(Age 7-11) A new solution for guided reading Agenda Why a - - PowerPoint PPT Presentation

Introducing Bug 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 comprehension currently 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
• n 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

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The Texts

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• 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 Principles

Bug 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

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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

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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

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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

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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

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Explanation of support and extend activities for differentiation – available

• n ALP to print.

Link to strategies covered by day 5 activity.

Connecting

Positioning with Bug Club Family

The Bug Club Family

Function 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 Components

Pack 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 Online Resources Online plans, ebooks, additional resources (image/video), support and extend worksheets S: £75 M: £150 L: £225 XL: £300 Subscription to Online PD x6 online PD modules £150 p/a

Appendix: Competitor Analysis For Reference

OUP: RWI Comprehension

Product 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)

Competitive advantage of

• ur 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 Sparks

Product 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.

Competitive advantage of

• ur 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) Competitive advantage of

• ur 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 X

You 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 Comprehension

Product Cracking Comprehension from Rising Stars

Components Interactive whiteboard resources (CD Rom) Teaching Guide per year group Assessment 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

Competitive advantage of

• ur 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