphabetic approaches), though it should be emphasised that effective phonics techniques are usually embedded in a rich literacy environment for early readers and are only one part of a successful literacy strategy. For older readers who are still struggling to develop reading skills, phonics approaches may be less successful than other approaches such as Reading comprehension strategies and Meta-cognition and self-regulation. The difference may indicate that children aged 10 or above who have not succeeded using phonics approaches previously require a different approach, or that these students have other difficulties related to vocabulary and comprehension which phonics does not target. Qualified teachers tend to get better results when delivering phonics interventions (up to twice the effectiveness of other staff), indicating that pedagogical expertise is a key component of successful teaching of early reading.

Catch up quickly What support is in place to help these pupils catch up quickly? What do you do to make sure that new children catch up?

Leadership What is a good reading leader? How do you make sure your staff develop the necessary expertise to teach children to read?

Support to develop your school, as a reading community

Leadership Book Trust: Story Hunters Just Imagine: Reading Gladiators National Literacy Trust BEP Core & Enhanced Reading Packages

• Use, Bringing Words to Life, to build your vocabulary subject knowledge/activities • Use the explicit/implicit strategies from Reading Reconsidered, to support your teaching of vocabulary

https: //www. researchrichpedagogies. org/research /reading-for-pleasure

Questions? What further development needed?

Contact details Paulette. Osborne@bep. education