IntroducingBug Club Comprehension

(Age 7-11)

A new solution for guided reading

Agenda

Why a comprehension programme?

What is Bug Club Comprehension?

Pedagogical principles

A week of teaching in practice

Bug Club Family Positioning

Pricing and availability

Image by Lucy Vigrass

Why a ‘comprehension’

programme?

How is comprehensioncurrently taught?

Illustration: Kanae Sato

The answer is inconsistently, or not at all!

When we asked our customers how they taught comprehension they answered the following:

• We don’t ‘teach’ comprehension• We give out homework sheets• We teach it through guided reading, but we focus

on decoding first• We cover it in whole class literacy

Many schools weren’t teaching comprehension, they were instead assessing it by giving out passages of texts with questions which the children completed independently.

Comprehension deserves to be taught!

A Tale of Two Poggles, Year 4 Summer Term

The Problems with Current Practice

Illustration: Kanae Sato

Delivery of guided reading across and

within schools is inconsistent

Children don’t develop a deep understanding of text through current practice. Inference is a

problem.

It’s time consuming to prepare 5 books for 5

guided reading groups.

The majority of the carousel tasks in our guided reading are

just filler to keep children quiet… we don’t mark them.

Lack of decoding ability can impede and stagnate children’s comprehension skills, particularly when children are

grouped by decoding ability.

When we asked our customers about comprehension ‘pain points’ they told us:

Guided reading is used as a chance to hear the children read aloud, not to

teach comprehension.

What is Bug Club Comprehension?

Overview

Illustration: Kanae Sato

A set of resources in print and online which:

• Develop children’s vocabulary

• Provide a curriculum linked, manageable and consistent approach to teaching comprehension

• Develop children’s deep comprehension skills through spoken and written activities which link to key comprehension strategies

• Provide a wealth of evidence for formative assessment, along with guidance on assessing

• Are inclusive for the whole class – poor decoding will not hold back comprehension

• Provide a mastery approach to comprehension

• Save teachers planning time

The Resources• Years 3 and 4 available now, 5 and 6 in January ‘17

• 30 weeks of teaching per year, following a clearly defined teaching cycle

• 30 key ‘texts’ per year divided into 6 printed books per year, and available as ebooks with audio

• 30 teaching cards per year group

• 3workbooks for children to write into per year group (one per term)

• Online planning area with additional resources

• A handbook for years 3 and 4, and a separate handbook for years 5 and 6

• Online professional development modules

| 8

The Texts

| 8

• Each year group contains:

• Picturebook

• Fiction/Novel style texts split into chapters

• Non-fiction texts split into sections

• A magazine which contains a variety of text types: poetry, short stories, information/non-fiction texts

• An anthology

• Full genre coverage for each year group with a varied range of engaging texts and topics.

A Tale of Two Poggles, Year 4 Summer Term

The Texts

Online Resources

Illustration: Kanae Sato

• Planning area shows what is happening every day, every week, every term of the cycle.

• Allows the allocation of ebook for the children to read/listen to, and display of book during sessions.

• Shows links to the curriculum at a glance.

• Provides additional resources such as images and videos to aid children’s understanding in discussion sessions.

• Downloadable teaching cards

• Downloadable support and extend PCMs for day 5 writing activities.

• Access to watermarked workbook pages for teacher reference.

• Videos for the teacher to get started.

Illustration: Lucy Vigrass

Pedagogical Principles

Pedagogical PrinciplesBug Club Comprehension is built on a number of pedagogical principles:

• Three key questions for each text (looking, clue, thinking)

• The use of strategies for comprehension:• Summarising• Activating Prior Knowledge• Evaluating• Inference Making Strategies• Questioning• Clarifying• Predicting• Connecting• Visualising

• Talk based approach to comprehension

• A focus on vocabulary

• A mastery approach to comprehending text

What does a week of teaching look like in

practice?

The Teaching Cycle

Day 1

Vocabulary activity based on text vocabulary to remove barriers to comprehension

Day 2

Reading the text and considering the key

questions. Audio ebooks to remove barriers.

Day 3

Discussion of book in group with the teacher – using

strategies for comprehension

Day 4

Reflection on group session via follow-up task –

embedding strategies.

Day 5

Reading into writing –embedding strategies and

providing evidence for assessment.

Every week follows the same cycle and there are 30 weeks of teaching per year (10 per term) which run on a carousel basis:

Day 1 Workbook Example

The workbook pages are very varied across

and within the year group, so

activities remain

engaging!

Day 1 Teaching Card Example

| 8

Link to strategy covered by day 1 activity for

teacher.

Guidance on the day 1 activity children should

complete.

The Teaching Cycle

Day 1

Vocabulary activity based on text vocabulary to remove barriers to comprehension

Day 2

Reading the text and considering the key

questions. Audio ebooks to remove barriers.

Day 3

Discussion of book in group with the teacher – using

strategies for comprehension

Day 4

Reflection on group session via follow-up task –

embedding strategies.

Day 5

Reading into writing –embedding strategies and

providing evidence for assessment.

Every week follows the same cycle and there are 30 weeks of teaching per year (10 per term) which run on a carousel basis:

Day 2 Workbook Example

| 8

Icons help children

remember the looking, clue and thinking

questions.

Children have an opportunity to question the text

Day 2 Teaching Card Example

Link to strategies covered by day 2 activity.

Information on the three key questions for the

teacher.

Connecting

The Teaching Cycle

Day 1

Vocabulary activity based on text vocabulary to remove barriers to comprehension

Day 2

Reading the text and considering the key

questions. Audio ebooks to remove barriers.

Day 3

Discussion of book in group with the teacher – using

strategies for comprehension

Day 4

Reflection on group session via follow-up task –

embedding strategies.

Day 5

Reading into writing –embedding strategies and

providing evidence for assessment.

Every week follows the same cycle and there are 30 weeks of teaching per year (10 per term) which run on a carousel basis:

Day 3 Teaching Card Example

| 8

You have a teaching card sample in your delegate pack.

Split into easy to manage sections covering summarising, clarifying, the looking, clue and

thinking questions and predicting (if applicable)

Day 3 Teaching Card Example

Each question is expanded with prompt questions to encourage discussion in

the group.

Strategies for observation by the teacher are highlighted – assessment opportunities.

Additional resources available in the day 3 plan on

ALP are referenced in the teaching card.

The Teaching Cycle

Day 1

Vocabulary activity based on text vocabulary to remove barriers to comprehension

Day 2

Reading the text and considering the key

questions. Audio ebooks to remove barriers.

Day 3

Discussion of book in group with the teacher – using

strategies for comprehension

Day 4

Reflection on group session via follow-up task –

embedding strategies.

Day 5

Reading into writing –embedding strategies and

providing evidence for assessment.

Every week follows the same cycle and there are 30 weeks of teaching per year (10 per term) which run on a carousel basis:

Day 4 Workbook Example

| 8

Structured activities help

children to reflect on their

thinking and discussions

Day 4 Teaching Card Example

Link to strategies covered by day 4 activity.

Link to strategies covered by day 4 activity.

Information on the activity completed on day 4 for the teacher.

The Teaching Cycle

Day 1

Vocabulary activity based on text vocabulary to remove barriers to comprehension

Day 2

Reading the text and considering the key

questions. Audio ebooks to remove barriers.

Day 3

Discussion of book in group with the teacher – using

strategies for comprehension

Day 4

Reflection on group session via follow-up task –

embedding strategies.

Day 5

Reading into writing –embedding strategies and

providing evidence for assessment.

Every week follows the same cycle and there are 30 weeks of teaching per year (10 per term) which run on a carousel basis:

Day 5 Workbook Example

The day 5 activities vary

across and within the year

group and all link to different

strategies to ensure

coverage.

A ‘support’ and ‘extend’ version of the activity are be

downloadable from the platform.

Day 5 Teaching Card Example

| 8

Explanation of support and extend activities for

differentiation – available on ALP to print.

Link to strategies covered by day 5 activity.

Connecting

Positioning with Bug Club Family

The Bug Club FamilyFunction Print Online

KS1 Phonics

KS1 Independent

KS1 Guided Reading

KS2 Independent

KS2 Guided Reading

How should you talk about the family?At Key Stage 1

• For Phonics Bug lead on early reading, being matched to the curriculum for phonics and 100% decodable independent readers – sell print and online.

• For Bug Club lead on the efficacy results which were achieved by schools in the RCT who used Bug Club Core for guided and independent reading – sell print for GR and online for independent.

At Key Stage 2

• For Bug Club Core lead on the ease of access to a library of levelled texts for independent reading and assessment (also available in print where there is not internet access/enough devices – lots of schools still use print for independent!)

• Position Bug Club Comprehension as the solution for guided reading at KS2 – building essential comprehension skills and providing a rich body of evidence for assessment.

Pricing and Availability

Pricing of ComponentsPack Components Price

Lower KS2 Easy Buy Pack x12 copies of each text for years 3 and 4 and teaching cards & handbook

£956.50

Upper KS2 Easy Buy Pack x12 copies of each text for years 5 and 6 and teaching cards & handbook

£976.00

Half Class Pack of Workbooks

x16 workbooks (NB. Each child needs 1 workbook per term)

£25.50

Subscription to OnlineResources

Online plans, ebooks, additional resources (image/video), support and extend worksheets

S: £75M: £150L: £225XL: £300

Subscription to Online PD x6 online PD modules £150 p/a

Appendix: Competitor

AnalysisFor Reference

OUP: RWI ComprehensionProduct Read Write Inc. Comprehension, Oxford University Press

Components 30 weekly modules: workbooks, 16 reading books, 14 original texts in workbooks, teacher handbook. PD via general RWI training.

Market 7-9 years old (from Y2 to Y4)

Detail • ‘For confident readers’.• Each session focuses around a Big Question.• Links to big writing 'if you can say it you can write it'. • Focused on comprehension for writing. • Links closely with SATs expectations.• Embed grammar, spelling & vocab activities.• Claims to help children reach level 3 by Y4.

Price £3030 to adopt the scheme initially (30 x 30 workbooks, 10 x 16 texts, 1

handbook) , to replenish workbooks £440 p/year (30 x 30 workbooks)

Competitiveadvantage of our service

• Comprehension for all, not just ‘confident readers’• More engaging texts and workbooks• Mastery approach to comprehension• 60 weeks of teaching, (30 per year)• Competitive on price for initial adoption, PD and

replenishing workbooks• Online element

OUP: Story SparksProduct Story Sparks from OUP

Components 36 banded readers and a teacher handbook

Market Year 2 only (orange to lime)

Detail • Separate strand in ORT.• Pitched as being specifically for comprehension development.• Handbook contains information on strategies, and some PCMs for

use in developing strategies.• The books are fiction only.

Price £1,188 for 6 copies of each book and a teaching handbook.

Competitiveadvantage of our service

• We cover fiction, non fiction and poetry, along with genres specified by the English NC, OUP is just fiction.

• Our product is aimed initially at KS2 where the most need for comprehension development is present.

• We provide a full teaching cycle and resources to support, this is just a very slight repositioning of the usual ORT materials with a small level of support from handbook.

Nelson Comprehension (New Edition)Product Nelson Comprehension (OUP)

Components • Pupil textbooks• Practice assessments• Photocopiable worksheets• Teacher handbook with model answers

Market Year 2 to Year 6

Detail • Extracts in pupil books with questions to answer colour coded by comprehension ‘type’

• Support and extension worksheets for high/low achievers• Teacher books which have ‘teaching guidance’ for each lesson, model

answers and ‘suggestions for class discussion‘’.

Price £555 for KS2 EBP (15 of each textbook, teacher handbook, assessment handbook with photocopiables)

Competitiveadvantage of our service

• Full texts, engaging texts, not tired extracts• Based on a talk based pedagogy with a clear cycle of teaching

around each text to develop comprehension (Nelson has a tiny bit of talk at the start of the lesson, but it’s mostly independent pupil work – it’s really just lip service!)

• Teaches comprehension, doesn’t just test it – when you give an extract with questions you are assessing NOT teaching comprehension.

How will be beat OUP?OUP have a lot of “comprehension” resources as we have just

covered, so how we will we beat OUP?

1. Our comprehension offering is built on research and endorsed by schools and experts

2. Our resource focuses on the teaching and not just the assessment of comprehension: comprehension needs to be TAUGHT and deserves more attention than a few

questions and an extract every week!

3. Our resources are engaging for children via the readers, the workbooks and the online offering.

4. We are selling a mastery approach

5. We are saving teachers time – they don’t have to plan lots of different lessons and tasks as we have an

inclusion for all approach.

6. We won’t let decoding hold up comprehension – how will OUP serve their poor decoders’

comprehension needs?

A Note on Project XYou may come across schools who have recently attended OUP

events in better guided reading, or even what they are now terming ‘guiding comprehension’, frame around Project X.

Remember!

OUP are saying the right things from a pedagogy point of view but they are framing their conversations around

Project X Origins.

Project X Origins is a traditional guided reading programme. It does NOT target comprehension specifically.

They do not have a specific resources to back up the pedagogy they are promoting.

If you find a school who has been to one of these conference, confirm the pedagogy with them, and then explain that we

have a programme written to specifically support that pedagogical approach.

Rising Stars: Cracking ComprehensionProduct Cracking Comprehension from Rising Stars

Components Interactive whiteboard resources (CD Rom)Teaching Guide per year groupAssessment tasks book

Market Year 2 to 6

Detail • Interactive whiteboard software for whole class modelling of comprehension – a text the class can read/listen to, questions, and model answers.

• Texts to assess children’s comprehension – extracts and questions

Price £195 per year group

Competitiveadvantage of our service

• We focus on whole texts, not extracts• Small group discussion and work in workbooks helps

each child to develop comprehension individually• Teaches comprehension, rather than just assessing it as

the Rising Stars software and texts do• Mastery approach to comprehension• Based on research into what works for comprehension