Day Two Wellshurst 9am 3.30pm Day Two Outcomes Engage with - - PowerPoint PPT Presentation
SSIF Project Rich Text Strand for upper KS2 teachers Day Two Wellshurst 9am 3.30pm Day Two Outcomes Engage with research into reading communities Explore reading strategies in detail Strengthen the use of rich texts to improve
SSIF Project Rich Text Strand for upper KS2 teachers
Day Two
Wellshurst 9am – 3.30pm
Day Two Outcomes
engagement, reading development, vocabulary, grammar and writing
writing
to embed strategies into your own planning
Gap Task Follow-up Refer to your reading of the takeaway article Teachers as readers: building communities of readers In groups, create a summary of what the reading culture in our classrooms could/does/will look like. Include THREE KEY POINTS and THREE POSSIBLE ACTIONS (to be given to Literacy Leads).
search for particular information make a picture in your head glance through to get the gist ask questions put yourself in a character's shoes notice clues and think about what they might mean guess what might happen next
skim scan visualise empathise predict question infer and deduce
find links, patterns and connections
read backwards and forwards evaluate analyse interpret
examine and explore with evidence draw together knowledge from different areas to produce a new idea assess and make judgements
synthesise
explain meaning as you see it
summarise
briefly convey the main points
contextualise reference
select relevant quotations to support a view apply prior knowledge
Strengthening Guided and Independent Reading
21 Steps
2016-18 KS2 English reading domain mark allocation
2016 10 15 1 18 3 1 2 2017 10 14 2 22 1 1 2018 10 13 3 22 2
What is a rich text?
A more challenging read than any reader in the class would access independently Bears and rewards re-reading Demonstrates the writerly choices that children will be making Offers a range of grammatical, structural and language features worth exploring with the target
class
Can be complemented by other texts (poetry, non-fiction) to create a full reading experience Enjoyable by teacher Meets the needs of the class – chosen to engage and enthuse your specific class at that moment. Delivers reading for pleasure. Reflects ‘big issues’ and prompts discussion of a range of social, cultural and historical
questions
Provides multiple opportunities for writing in a range of genres May link to the learning journey or topic (but don’t make the book a slave to the topic) May offer engagement with the author – in person or via social media
The Teacher’s Reading of the Text Stage 1 – orientation and engagement
Identify possible pre-reading activities:
to tune learners in, create context, develop engagement, ownership and curiosity.
Think about the advantages of spending
several lessons / days before looking at the text.
What can you see? What can you infer? What questions would you like to ask? What do you predict will happen?
curious dove imagination Collecting words: emerged battered vanished grand emporium sparkled wonders jostled mysterious intricate enchanted spectacle
The Teacher’s Reading of the Text Stage 2 – planning for effective reading
Be alert to opportunities for reading skills to be applied.
For example:
Would this be a good passage to apply empathising? Does this section require strong visualising skills? How would reading this part be enhanced by pattern-spotting? What summarising opportunities could be exploited? Is this an extract that supports inference development?
Daniel’s shoulders sagged. He closed his eyes and breathed deeply. The air was infused with the jumbled perfume of furniture polish and dust, and something like melting chocolate. Then he opened his eyes, and for the first time became fully aware of his surroundings. The shop was a cave of wonders. Everywhere he looked, Daniel saw something he wanted to pick up, to hold, to have as his own. Silver and gold and crystal gleamed and sparkled in the light of a spitting fire. Intricate wooden clocks and mirrors of varying size and splendour covered the walls. Tiny fish flashed like bars
swords; stuffed animals; columns of books as high as the ceiling; jewels that seemed to glow with a silvery light. A stuffed polar bear sat in one corner, eyeing the shop like a watchman. Even particles of dust, caught in a bar of sunlight, seemed to glow like stars.
The Teacher’s Reading of the Text Stage 3 – getting ready to embed grammar
Notice the writer’s choice of grammatical
noun phrases in descriptive passages adverbials in scene-setting passages multi-clause sentences in action sequences simple sentences to build tension or for
emphasis
modal verbs in persuasive texts or internal
monologue
Daniel’s shoulders sagged. He closed his eyes and breathed deeply. The air was infused with the jumbled perfume of furniture polish and dust, and something like melting chocolate. Then he opened his eyes, and for the first time became fully aware of his surroundings. The shop was a cave of wonders. Everywhere he looked, Daniel saw something he wanted to pick up, to hold, to have as his own. Silver and gold and crystal gleamed and sparkled in the light of a spitting fire. Intricate wooden clocks and mirrors of varying size and splendour covered the walls. Tiny fish flashed like bars
swords; stuffed animals; columns of books as high as the ceiling; jewels that seemed to glow with a silvery light. A stuffed polar bear sat in one corner, eyeing the shop like a watchman. Even particles of dust, caught in a bar of sunlight, seemed to glow like stars.
Select writing challenges that build on what pupils have
done before
Ensure writing tasks are authentic and purposeful Exploit what learners have gained from the reader
experience with the rich text
Maximise writing by zooming in during reading and
considering the whole text
Vary writing across a range of purposes and genres
The Teacher’s Reading of the Text Stage 4 – planning writing outcomes
Daniel’s shoulders sagged. He closed his eyes and breathed deeply. The air was infused with the jumbled perfume of furniture polish and dust, and something like melting chocolate. Then he opened his eyes, and for the first time became fully aware of his surroundings. The shop was a cave of wonders. Everywhere he looked, Daniel saw something he wanted to pick up, to hold, to have as his own. Silver and gold and crystal gleamed and sparkled in the light of a spitting fire. Intricate wooden clocks and mirrors of varying size and splendour covered the walls. Tiny fish flashed like bars
swords; stuffed animals; columns of books as high as the ceiling; jewels that seemed to glow with a silvery light. A stuffed polar bear sat in one corner, eyeing the shop like a watchman. Even particles of dust, caught in a bar of sunlight, seemed to glow like stars.
The Teacher’s Reading of the Text Stage 5 – designing the learning
From the menu of activities generated by stages 1-4, select those that match the reading and writing needs of your class.
The key elements of formative assessment:
learn and teachers have high expectations and belief that all pupils can succeed
criteria
Shirley Clarke www.shirleyclarke-education.org/what-is-formative-assessment/
what opportunities it offers.
vocabulary activities
purpose, including GPS
modelling and scaffolded approaches
Suggested Teaching Sequence for a reading – writing model
Using learning objectives to make a grammar sandwich
Reading: We are learning how Roald Dahl uses noun phrases to describe character to help the reader visualise Grammar: We are learning the elements of a noun phrase Writing: We are learning to use noun phrases to create a character in writing to entertain
We are learning about how writers use noun phrases to describe characters so that we can use noun phrases to create vivid characters for our readers
Ensuring learning has purpose. So what? So that… We are learning to… so that…
We are asking questions about a text so that we can suggest what the clues in the text mean We are learning about how writers use nouns to create visual picture so that we can make visual pictures in our narrative writing We are investigating how a writer creates a busy atmosphere so that we can write descriptions of a busy place in our writing to entertain We are learning to identify how a writer persuades readers so that we can use persuasive techniques in campaign writing We are reading lots of books by the same author so that we can analyse what is similar and what is different and write our own story in that style. NOT… We are learning to use commas to separate clauses so that we can prove that we can use commas to separate clauses…
Exploring Reading Evidence
How wide is our range of reading evidence? Do we define ‘reading’ too narrowly? Are we assessing children’s responses to a range of fiction and non-fiction, poetry, film and plays? Do we have sufficient evidence to make a judgement?
‘Teachers should avoid excessive evidence gathering. The frameworks make clear that … teachers may consider a single example of a pupil’s work to provide evidence for multiple statements. A teacher will, of course, see multiple statements evidenced across a collection of work.’ (p10, 2018 Teacher Assessment Guidance: key stage 1 and 2)
Reading Evidence
Lunch
There was a jug of creamy milk for the children and a great big lump of deep yellow butter in the middle of the table from which everyone took as much as he wanted to go with his potatoes, and all the children thought - and I agree with them - that there's nothing to beat good freshwater fish if you eat it when it has been alive half an hour ago and come out of the pan half a minute ago. And when they had finished the fish, Mrs Beaver brought unexpectedly out of the oven a great and gloriously sticky marmalade roll, steaming hot, and at the same time moved the kettle onto the fire, so that when they had finished the marmalade roll the tea was made and ready to be poured out.
The Lion, the Witch and the Wardrobe
Reptiles
from a mammal or amphibian?
Does this help the reptile?
eye sight, how do they hunt?
the biggest reptile on the planet now?
You make connections between this text, your life
read.
MONITOR & CLARIFY
You monitor your understanding of a piece and use key strategies to clarify anything you don’t understand.
You think of questions you would like to ask about a text to improve your understanding
You summarise the main points or events
TASK 1: SKIM & SCAN Your first task is to skim and scan the pages to find the following words or phrases. You have 5 minutes. Highlight them as you find each one. GO! biomes camouflage Charles Darwin migrate waxy leaves 35 gallons fog-basking beetle predators Emperor penguins
chemical in their blood stems habitat Antarctic toothfish breed DID YOU KNOW? swimming mammals
Desert honey ants In your book write: SKIMMING AND SCANNING SCORE _____ / 20 in 5minutes.
True False Reptiles have dry, scaly skin. All reptiles live in warm places. Crocodiles are the only reptiles that live in the water. All reptiles lay eggs. The shells of turtles and tortoises can protect them from bad weather.
Questions 1-9 are about page 297 - 299
Using information from the text, put a tick in the correct box to show whether each statement is true or false.
Year 6 Reptiles Spring 1
Key Features of Reptiles Lay eggs Some give birth to live young Scaly skin Cold-blooded Groups of Reptiles Key Features Habitats Examples (not to scale) Turtles and Tortoises
times as the dinosaurs
protection but weigh them down
land
water. Tuataras
reptiles
years ago
survive
found on a few small islands in New Zealand. Crocodilians
reptiles
alligators, gharials and caimans
predators
in shallow waters
Asia, North America and South America. Lizards
tail but some are legless
a few, are plant-eaters.
climates but can be found on all continents except Antarctica. Snakes
arrangement for swallowing prey whole
venomous
climates but can be found on all continents except Antarctica. Key Vocabulary species A group of living things consisting of similar individuals capable of exchanging genes or interbreeding. vertebrates Animals with a backbone (spine). cold-blooded Because reptiles are cold blooded they rely on the Sun for energy, not food. As a result of this, reptiles can survive on far less food than mammals. basking Because they are cold-blooded, reptiles have to spend hours in the Sun to warm up. This is known as basking. prehistoric The period of history before written records. adaptations The process by which animals and plants change so that they better suit their environment. camouflage A way of hiding something so that it looks like its surroundings. streamlined The ability to move through water or air with little resistance. ambush A surprise attack by people lying in wait in a concealed position. Classification of Animals (vertebrates) Reptiles Amphibians Fish Mammals Birds
Writing Reports
Sentence Types:
Use subordinating conjunctions in the middle of sentences,
Badgers can dig well because they have sharp claws
Use subordinating conjunctions to join clauses, including as
Because they are cold-blooded, komodo dragons only need to eat once
a month.
Use expanded noun phrases which inform,
with fierce claws and elongated teeth
Use relative clauses to add further detail
Snakes, which have poor eye-sight in the day, can hunt at night.
Use commas to separate items in a list,
The reptile family includes crocodiles, snakes, lizards, tortoises and
turtles.
Text Features: Paragraphs used to group related ideas Subheadings to label content
Adverbials Conjunctions Punctuation
when using bullet points
subordinating clauses
Conjunctions - because, so, Adverbs - therefore, consequently, as a result, Phrase - which means
Snakes are cold-blooded so they do not have to eat as often as mammals. Because snakes are cold-blooded, they do not have to eat as often as mammals. Snakes are cold-blooded; consequently, they do not have to eat as often as mammals.
mammals.
Explanation sentences
Conjunctions - but, although, unless, except, if, yet, even though, Adverb - however
Some snakes do not have very good eyesight; however, they are excellent hunters. Some snakes do not have very good eyesight but they are excellent hunters. Although snakes do not have very good eyesight, they are excellent hunters.
Changing direction
Artful Synonyms - Crocodiles
These reptiles… These superb hunters...
Pack 1
colossal coarse gestation grind wades
Pack 2
vertebrate born milk bristly chambered
Pack 3
pillar-like vibrations memory toenails savannah
Pack 4
tusks ivory huge ears 10 tonnes threatened
Workshop planning and takeaway task
the core rich text
the rich text
Evaluation
References & further reading
Shirley Clarke website https://www.shirleyclarke-education.org/what-is-formative-assessment/ EEF Evidence Summary on Reading Comprehension Strategies: https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/too lkit/?id=160&t=Teaching%20and%20Learning%20Toolkit&e=160&s EEF Improving Literacy in KS2 – guidance report: https://educationendowmentfoundation.org.uk/public/files/Publications/Campaigns/Literacy/KS2_Literacy_Guidance_20 17.pdf Information on guided oral reading http://www.readingrockets.org/article/what-guided-oral-reading 2016 teacher assessment exemplification: end of key stage 2 Reading: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/515362/STA-Ex2016-KS2-ER-ES.pdf 2018 teacher assessment guidance: key stage 2: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/657903/2018_KS2_teacher_assessme nt_guidance_for_schools_and_local_authorities.pdf