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? 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! Illustration: Kanae Sato A Tale of Two Poggles, Year 4 Summer Term
The Problems with Guided reading is used as a chance to hear the children read aloud, not to Current Practice teach comprehension. When we asked our customers about comprehension ‘pain points’ they told us: Delivery of guided Children don’t develop a deep reading across and understanding of text through within schools is current practice. Inference is a inconsistent problem. It’s time consuming to The majority of the carousel prepare 5 books for 5 tasks in our guided reading are guided reading groups. 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. Illustration: Kanae Sato
What is Bug Club Comprehension?
Overview 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 • Illustration: Kanae Sato
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 • 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. | 8 A Tale of Two Poggles, Year 4 Summer Term
The Texts
Online Resources 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. Illustration: Kanae Sato 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 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 Vocabulary activity based on text vocabulary to remove barriers to comprehension Day 5 Day 2 Reading into writing – Reading the text and embedding strategies and considering the key providing evidence for questions. Audio ebooks to assessment. remove barriers. Day 4 Day 3 Reflection on group session Discussion of book in group via follow-up task – with the teacher – using embedding strategies. strategies for comprehension
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 Guidance on the day 1 activity children should complete. Link to strategy covered by day 1 activity for teacher. | 8
The Teaching Cycle 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 Vocabulary activity based on text vocabulary to remove barriers to comprehension Day 5 Day 2 Reading into writing – Reading the text and embedding strategies and considering the key providing evidence for questions. Audio ebooks to assessment. remove barriers. Day 4 Day 3 Reflection on group session Discussion of book in group via follow-up task – with the teacher – using embedding strategies. strategies for comprehension
Day 2 Workbook Example Icons help children remember the looking, clue and thinking questions. Children have an opportunity to question the text | 8
Day 2 Teaching Card Example Information on the three key questions for the teacher. Connecting Link to strategies covered by day 2 activity.
The Teaching Cycle 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 Vocabulary activity based on text vocabulary to remove barriers to comprehension Day 5 Day 2 Reading into writing – Reading the text and embedding strategies and considering the key providing evidence for questions. Audio ebooks to assessment. remove barriers. Day 4 Day 3 Reflection on group session Discussion of book in group via follow-up task – with the teacher – using embedding strategies. strategies for comprehension
Day 3 Teaching Card Example Split into easy to manage sections covering summarising, clarifying, the looking, clue and thinking questions and predicting (if applicable) You have a teaching card sample in your delegate pack. | 8
Day 3 Teaching Card Example Strategies for observation by the teacher are highlighted – assessment opportunities. Each question is expanded with prompt questions to encourage discussion in the group. Additional resources available in the day 3 plan on ALP are referenced in the teaching card.
The Teaching Cycle 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 Vocabulary activity based on text vocabulary to remove barriers to comprehension Day 5 Day 2 Reading into writing – Reading the text and embedding strategies and considering the key providing evidence for questions. Audio ebooks to assessment. remove barriers. Day 4 Day 3 Reflection on group session Discussion of book in group via follow-up task – with the teacher – using embedding strategies. strategies for comprehension
Day 4 Workbook Example Structured activities help children to reflect on their thinking and discussions | 8
Day 4 Teaching Card Example Information on the activity completed on day 4 for the teacher. Link to strategies covered by day 4 activity. Link to strategies covered by day 4 activity.
The Teaching Cycle 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 Vocabulary activity based on text vocabulary to remove barriers to comprehension Day 5 Day 2 Reading into writing – Reading the text and embedding strategies and considering the key providing evidence for questions. Audio ebooks to assessment. remove barriers. Day 4 Day 3 Reflection on group session Discussion of book in group via follow-up task – with the teacher – using embedding strategies. strategies for comprehension
Day 5 Workbook Example A ‘support’ and ‘extend’ version of the activity are be downloadable from the platform. The day 5 activities vary across and within the year group and all link to different strategies to ensure coverage.
Day 5 Teaching Card Example Link to strategies covered by day 5 activity. Connecting Explanation of support and extend activities for differentiation – available on ALP to print. | 8
Positioning with Bug Club Family
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