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Family Learning SessionSchool Approach to Reading
March 2018
“Memory is the residue of thought.”D. Willingham
We remember what we think about.
We think about what we remember
Thinking requires attention
Memories of learning to read…
Memories of enjoying a wonderful story as child
A problem of proficiency….
What is Reading?
To be an excellent reader, you need to be able to….
TaskAt your tables, come up with a list of skills or attributes eg. ‘understand the relationship between letters and their sounds’
Extra points for ways of categorising or structuring these
Focused, purposeful balanced approach to teaching reading
Practise the skills – Play in the ‘whole game’
Who is the best reading teacher a child will ever have?
• Modelling• Discussion• Vocabulary – ‘conversational duets’• Providing real-world experiences
School and home work in partnership to teach reading
1.Learning to read Heather Gellaitry
2. Class Novels in First Level Sophie McAndrew
3. Literature Circles in 2nd Level Louise Clouston
4. Importance of Reading for Enjoyment Katrina Chamberlain
Supporting Reading
• Through phonics• Understand how we use phonics to
support reading and spelling
What is Phonics?• An approach to teaching reading and
spelling
Aim • To teach learners the relationship between
the sounds (phonemes) and the written spelling patterns (graphemes) which represent them
Synthetic Phonics
• An approach in which phonemes (sounds) associated with particular graphemes (letters) are pronounced in isolation and blended together (synthesised)
• Letter sounds are taught with emphasis on word building
For example:
Place
Kiss
Sell
They all have the phoneme s
But three different graphemes
ce ss s
A Guided Reading Continuum
decoding
comprehension
Pre-reading
skills
Progression for Phonics
Phonics/ Spelling/ Reading
Phonological Awareness
Listening & Talking
Developing Phonics
• Phonological Awareness - ability to identify and manipulate units of oral language such as words, syllables, onset and rime
• Phonemic Awareness - specific ability to focus on and manipulate individual sounds i.e. phonemes (sounds) in a spoken word
Developing Phonological Awareness
Before children are ready for phonemic awareness (phonics) they need support to develop:
•Listening skills
•Learn to filter out distractions
•Be able to listen to increasingly complex auditory signals
•Rhyme and alliteration
•Compare and contrast sounds and rhythms
Understanding Phonics
English Language - 44 sounds (phonemes)
- Made up of 26 letters
Edinburgh - 37 + ch (loch)
Understanding Phonics
Phoneme - smallest unit of sound we hear in a word sh-i-p
Grapheme – one letter or a group of letters used to write
one sounds i sh igh ough f ff ph c k ck
i-n contains 2 sounds & 2 graphemes
c-a-t “ 3 phonemes & 3 graphemes
ch-a-t “ 3 phonemes & 3 graphemes
l-igh-t “ 3 phonemes & 3 graphemes
c-r-a-sh “ 4 phonemes & 4 graphemes
s-t-r-ee-t “ 5 phonemes & 5 graphemes
Simple Speed Sounds Chart
Sound Ruler
Blending the Sounds Together to ReadAssisted Blending
Review sound knowledge
Oral work
1. Sound talk m-a-t. Student repeat.
2. Sound talk m-a-t mat. Student repeat.
Card work
3. Put out sound cards and say m-a-t
4. Run finger under word as you blend mat
5. Repeat. Child copies m-a-t mat.
Magnetic board work
Independent Blending
1. Put letter cards out silently
2. Student points to sounds, say sounds and
blends while running finger under word.
f r igh t fright
3) Repeat with a few different real and non words
Once a child can blend independently use flash cards– green word (sounding out) / white word (321 push forward)
Partner work using cards
Eyes for Reading.Fingers for Spelling
Children can learn to spell using the graphemes by placing them on their fingersEnsure children:
• know how to hold up their fingers and look at them before starting to spell
• use their non-dominant hand for fingers
• use their writing hand to pinch fingers
• pinch in the correct direction
Finger Spelling
Number of Number of Number of
phonemes graphemes Fingers
i-n 2 2 2
c-a-t 3 3 3
ch-a-t 3 3 3
l-igh-t 3 3 3
c-r-a-sh 4 4 4
s-t-r-ee-t 5 5 5
m-a-k-e 3 3 3*
Next Step• Copies of sound charts, sound rulers
• Information on dyslexia and supporting your child
Reading Opportunities
within first level
Library
• Personalisation and choice
• Reading for pleasure
• Alphabetic ordering skills
Paired reading
• Collaborative learning
• Mixed ability/ability pairings
• Opportunity to work with
expert peers
• Practise fluency and
expression
• Peer assessment of writing
Group reading
• Opportunity to read
aloud
• Ability Grouping
• Personalisation and
choice – book title and
how much to read
• Teacher led discussions
Comprehension skills
• Whole class teaching of
‘Comprehension key skills’ with a
stand-alone text
• Explore cloze reading passages
• Reading for information (topic
influenced)
• Dictionary skills
Cross-Curricular
• ICT: coding – reading instructions
• IDL: research based, use of topic/science
books
• Maths: word problems, RUCSAC approach
• Literacy Rich: reading of spelling rules and
common words/ ‘tricky words’
Whole class/collaborative reading
• Literacy circles
• Book detective tasks
• BIG Talk tasks
• Reflective reading tasks
• Higher order thinking skills
(Bloom’s taxonomy, Ryan’s
thinking keys)
Structure of teaching Reading within First level
Example 1:
Monday Teacher reads with
every reading group
Tuesday Comprehension
activity from whole
class novel or teacher
devised text
Wednesday Literacy circles in
groups (based on
reading group book)
Thursday Teacher reads with
every reading group
Friday Personalisation and
choice – Library visit
Example 2: Example 3:
Monday Whole class guided
reading and novel
study task
Tuesday Comprehension key
skills from teacher
devised text
(novel/IDL)
Wednesday Modelled reading
Class discussion
Thursday Novel study task/IDL
Text
Friday Literacy circles in
groups (based on
reading group book)
Fortnightly pupils
choose reading books
and quantity to read
Monday Personalisation and
choice – Library visit.
Whole class guided
reading using novel
study
Tuesday Whole class guided
reading using novel
study and introduce
reading skill
Wednesday Recap reading skills
taught e.g. decoding
using an active
approach
Thursday Whole class novel
study task
Friday Comprehension key
skills from teacher
devised text
(novel/IDL)
Teaching reading skills through whole class
novel studies enables pupils to:
• Develop a repertoire of ways to think about or
understand ideas and contexts which
subsequently can help pupils to learn new
things.
• Learn and apply strategies to comprehend, to
see things differently or understand others with
differing, even opposing viewpoints.
• Build on their own experiences/knowledge of
the world, help pupils to see and understand
things which have never happened as first-
hand experiences, build on experiences to
increase their knowledge of the unknown and
enable pupils to understand things from new
vantage points.
• Whilst enjoying of being part of a community of
readers.
‘It occurred to me that our
readers, who couldn’t decode
as well, were missing out on
some amazing texts. Likewise,
our best readers were being
denied the chance to really
study a book in its absolute
fullest. Of course we had class
texts, which were great, but
we didn’t allow ourselves to
fall into them. And often story
time was absorbed by
handing-out-letters-from-the-
office-time.
Reading needed to become a
bigger priority. And with it, our
reading culture needed to
grow.’
Mr Rawlings
Headteacher
Blog: ‘Education Lion Farm’
Using a whole class novel study approach enables the
opportunity for pupils to develop:
• Knowledge base of reading strategies (e.g. segmenting sounds,
decoding of words)
• Reading fluency and expression (expert peer/teacher modelled)
• Comprehension and reading skills (Literature Circle tasks, Book
Detective tasks)
• Vocabulary and writing skills
• Higher order thinking skills (Bloom’s/Ryan’s thinking keys)
• Co-operative learning skills
• Interdisciplinary /cross-curricular learning
Other benefits of teaching whole class novel studies:
• Whole class novel study approach enables pupils to engage with a
higher level text in terms of vocabulary and themes than their current
reading stage.
• Closest model to shared reading experience with an adult as a larger
group/class size.
Introducing a whole class novel study
Step 1: Whole class reading
(Guided reading using a ruler, modelled reading, mixed ability pairings,
opportunities to explore text and ask questions)
Step 2: Novel study comprehension tasks (independent/collaborative)
Step 3: Vocabulary + Writing tasks
Step 4: Cross-curricular links/IDL
Step 5: Further exploration through literacy circle tasks/BIG Talk/reflective reading
tasks
An example of Step 2:
A Novel Study Comprehension Task
An example of Step 2:
A Novel Study Comprehension Task
An example of Step 2:
A Novel Study Comprehension Task
Differentiation – e.g. 1 draw task An example of Step 5:
A Reflective Reading Task
Throughout this novel study, whole class activities gave
opportunities to:
• Have whole class and group discussions: Sequencing events, ask
and answer questions about the story. Share ideas about characters
and the writer’s use of language and story structure.
• Teach a range of word recognition strategies. Decode unknown
words by locating and pronouncing familiar letter patterns and
blends.
• Create a character - Using their understanding and making links
with their learning about 2D shapes from maths.
• Active Games - Opportunity to decode words and blend sounds
together.
• Find, select and sort information from the book and use it for a
specific purpose, e.g. using the book to create a new blurb for the
story.
• Writing - Use the structure of the story from ‘Quick Quack Quentin’
to write a new story.
An example of step 2:
A Novel Study Comprehension
Task
Word Thinking Map
Draw a picture
Synonyms
Use it in a sentence
Definition
(Define what it means in
your own words)
Antonyms
Step 3: Vocabulary task
Differentiated Tasks
What makes a novel study Rubric?
Stage/ Novel Reading Comprehension Skills Literature Circle
Skills Progression
Writing Skills/ Tasks Co-operative Skills/ Expressive
Arts– Novel Specific
P1
Gorilla Vanilla
The Owl Who
Was Afraid of
the Dark
Understanding Words
Predicting
Sequencing
Illustrator
Comic Creator
Write an alternative ending
Events Poster
Read, write & draw 6 words from book. (write before
drawing)
Find a word in the book for each letter of the alphabet
[or known sounds]
Design a new cover and title for
book.
Create a new flavour of ice-cream
for the Gorilla.
Gorilla movements and sound
through music and drama.
Animal mimes– non-verbal
communication.
P2
Quick Quack
Quentin
George’s
Marvellous
Medicine
Understanding Words
Predicting
Sequencing
Identifying the main idea
Finding Information
P1 Tasks and:
Fact Finder
Write a simple blurb
Simple pictorial Book Reviews.
Find 10 words beginning with ‘A’ /’sh’ from the book,
write onto a whiteboard.
Grammar work –Put in capital letters or full stops from a
piece of text.
Lotto/word bingo games to reinforce vocabulary.
Ask a partner simple questions to
go with the book.
Design a new cover and title for
book.
Setting freeze frames with ‘shower
of thought’ in the role of a given
animal.
Before and after freeze frames.
Hide ‘a’ within collage.
P3
The Minpins
Above and Below
Understanding Words
Predicting
Sequencing
Identifying the main idea
Finding Information
Summarising
P1-2 Tasks and:
Summariser
Question Writer
Puppet play script
Zig zag book of story with beginning, middle and end
Write answers to simple comprehension questions.
Write down 3 fascinating facts you learned from a non-
fiction book.
Grammar Hunt – read and find nouns, verbs, adjectives
etc.
Play snap/pairs to match vocabulary to pictures.– non-
fiction
Design a new cover and title for
book.
Anatoly Dverin– Sunset in a Birch
Grove– landscape image
Role on the Wall and Hot Seating.
‘Into the Woods’ musical–
soundtrack for journey into the
woods.
N.B. Important to not read ahead so reading skills can be taught in class e.g. prediction.
Stage/ Novel Reading Comprehension Skills Literature Circle Skills
Progression
Writing Skills/ Tasks Co-operative Skills/ Expressive Arts-Novel
Specific
P4
The BFG
Charlotte’s
Web
Understanding Words
Predicting
Sequencing
Identifying the main idea
Finding Information
Summarising
Similarities and Differences
Inference
Point of View/Purpose
P1-3 Tasks and:
Writer’s Tricks
Recount writing
Character profiles
Dictionary work, e.g. highlight
8 tricky words for a partner to
find and clarify.
Re-tell the chapter. Pupils take
notes on Post-Its, one for each
page. Re-tell the story to
partner/group using only the
Post-Its
Whole class discussions
Sharing opinions with justification
Designing and creating Dream Jars
Create task e.g. make ‘Snozzcumbers’
together
First Level continued…
Stage/ Novel Reading Comprehension Skills Literature Circle Skills
Progression
Writing Skills/ Tasks Co-operative Skills/ Expressive Arts
Novel Specific
P5
The
Demon
Headmaster
Kensuke’s
Kingdon
Understanding Words
Predicting
Sequencing
Identifying the main idea
Finding Information
Summarising
Similarities and Differences
Inference
Point of View/Purpose
Fact or Opinion
P1-4 Tasks and:
Word Wizard
Fortune Teller
Choice Quote
Write—Talk—Improve
Character development
Show – don’t tell
Add examples of effective
beginnings/endings/phrases etc to
phrase books to be used in their
personal writing.
Pick a descriptive word from the text
and use a thesaurus to find 5 synonyms
and antonyms.
Whole class discussions
Hot Seating
Portrait of the Demon Head Mater using
oil pastels
Zentangle eyes
Hypnotic music
P6
Holes
Pig-Heart Boy
Understanding Words
Predicting
Sequencing
Identifying the main idea
Finding Information
Summarising
Similarities and Differences
Inference
Point of View/Purpose
Fact or Opinion
Cause and Effect
P1- 5 Tasks and:
Question Writer—
(Bloom’s style)
Phrase Forager
Character Cop
Correspondent Task
Lie Detector
Feelings Finder
Imagery—similes and metaphors
Irony
Character development
Historical attitudes
Symbolism
Themes through the novel
Make a map showing location from the
clues given in the text.
Re-write a paragraph as a report (e.g.
newspaper) rather than narrative.
Human Rights/ Discrimination
Debating
Conscience alley
3D camp diorama
Lizard Pointillism
Lyrics linked to Freedom– compare and
contrast
P7
The Boy in the
Striped
Pyjamas
Skellig
Understanding Words
Predicting
Sequencing
Identifying the main idea
Finding Information
Summarising
Similarities and Differences
Inference
Point of View/Purpose
Fact or Opinion
Cause and Effect
Concluding
P1-6 Tasks and:
Agony Aunt
Chat Show
Link Maker
Active reading—note taking while
reading/ listening
Symbolism
Themes throughout the novel e.g. fear
Write a talk expressing your own
opinions about a character/the story,
justifying your opinion.
Write a newspaper report using the
same facts but a different bias.
Friendship– human rights/ acceptance/
tolerance
Hot Seating
Debating
Situational Scenarios– character analysis
Charcoal portrait of Bruno or Schmuel
Birds eye view image of the camp
Compare and contrast– creating models
of Bruno’s house in Belin vs Outwith
Camp sound score
PLEASE TRY TO LEAVE THE JGPS CLASS NOVELS
‘TO SCHOOL’ SO THAT CHILDREN GET TO ENJOY
THEM WITH THEIR CLASS FOR THE FIRST TIME IF
POSSIBLE
• Promote reading for enjoyment
• Harnesses social skills and collaborative learning
• Encourages active learning
• Stimulate expressive talk and discussion about a text
• Supports effective responses to questions
• Provides a stimulus for critical thinking and reflection
• Mixed ability groups allow for readers to expand their understanding by hearing others’ interpretations
These contribute to a richer understanding both of the text they are reading and of themselves as readers (SEED 2005).
Engaged reading is a merger of motivation and thoughtfulness. Engaged readers seek to understand; they enjoy learning and they believe in their reading abilities. Classroom contexts can promote engaged reading. Teachers create contexts for engagement when they provide prominent knowledge goals, real-world connections to reading, meaningful choices about what, when, and how to read, and interesting texts that are familiar, vivid, important, and relevant (Guthrie, 2000).
Literature circles also provide a valuable real-life context within which the seven design principles of Curriculum for Excellence can be truly applied and experienced:
• challenge and enjoyment
• relevance
• coherence
• breadth
• progression
• depth
• personalisation and choice
• Offers pupils a variety of peers to work with
• Listens to other opinions and hear other perspectives
• Deepens comprehension skills
• Can be successfully run with both ability groups and mixed ability groups.
• Pupils often voice a preference for mixed ability groupings as it offers them the opportunity to work with different people.
• The less able readers have their confidence boosted by being able to work with different classmates and not feeling they are always in the ‘bottom reading group’.
• Class teachers use whole class readers to teach specific literature circle tasks
• These skills are then practised and consolidated in class with different texts in smaller groups
• Possibility of expert and home teams
• Teams of 5/6 children working together and taking turns
• Active learning – listening and talking
• Developing co-operative learning skills
• Leadership skills – each week a different child takes the leader role
• Reflection and evaluation – weekly the group can discuss their successes and aims for the following week
Illustrator Comic Creator
Fact Finder
Summariser Question Writer
Writer’s Tricks
Word Wizard Fortune Teller Choice Quote
Question Writer(Bloom’s style) Writer Phrase Forager Character Cop Correspondent Task Lie Detector Feelings Finder
Agony Aunt Chat Show Link Maker
JGPS Literature Circle Progression
Some skills might be touched upon in other stages.Majority of the teaching and focus will be previous tasks and new ones.
P1
P7
• Read the passage at your table
• In class – move to expert tables then come back to share with your group
• Your job – based on the given text, complete one of the following tasks
• Character Cop, Summariser, Word Wizard and Choice Quote
• Discuss and share your findings with your group
- Promotes creativity and teamwork- Murray- Challenged you and is fun- Jack- Enjoyed seeing other people’s point of view- how they saw the book and not just yourself-Jess T- Engaging and helped me get to know the book better- Fergus- New and different experience that was fun- Megan- Pushed myself a little harder as I knew I would be sharing my work with my group- Casey- Fun to see what others came up with e.g. Ava B came up with a cool character cop wheel-Rosalyn- Helped me look into the story with more depth- Mei- I could expand on the ideas of other people- Deryn- I didn’t just read the book, I learned to understand it more through the activities set- Eve- It really made me think about the text I was reading- Olivia- I enjoyed unpicking all of the character’s viewpoints- Lina H- It made me see things in the text that I hadn’t seen before- especially if I already read the text- Levi
We have got to see new books and new things - ReyaSometimes you learn new words and what they mean – MairiYou then have more inspiration to write stories – HiyoriI like that when we do tasks, we have to think about it and find the tasks fun! – OliverWe are in another world when we read – Omar We don’t just read for fun, we read to go into a different world – Alba I enjoyed hearing other people’s ideas- KatieWhen we read, we get to forget what happens around us - Abby
“A research study by SEED (2005) looking at the impact of literature circles in the classroom found that children in the literature circles classes gained autonomy and enthusiasm for reading. Teachers reported that children began to ask to set up additional groups and parents reported that their children had spontaneously been discussing the books at home.”
Reading for Enjoyment
Professor Daniel Willingham(Author of The Reading Mind and Why Students don’t like school)
Identifies three stages of learning to read
• Decoding• Phonological awareness – being able to hear individual speech sounds
• Differentiate individual letters visually
• Match visual letter to sound
• Comprehension• Comprehension is driven by background knowledge
• You need knowledge of the world to understand what you read
• Experiences/play give you knowledge
• Knowing the subject, knowing the vocabulary makes you a good reader
• Motivation• Teachers strive to make reading interesting and enjoyable
• Children need to know that there is more that one type of reading
• Learning to and developing reading requires hard work and effort
• Reading for pleasure is for fun, low pressure, own choice and pace
Lifelong benefits of Reading for Enjoyment
Dr Alice Sullivan, leads research into the lifelong benefits of reading for pleasure
You Tube link https://www.youtube.com/watch?v=DBmRT3d4fd8
“... The link between reading for pleasure and better vocabularies suggests that if young people are encouraged to discover a love for books, it could alter the course of their lives, regardless of their background.”
Other research
• Educational purposes as well as personal development (cited in Clark and Rumbold, 2006)
• Positive relationship between reading frequency, reading enjoyment and attainment (Clark 2011; Clark and Douglas 2011)
• Important factor in children’s educational success regardless of family background (OECD, 2002)
• Positive link between positive attitudes towards reading and scoring well on reading assessments (Twist et al, 2007)
• Regularly reading stories or novels outside of school is associated with higher scores in reading assessments (PIRLS, 2006; PISA, 2009)
• Independent reading is the best predictor of reading achievement (Anderson, Wilson and Fielding, 1988)
• Reading for pleasure is an activity that has emotional and social consequences (Clark and Rumbold, 2006)
Reading instruction is orientated towards
Reading for pleasure is orientated towards
Learning to read Choosing to read
The skill The will
Decoding and comprehension Engagement and response
System readers Lifelong readers
Teacher direction Child direction
Teacher ownership Child ownership
Attainment Achievement
Standards agenda Personalisation and choice agenda
Reading for Enjoyment
• Reading to your child lays the foundations for their own reading – at any stage
• Encourage all reading
• Let your child choose - we must give them the choice of what they read and value that choice
• School library – encourage your child to know their library day and bring their book every week to change or renew (Depends on volunteers; focus on updating non-fiction section, ideal: no books older than your oldest children; requires huge overhaul, look out for opportunity to dedicate a book to your child)
• Join a library and visit often
• Take part in the First Minister’s Reading Challenge
• Don’t get hung up on the levels of school books
Children’s comments
Children’s comments
