reading:a four point plan - · pdf filereading:a four point plan • develop experience of...

Reading:a four point plan• develop experience of language in questions

• whole school vocabulary development

• introduce the new format of test question and practice throughout school

• focus guided reading to include test question practice

• non-fiction and poetry

Philip Webb | Literacy

philipwebbliteracy.com

Pie Chart

CompComp/vocabMaking InferenceLfE

KS2 Overall 2016

2a 2b 2c 2d 2e 2f 2g 2h

Give/explain the meaning of a word in context

Retrieve and record info’ / identify key details from F and NF

Summari-se main ideas from more than one para’

Make inferenc-es from the text / explain and justify inferenc-es with evidence from the text

Predict what might happen from details stated and implied

Identify / explain how info’ / narrative content is related and contribut-es to meaning as a whole

Identify / explain how meaning is enhanced through choice of words and phrases

Make compari-sons within a text

Find and Copy Short Sentence

Write down…Give two

Explain (your choice) fully

Long Sentence

Silver

Bronze

Draw Lines

Tick one/two

Statement…

Sequence the text Circle the correct option

text text

True or False

Silver

Bronze

Gold Card

Gold > 10 questions

Silver 4 - 9 questions

Bronze 1 - 2 questions

Gold questionsLong Sentence Mainly 1 mark - even spread

of retrieval - vocabulary - inference

Using Prediction Skills in SATs Tests

• The Lost Queen -

• Dodo - non-fiction example

TrackingReading skill Question Target children Groups identified

Give/explain the meaning of a word in context

1 - 2 - 4 - 12a - 23 - 25 -27 - 29 - 30 - 31

Make inferences from the text / explain and justify inferences with evidence from the text

3 - 6 - 9a - 13 -15a - 15b - 16 -17 -19 - 21 - 24 - 31

Predict what might happen from details stated or implied

Retrieve and record information from non-fiction, poetry and fiction texts

7- 8 - 9b - 10 - 11 - 12b - 12c - 12d - 14 - 18 - 26a - 26b - 28

Summarise main ideas from more than one para’

Make comparisons within and across books

Identify / explain how info’ / narrative content is related and contributes to meaning as a whole

Identify / explain how meaning is enhanced through choice of words and phrases

2 2016 Reading Test

http://slideplayer.com/slide/4898520/

NAHT - Scaled Scores Presentation

What do the sounds suggest about the film?

What impression does the music on the soundtrack give?

Easy texts - Difficult questions

What do the opening sounds suggest about the story?

LanguageIn questions

What was revealed

two impressions

what does suggest

what evidence

give two reasons

give two points

explain fully

in what ways

appealing character

What was revealed when the father removed his hat?

What evidence is there that they are a close family?

Give two reasons why the father might be going on a journey.

Give two points that show the story is about a journey.

Explain fully why you might think that the family are poor

In what ways does the author show that someone is going on a journey?

Is the father an appealing appealing character?

What does the shadow of the dragon’s tail suggest?

In what ways does the father show his love for his daughter?

activity

Contextualise

Give other examples

Repeat the word

Child friendly definition

Relate to experience

Engage in other ways

Record

Seven Steps

Vocabulary and Comprehension

3 tiers of vocabulary

Tier 1

Tier 2

Tier 3

Everyday basic words that usually occur in conversation.

Abstracts words that often occur in written text.

Very specific topic based vocabulary

warm -dog - tired - run -talk - party - look

Tier 1

Tier 2

Tier 3

merchant - tend - fortunate- maintain

predator - adaptation carnivore- venom -

camouflage

Tier 1

Tier 2

Tier 3

snatch

abandoned - parched - scowled - scuttled constantly - shrivelled - frail

Constantly

The wind blew constantly. Constantly means it never stops.Someone might be constantly hungry. Say ‘constantly'. Tell your partner about something that constantly annoys you. ‘Something/someone that constantly annoys me is ...'

constantly• Always begin with the context of the story but then

move beyond it

1 - first the word was reviewed in the context of the story

2 - next the word was explained the word in a child friendly way

3 - the children were asked to repeat the word

4 - the word was used in a different context

shrivelled

1 - review the word in the context of the story

2 - explain the word in a child friendly way

3 - use the word in a different context

1 review the word in the context of the story

2 - explain the word in a child friendly way

3 - use the word in a different context

Plenary - use all three‘We talked about three words constantly, shrivelled and frail…

Show us how you would feel if you were constantly ignored.

Show us how your hand would look if it was shrivelled.

Show us how you would look if you were holding something frail.

Activity • Use Wild Ride and/or Farther or other book

• List all of the words likely to be unfamiliar to the children

• Analyse the word list:

• Which words are tier 2 words?

• Which of these words are the most necessary for comprehension?

The Way of the Dodo

The dodo was first sighted around 1600 on an island in the Indian ocean. It was extinct by 1600.

The Way of the Dodo

» Skimming and Scanning » list all of the numbers in the text » sort them

300 years 1600 1680 thousands 8 million

1598 few decades 100 years 1646 2005 4000

Introduction to the text

Teaching strategies

Independent reading

Return to the text

Response

Fact or Opinion

Can it be checked by research? If it is correct then it is a fact.

If it is something the writer believes in then it is an opinion?

Fact Evidence Opinion

Teaching strategies

Independent reading

Return to the text

Response

Guided Reading

True, False and Prove it True or False

Statement TRUE FALSE

Statement

Teaching strategies

Independent reading

Return to the textResponse

Secret Sentences

Secret SentencesSecret Sentences

Teaching strategies

Independent reading

Return to the text

Response

Guided Reading

Secret SentencesSecret Sentences

Adverbial/question

When…….,

what/how…

Italics to quote

Text extract in italicsor statement

Question

Question Words

When…?

Why…? Where…?

Who…?

What…?

How…?

Predict the questionIntroduction to the text

Teaching strategies

Independent reading

Return to the text

Response

Predict the questionPredict the question

Reading TA

•read age-appropriate books with confidence and fluency (including whole novels) •read aloud with intonation that shows understanding •work out the meaning of words from the context

•explain and discuss their understanding of what they have read, drawing inferences and justifying these with evidence •predict what might happen from details stated and implied •retrieve information from non-fiction •summarise main ideas, identifying key details and using quotations for illustration •evaluate how authors use language, including figurative language, considering the impact on the reader •make comparisons within and across books.

Session 2

Last time…

Today…

Subsequently.…

» feedback » updated cards » non-fiction » poetry » next time - greater depth » next time - NAHT materials

Giants The Lost World Space Tourism

I think… because…

The Way of the Dodo

» Skimming and Scanning » list all of the numbers in the text » sort them

300 years 1600 1680 thousands 8 million

1598 few decades 100 years 1646 2005 4000

Immersion in the text

Test question experience Vocabulary

Cross Curricular

How are these texts organised? How are they written?

TSO Spag

Independent Writing

Publishing

Shared Writing

Revise - Practise - Introduce - Practise - Apply

Reading Writing

Non-fiction - Phases

Warm ups/quick tasks•Fiction/Non-fiction sorting •Make a contents page •Glossary matching game •Caption matching game •Index sort

Quick Tasks/Warm Ups

• Fiction/Non-fiction sorting

• Make a contents page

• Glossary matching game

• Caption matching game

• Index sort

school A large group of fish that swim closely together

pup a baby shark

prey An animal that is hunted or killed by a

predator predator An animal that hunts,

eats or kills other animal

dorsal fin One of the fins located on the midline

of a fish’s back to species A group of plants or

animals that have common features

Glossary matching game

Index sort

blue shark blind shark basking shark rays dorsal sawfish saw shark

Where it lives

What it eats

How big it is

What is special about it?

Information gapHammerhead Shark Great White Shark

Where it lives

What it eats

How big it is

What is special about it?

Take it Apart

Put it together

Please enter the postcode HU9 1TU when using a Sat Nav. This will take you to Tower Street, Hull, which is the nearest main road to The Deep. The Deep has its own car park with space for 280 vehicles. The cost is £2 per vehicle for four hours. Please note parking for conference delegates is free of charge.

Buses/rail - There are no direct buses to The Deep, but a number of services travel nearby from Hull Interchange. For up to date information on bus timetables from Hull Interchange to The Deep please call Traveline on 0871 200 22 33 open daily from 8am - 8pm (calls to Traveline cost 10p per minute, plus any charges your network provider makes). Train times into Hull can be found via National Rail. To walk to The Deep from the station, exit the station and cross the road towards House of Fraser department store and then follow the pedestrian signs to The Deep.

We have a large selection of workshops for pupils aged between 5 and 7 including Lost at Sea and My Polar Home.

We have lots of workshop choices available for pupils aged 7 to 11 including Mackerel Mondays and Puzzling Penguins.

Every year, The Deep welcomes over 30,000 primary and secondary pupils to our purpose built Learning Centre. Let your students enjoy a unique and memorable experience as you travel from the beginning of time and into the future. Dive into exciting exhibits including our breath-taking coral reef at the Lagoon of Light, interesting creatures in our Slime exhibit, some of our biggest sharks in Endless Oceans and creatures of the Amazon in the Flooded Forest. To see more of what The Deep has to offer, take a look at our Deep tour.

The Deep is open daily from 10am until 6pmLast admission is at 5pm, although we recommended you to arrive no later than 4pmWe are closed on Christmas Eve & Christmas Day

Introduction

School visits Admission

Getting there

Opening times

What does the word… suggest? x2 Why were…? Find and copy one word… x2 Give 2 reasons … x2 Why were…? Give the meaning… Tick 1 …how did… Number the order

Non-fiction questions 2016

Non-Fiction Questions

• Use the poster or a chapter from the book • Complete the ‘Tell Me’ grid • Look at the questions on the Dodo test

paper - match with cards to identify question types •With your poster or page, write a set of

questions modelled on the NF ones • Share with other groups

Tell Me Grid Non-Fiction

People/plants/

animals/machines

Places

Time –

Past/present/future

Subject

Teaching strategies

Independent reading

Return to the text

Response

Secret Sentences

Like most animals, sharks have a variety of small friends and enemies which choose to live on or within them.

Find and copy one word that tells you that sharks have many different friends and enemies.

Teaching strategies

Independent reading

Return to the text

Response

Secret Sentences

Like most animals, sharks have a variety of small friends and enemies which choose to live on or within them. Remora fish often hitch a ride using suckers on their heads to attach themselves to the shark… parasites, such as copepods and barnacles, feed on sharks skin and blood.

Give two names of parasites that feed on sharks skin and blood.

TitleNew Words What is the poem about? How are the words

working?

How would you like it-Supposing that you were a snail,And your eyes grew out on threads,Gentle, and small, and frail -If an enormous creature,Reaching almost up to the distant skies,Leaned down, and with his great finger touchedYour eyesJust for the funOf seeing you snatch them suddenly inAnd cower, quivering backInto your pitiful shell, so brittle and this?Would you think it was fun then?Would you think it was fun?

Are there any images What is the shape of the lines?

TitleNew Words What is the poem about? How are the words

working?

And how would you like it,Supposing you were a frog,An emerald scrap with a pale, trembling throatIn a cool and shadowed bog,If a tremendous monster,Tall, so tall that his head seemed lost in the mist,Leaned over, and clutched you up in his great fistJust for the joyOf watching you jump, scramble, tumble, fall,Into graceless, shivering dread,Back into the trampled reeds that were grown so tall?Would you think it a joy then?Would you think it a joy?

Are there any images What is the shape of the lines?

What does… ? x2 What is… ? x2 Which part …? How do these words…? Find and copy two words… Give 2… Why were…? … is closest in meaning to … Tick 1 Explain two things…suggest

Poetry questions 2016 sample

It's spring It's spring And the garden is changing its clothes, Putting away It's dark winter suits It's dull scarves And drab brown overcoats Now, it wraps itself in green shoots, Slips on blouses Sleeved with pink and white blossom, Pulls on skirts of daffodil and Primrose, Snowdrop socks and purple crocus shoes, Then dances in the sunlight.

Poetry Questions

• Use one of the poems • Complete the poetry grid or annotate • Look at the type of questions on the

poetry sample paper •With your poem, write a set of questions

modelled on the poetry sample ones • Share with other groups

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