PRINCIPLES OF GREATER DEPTH IN READING

Portswood Teaching School Alliance

Sarah Carpenter

Good or better learning for every child for every lesson

02/11/2017

Good or better learning for every child, every lesson

What

does

reading

mean to

you?

02/11/2017

Good or better learning for every child, every lesson

How confident are you in your teaching of

reading?

How confident are you in your teaching of greater

depth reading?

02/11/2017

Good or better learning for every child, every lesson

What does greater depth reading look like?

02/11/2017

Good or better learning for every child, every lesson

EARLY LEARNING GOALS

Literacy

This involves encouraging children to read and write, both through

listening to others reading, and being encouraged to begin to read

and write themselves. Children must be given access to a wide range

of reading materials such as books, poems, and other written

materials to ignite their interest.

ELG 09 Reading: children read and understand simple sentences.

They use phonic knowledge to decode regular words and read them

aloud accurately. They also read some common irregular words. They

demonstrate understanding when talking with others about what they

have read.

02/11/2017

KS1 – Working at the expected standard

The pupil can:

• read accurately most words of two or more syllables

• read most words containing common suffixes*

• read most common exception words.*

In age-appropriate books, the pupil can:

• read words accurately and fluently without overt sounding and

blending, e.g. at over 90 words per minute

• sound out most unfamiliar words accurately, without undue

hesitation.

In a familiar book that they can already read accurately and fluently,

the pupil can:

• check it makes sense to them

• answer questions and make some inferences on the basis of what is

being said and done.

02/11/2017

Good or better learning for every child, every lesson

CO

NT

EN

T

DO

MA

INS

End of Key Stage 1 Content Domains Percenta

ge of

total

mark

1a draw on knowledge of vocabulary to

understand texts

3–20%

1b identify / explain key aspects of fiction

and non-fiction texts, such as characters,

events, titles and information

40-80%

1c identify and explain the sequence of

events in texts

0-8%

1d make inferences from the text 10-35%

1e predict what might happen on the basis

of what has been read so far

0–5%

02/11/2017

CO

NT

E

NT

DO

MA

I

NS

02/11/2017

End of Key Stage 2 Content Domains Percentage

of total

mark

2a give / explain the meaning of words in context 10–20%

2b retrieve and record information / identify key details from fiction and non-fiction

16–50%

2c summarise main ideas from more than one

paragraph

2–12%

2d make inferences from the text / explain and justify

inferences with evidence from the text

16–50%

2e predict what might happen from details stated and

implied

0–6%

2f identify / explain how information / narrative

content is related and contributes to meaning as a

whole

0–6%

2g identify / explain how meaning is enhanced

through choice of words and phrases

0–6%

2h make comparisons within the text 0–6%

KS1 – Working at greater depth within the expected standard

The pupil can, in a book they are reading independently:

• make inferences on the basis of what is said and done

• predict what might happen on the basis of what has been read so far

• make links between the book they are reading and other books they

have read.

02/11/2017

Good or better learning for every child, every lesson

Expectations – end of KS2 – reading (working at

the expected standard)

The pupil can:

• 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.

Where are the gaps in current practice?

• Age appropriate texts.

• Texts that reflect National Curriculum. (Word and

sentence level.)

• Questioning must enable depth of understanding –

currently, we aren’t asking the right questions.

• Expectations are too low.

02/11/2017

Good or better learning for every child, every lesson

02/11/2017

Good or better learning for every child, every lesson

02/11/2017

Good or better learning for every child, every lesson

‘Fantastic Mr Fox’

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‘The Tear Thief ‘

02/11/2017

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02/11/2017

Nationally, only 25% of

pupils were awarded the

full 3 marks for this

question.

02/11/2017

02/11/2017

02/11/2017

Good or better learning for every child, every lessonTwo marks away from GD.

02/11/2017

Good or better learning for every child, every lesson

Achieved GD.

02/11/2017

Good or better learning for every child, every lesson Achieved GD.

02/11/2017

Good or better learning for every child, every lesson

Achieved GD – but did

was only awarded one

mark across both three

mark questions.

02/11/2017

Good or better learning for every child, every lesson Achieved GD.

02/11/2017

Good or better learning for every child, every lesson

Once upon a time, a hundred years ago, there was a dark and stormy girl.

The girl was Russian, and although her hair and eyes and fingernails were

dark all of the time, she was stormy only when she thought it absolutely

necessary. Which was fairly often.

Her name was Feodora.

She lived in a wooden house made of timber taken from the surrounding

forest. The walls were layered with sheep’s wool to keep out the Russian

winter, and the inside was lit with hurricane lamps. Feo had painted the lamps

every colour in her box of paints, so the house cast out light into the forest in

reds and greens and yellows. Her mother had cut and sanded the door

herself, and the wood was eight inches thick. Feo had painted it snow blue.

The wolves had added claw marks over the years, which helped dissuade

unwelcome visitors.

It all began – all of it – with someone knocking on the snow-blue door.

Although ‘knocking’ was not the right word for this particular noise, Feo

thought. It sounded as though someone was trying to dig a hole in the wood

with his knuckles.

But any knocking at all was unusual. Nobody knocked: it was just her and her

mother and the wolves. Wolves do not knock.

02/11/2017

Good or better learning for every child, every lesson

02/11/2017

Good or better learning for every child, every lesson

‘The Wolf Wilder’

• What questions would you ask about this text?

• How would you write / form questions based

on this text?

• How do you ensure depth of understanding?

02/11/2017

Good or better learning for every child, every lesson

Once upon a time, a hundred years ago, there was a dark and stormy girl.

The girl was Russian, and although her hair and eyes and fingernails were

dark all of the time, she was stormy only when she thought it absolutely

necessary. Which was fairly often.

Her name was Feodora.

She lived in a wooden house made of timber taken from the surrounding

forest. The walls were layered with sheep’s wool to keep out the Russian

winter, and the inside was lit with hurricane lamps. Feo had painted the lamps

every colour in her box of paints, so the house cast out light into the forest in

reds and greens and yellows. Her mother had cut and sanded the door

herself, and the wood was eight inches thick. Feo had painted it snow blue.

The wolves had added claw marks over the years, which helped dissuade

unwelcome visitors.

It all began – all of it – with someone knocking on the snow-blue door.

Although ‘knocking’ was not the right word for this particular noise, Feo

thought. It sounded as though someone was trying to dig a hole in the wood

with his knuckles.

But any knocking at all was unusual. Nobody knocked: it was just her and her

mother and the wolves. Wolves do not knock.

02/11/2017

Good or better learning for every child, every lesson

02/11/2017

Good or better learning for every child, every lesson

How do you

support the

reading habits of

your pupils?