Elements of reading Decoding Reading skills Comprehension - - PowerPoint PPT Presentation

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Elements of reading Decoding Reading skills Comprehension - - PowerPoint PPT Presentation

Sep 09, 2022 206 likes •641 views

Elements of reading Decoding Reading skills Comprehension Reading words Summarising Retrieving information Sounding out words Expression Ordering events Recognising words Asking questions

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Elements of reading

Decoding Reading skills Comprehension

  • Reading words
  • Sounding out words
  • Recognising words
  • Fluency
  • Summarising
  • Expression
  • Asking questions
  • Performing/presenting
  • Exploring characters
  • Exploring settings
  • Text features
  • Retrieving information
  • Ordering events
  • Inferring or deducing

meanings beyond the literal.

  • Explaining
  • Predicting
  • Describing
  • Understanding language
  • Author’s intentions and

purpose.

  • Effect on the reader
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Elements of reading

Decoding Reading skills Comprehension

  • Reading words
  • Sounding out words
  • Recognising words
  • Fluency
  • Summarising
  • Expression
  • Asking questions
  • Performing/presenting
  • Exploring characters
  • Exploring settings
  • Text features
  • Retrieving information
  • Ordering events
  • Inferring or deducing

meanings beyond the literal.

  • Explaining
  • Predicting
  • Describing
  • Understanding language
  • Author’s intentions and

purpose.

  • Effect on the reader

TESTING AND ASSESSMENT Tested in Y1 Required to access reading tests TEACHING Through phonics in EYFS, KS1 1:1 reading Guided reading

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Elements of reading

Decoding Reading skills Comprehension

  • Reading words
  • Sounding out words
  • Recognising words
  • Fluency
  • Summarising
  • Expression
  • Asking questions
  • Performing/presenting
  • Exploring characters
  • Exploring settings
  • Text features
  • Retrieving information
  • Ordering events
  • Inferring or deducing

meanings beyond the literal.

  • Explaining
  • Predicting
  • Describing
  • Understanding language
  • Author’s intentions and

purpose.

  • Effect on the reader

TESTING AND ASSESSMENT Assessed through teacher assessment SOME inclusion in written tests TEACHING Literacy lessons Guided reading

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Elements of reading

Decoding Reading skills Comprehension

  • Reading words
  • Sounding out words
  • Recognising words
  • Fluency
  • Summarising
  • Expression
  • Asking questions
  • Performing/presenting
  • Exploring characters
  • Exploring settings
  • Text features
  • Retrieving information
  • Ordering events
  • Inferring or deducing

meanings beyond the literal.

  • Explaining
  • Predicting
  • Describing
  • Understanding language
  • Author’s intentions and

purpose.

  • Effect on the reader

TESTING AND ASSESSMENT Teacher assessment Written comprehension tests and activities TEACHING Literacy lessons Guided reading

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Year 6 reading test 2016

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How we did…

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Key changes

  • Very complex texts with lots of difficult language and

multi clause sentences.

  • Questions worded in different ways
  • Questions which ‘jump’ around parts of the text
  • Inferences from across the text, bringing several parts

together.

  • Very few direct retrieval questions
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Casting spun gold threads (with reference to the sun) Unseated Nocturnal adventures Defied Sedately Arthritic pony Nasal squeal Pranced skittishly Milled around Spindly Reduce her limbs to bloody ribbons Rehabilitate Much-ridiculed

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Elements of reading

Decoding Reading skills Comprehension

  • Reading words
  • Sounding out words
  • Recognising words
  • Fluency
  • Summarising
  • Expression
  • Asking questions
  • Performing/presenting
  • Exploring characters
  • Exploring settings
  • Text features
  • Retrieving information
  • Ordering events
  • Inferring or deducing

meanings beyond the literal.

  • Explaining
  • Predicting
  • Describing
  • Understanding language
  • Author’s intentions and

purpose.

  • Effect on the reader

Direct retrieval Inference Language understanding Text structure understanding

2016

2 4% 28 56% 18 36% 2 4%

2015

10 20% 20 40% 10 20% 10 20%

2014

12 24% 24 48% 8 16% 6 12%

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How to help at home

Retrieval

Being able to pick out an answer from the correct place in the text.

– The simplest type of question – what, who, where – the answer is in the text. – Ensure children can show you where they found the answer. – Encourage them to use text features (ie subheadings) to locate the sentence with the answer in.

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Inference

  • Requires a deeper understanding of the text.
  • How did… Why did…. Linked to language

comprehension.

  • Encourage children to tell you what clue they

used, not just the answer. How do you know that?

Reading between the lines – identifying clues which tell us the answer.

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Language comprehension

Understanding what words mean, making links between words.

  • Don’t gloss over words the children don’t know
  • Understanding is as important as being able to decode the

word

  • Explain meanings and link to other similar words
  • Challenge the children to explain meanings
  • Use a different wording in your question to that which is

given in the text. For example. If the text says “Crocodiles usually inhabit swamps” “Where do crocodiles live?”

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Text structure and understanding

Understanding why a text is laid out or structured in a certain way.

  • Ask the children what different features are

there for.

– What does the picture tell you? – Why is that in capital letters? – What do the brackets do? – Why is it organised into paragraphs? – What is paragraph 4 about?

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In general

  • Vary the way you word questions
  • Ask questions that refer to the whole text, the

part you just read and which refer across different parts of the text

  • Ensure children understand the language
  • Really quality discussion of a short extract is

better than reading lots of pages.

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Grammar, punctuation and spelling

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National Curriculum 2014

  • Huge focus on SPAG in end of year

expectations for writing.

  • Spelling is considered within writing.
  • SPAG is assessed separately and within

writing.

  • It’s all about application!
  • Terminology from a young age
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Tests

  • End of Year 2 – Grammar and spelling test
  • End of Year 6 – Grammar and spelling test
  • We also test every child each term on their

year group expectations to see how they are getting on.

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In writing

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Year 2

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Year 6

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Which year group?

Active and passive form

6

Subordinate clause

3 Modal verb 5

determiner

4

Bullet points

6

Singular and plural

1

cohesion

5

Noun phrase

2

preposition

3

Possessive pronoun

4

adverb

2

Exclamation mark

1

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Test your knowledge

An adjective is…. A) Any describing word B) A word which modifies a noun C) A word which modifies a verb D) An –ly word

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Test your knowledge

An adjective is…. A) Any describing word B) A word which modifies a noun red car C) A word which modifies a verb D) An –ly word

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Test your knowledge

An adverb is… A) Any describing word B) A word which modifies a noun C) A word which modifies a verb D) An –ly word

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Test your knowledge

An adverb is… A) Any describing word B) A word which modifies a noun C) A word which modifies a verb ran quickly D) An –ly word

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Test your knowledge

A determiner is… A) A word that determines whether something is known or unknown. B) A verb which indicates possibility or certainty. C) When two words are put together to make a shortened version, using an apostrophe to indicate missing letters. D) An –ly word

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Test your knowledge

A determiner is… A) A word that determines whether something is known or unknown. The dog A dog Our dog That dog B) A verb which indicates possibility or certainty. C) When two words are put together to make a shortened version, using an apostrophe to indicate missing letters. D) An –ly word

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Test your knowledge

A contraction is…. A) A verb which indicates possibility or certainty. B) When two words are put together to make a shortened version, using an apostrophe to indicate missing letters. C) An –ly word D) An abbreviation

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Test your knowledge

A contraction is…. A) A verb which indicates possibility or certainty. B) When two words are put together to make a shortened version, using an apostrophe to indicate missing letters. would not  wouldn’t A) An –ly word B) An abbreviation

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Test your knowledge

A subordinate clause is… A) The part of a complex sentence which makes sense on its own. B) An additional clause which gives more information or detail to the main clause in a complex sentence. C) A sentence. D) A phrase which adds more information.

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Test your knowledge

A subordinate clause is… A) The part of a complex sentence which makes sense on its own. B) An additional clause which gives more information or detail to the main clause in a complex sentence. Although it was raining, we went to the park. A) A sentence. B) A phrase which adds more information.

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More information….

http://www.theschoolrun.com/primary-grammar- glossary-for-parents