Reading skills Comprehension Readin g words Sounding out words Recognising words Fluency Summarising Expression Asking questions Performingpresenting Exploring characters Exploring settings ID: 633484
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Slide1
Elements of reading
Decoding
Reading skills
Comprehension
Readin
g 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 readerSlide2
Elements of reading
Decoding
Reading skills
ComprehensionReading wordsSounding out wordsRecognising wordsFluencySummarisingExpressionAsking questionsPerforming/presentingExploring charactersExploring settingsText featuresRetrieving informationOrdering eventsInferring or deducing meanings beyond the literal.ExplainingPredictingDescribingUnderstanding languageAuthor’s intentions and purpose.Effect on the reader
TESTING AND ASSESSMENTTested in Y1 Required to access reading tests
TEACHING
Through phonics in EYFS, KS1
1:1 reading
Guided readingSlide3
Elements of reading
Decoding
Reading skills
ComprehensionReading wordsSounding out wordsRecognising wordsFluencySummarisingExpressionAsking questionsPerforming/presentingExploring charactersExploring settingsText featuresRetrieving informationOrdering eventsInferring or deducing meanings beyond the literal.ExplainingPredictingDescribingUnderstanding languageAuthor’s intentions and purpose.Effect on the reader
TESTING AND ASSESSMENTAssessed through teacher assessmentSOME inclusion in written tests
TEACHING
Literacy lessons
Guided readingSlide4
Elements of reading
Decoding
Reading skills
ComprehensionReading wordsSounding out wordsRecognising wordsFluencySummarisingExpressionAsking questionsPerforming/presentingExploring charactersExploring settingsText featuresRetrieving informationOrdering eventsInferring or deducing meanings beyond the literal.ExplainingPredictingDescribingUnderstanding languageAuthor’s intentions and purpose.Effect on the reader
TESTING AND ASSESSMENTTeacher assessmentWritten comprehension tests and activities
TEACHING
Literacy lessons
Guided readingSlide5
Year 6 reading test 2016 Slide6Slide7
How we did…Slide8
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 textInferences from across the text, bringing several parts together.Very few direct retrieval questions Slide9Slide10
Casting spun gold threads (with reference to the sun)
Unseated
Nocturnal adventures
DefiedSedatelyArthritic ponyNasal squealPranced skittishlyMilled aroundSpindlyReduce her limbs to bloody ribbonsRehabilitateMuch-ridiculedSlide11Slide12Slide13Slide14Slide15
Elements of reading
Decoding
Reading skills
ComprehensionReading wordsSounding out wordsRecognising wordsFluencySummarisingExpressionAsking questionsPerforming/presentingExploring charactersExploring settingsText featuresRetrieving informationOrdering eventsInferring or deducing meanings beyond the literal.ExplainingPredictingDescribingUnderstanding languageAuthor’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%Slide16
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.Slide17
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.Slide18
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 wordExplain meanings and link to other similar wordsChallenge the children to explain meaningsUse 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?”Slide19
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?Slide20
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 languageReally quality discussion of a short extract is better than reading lots of pages.Slide21
Grammar, punctuation and spellingSlide22Slide23
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 ageSlide24
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.Slide25Slide26Slide27Slide28
In writingSlide29
Year 2 Slide30
Year 6Slide31
Which year group?
Active and passive form
6Subordinate clause 3Modal verb5determiner 4Bullet points 6Singular and plural 1cohesion
5Noun phrase
2
preposition
3
Possessive pronoun
4
adverb
2
Exclamation mark
1Slide32
Test your knowledge
An adjective is….
Any describing word
A word which modifies a nounA word which modifies a verbAn –ly wordSlide33
Test your knowledge
An adjective is….
Any describing word
A word which modifies a noun red carA word which modifies a verbAn –ly wordSlide34
Test your knowledge
An adverb is…
Any describing word
A word which modifies a nounA word which modifies a verbAn –ly wordSlide35
Test your knowledge
An adverb is…
Any describing word
A word which modifies a nounA word which modifies a verb ran quicklyAn –ly wordSlide36
Test your knowledge
A determiner is…
A word that determines whether something is known or unknown.
A verb which indicates possibility or certainty.When two words are put together to make a shortened version, using an apostrophe to indicate missing letters.An –ly wordSlide37
Test your knowledge
A determiner is…
A word that determines whether something is known or unknown.
The dog A dog Our dog That dogA verb which indicates possibility or certainty.When two words are put together to make a shortened version, using an apostrophe to indicate missing letters.An –ly wordSlide38
Test your knowledge
A contraction is….
A verb which indicates possibility or certainty.
When two words are put together to make a shortened version, using an apostrophe to indicate missing letters.An –ly wordAn abbreviationSlide39
Test your knowledge
A contraction is….
A verb which indicates possibility or certainty.
When two words are put together to make a shortened version, using an apostrophe to indicate missing letters. would not wouldn’tAn –ly wordAn abbreviationSlide40
Test your knowledge
A subordinate clause is…
The part of a complex sentence which makes sense on its own.
An additional clause which gives more information or detail to the main clause in a complex sentence.A sentence.A phrase which adds more information.Slide41
Test your knowledge
A subordinate clause is…
The part of a complex sentence which makes sense on its own.
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 sentence.A phrase which adds more information.Slide42
More information….
http://
www.theschoolrun.com/primary-grammar-glossary-for-parents