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 engagement, reading development, vocabulary, grammar and writing • Explore classroom use of non-fiction texts to improve writing • Share ideas & quality texts with colleagues and begin 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).
contextualise assess and make judgements infer and deduce apply prior knowledge visualise find links, patterns and connections explain meaning as you see it summarise search for particular information synthesise make a picture in your head scan put yourself in a character's shoes reference briefly convey the main points skim notice clues and think about what they might mean empathise guess what might happen next ask questions question interpret examine and explore with evidence glance through to get the gist read backwards and forwards evaluate select relevant quotations to support a view analyse draw together knowledge from different areas to produce a new idea predict
Strengthening Guided and Independent Reading
21 Steps
2016-18 KS2 English reading domain mark allocation 2016 10 15 1 18 3 1 2 0 2017 10 14 2 22 0 1 1 0 2018 10 13 3 22 0 0 0 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 do you What questions would predict will happen? you like to ask? What can you infer? What can you see?
Clues…
Text Crunch… imagination Collecting words: curious dove 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 of copper in a glass tank. There were porcelain dolls and wooden soldiers; rusted 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 features. For example, be aware of: 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 of copper in a glass tank. There were porcelain dolls and wooden soldiers; rusted 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 4 – planning writing outcomes 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
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 of copper in a glass tank. There were porcelain dolls and wooden soldiers; rusted 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: • A learning culture, where pupils have self-belief and know how to learn and teachers have high expectations and belief that all pupils can succeed • Pupil involvement at the planning stage • Pupils knowing learning objectives and co-constructing success criteria • Discussion about what excellence looks like • Effective questioning • Talk partners and classroom discussion • Effective self, peer and teacher feedback Shirley Clarke www.shirleyclarke-education.org/what-is-formative-assessment/
Suggested Teaching Sequence for a reading – writing model 1. Choose appropriate text. Conduct a ‘teacher’s reading’ of the text to find out what opportunities it offers. 2. Select reading and writing and GPS objectives relevant to pupils’ needs. 3. Plan text introduction / immersion / engagement / pre-reading and vocabulary activities 4. Modelling and scaffolding of reading to understand writer’s choices linked to purpose, including GPS 5. Independent reading (application of reading skill, including GPS) 6. Demonstrate writing skills linked to purpose including GPS through modelling and scaffolded approaches 7. Independent writing for purpose (application of writing skill, including GPS) 8. Evaluate writing against purpose including GPS: effect on reader? 9. Next steps
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
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