Leading Reading Programme – Day 1

1. Leading Reading Programme – Day 1 Andrew Crosby (andrewcrosby@beechwoodjuniorschool.co.uk) Becky Mitchell (rebecca.mitchell@wordsworthprimary.co.uk)

2. The aims for the programme Introduce yourself, your role and what you hope to achieve from the programme

3. The aims for the programme To support school leaders and senior teachers to develop effective provision that will raise attainment and accelerate reading progress. • Curriculum and skill progression Assessment and moderation Planning Teaching pedagogies: ‘guided reading’, ‘whole class reading’ Timetabling Pupil support and ‘Greater Depth’ Task development Pupil engagement, drama, discussion and role play

4. The aims for today Reading provision at your schoolThe end game – skill progressionYour reading curriculumSkill mapping

5. Reading aims and values

6. What should reading lessons include? Reading lessons should help develop the habit of reading widely and often. Reading lessons should help pupils to discover that reading is a pleasure. Reading lessons should help pupils to explore vocabulary. Reading lessons should help pupils to widen their understanding of the world beyond their own personal experiences. Reading lessons should help pupils to develop their imagination and creativity. Reading lessons should help pupils to practice and apply their knowledge of sounds and words. Reading lessons should help pupils to understand the meanings of new words by recognising graphemes, roots, suffixes etc., and exploring the words in context. Reading lessons should help pupils to increase their fluency and stamina for reading longer and increasingly complex texts. Reading lessons should help pupils improve the accuracy of their reading by drawing on what they know and checking the text makes sense. Reading lessons should help pupils improve the depth of their understanding of texts by drawing inferences, making predictions and identifying the main ideas. Reading lessons should allow pupils to participate in discussions about books and texts. Reading lessons should help pupils increase the efficiency with which they read. Reading lessons should help pupils identify and evaluate bias, understanding how authors use language to support their views. Reading lessons should help pupils identify and understand how language and structure can have an impact on the reader and affect the meaning of a text. Reading lessons should allow children to express their own preferences and choices. Reading lessons should help pupils understand what they are reading by taking part in drama and role play. Reading lessons should help pupils improve their understanding by reading texts and performing poetry aloud. Reading lessons should provide opportunities for formative assessment. Reading lessons should provide information that can be used to assess pupil progress. Reading Lessons should provide opportunities for pupils to appreciate the varied British literary heritage.

8. What are we aiming for? National Curriculum Aims:Promote high standards of language and literacyDevelop a love of literatureRead easily, fluently and with good understandingDevelop the habit of reading widelyAcquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventionsAppreciate our rich and varied literary heritageUse discussion in order to learn by debating, explaining and listening

9. What are we aiming for? Does your school have a policy for reading?Does it start with objectives and procedures or is it securely based on values?

10. What does reading include? The reading provision at your school

11. Reading comprehension lessons Library Book clubs/Readers’ groups Parent readers Guided reading Texts for writing Class novels Reading events/visits Decoding/phonics interventions Bug Club/online reading Comprehension interventions Reading Catch-Up Reading for pleasure Phonics Curriculum texts Power of Reading Home Reading Scheme Displays

13. Draw up your own Provision Map for your school

14. Word Reading and Phonics Comprehension of Texts Reading for Pleasure

15. Which of these areas of provision is your biggest worry? What is Number One on your Action plan? Or are you not sure; do you need to take a step back and find your feet first?

16. The reading skills

17. A skills-based curriculum

18. Teaching reading is different to teaching maths or writing. You can’t really teach the skills in the same way.

19. What is included in your curriculum? How well specified are the reading skills in your curriculum? Are teachers clear about the expectations? Are your teachers clear about how to develop progress in each aspect of reading?

20. What do you think of this progression?

21. What is the progression in Inference across the Key Stage? • Year 3. I am learning to: • make inferences about characters' feelings, thoughts and motives (e.g. based on things said and done) • justify inferences with evidence (based on their own personal experience and/or the most obvious points from the text) • predict what might happen (a simple prediction from details stated) • Year 4. I am learning to: • make simple inferences about characters across multiple paragraphs in fiction and non-fiction(e.g.identifying characters’ personalities, feelings, thoughts and motives) based on evidence stated or implied, explaining their reasons • make plausible predictions (from details across multiple paragraphs in fiction and non-fiction) basing their predictions on evidence stated and implied and explaining them • Year 5. I am learning to: • distinguish fact from opinion • make detailed and reasoned inferences (e.g. about characters' feelings, thoughts and motives) based on things said, done and implied, justified (“because”/”as”) and supported (“for example”/”this is shown by”) relevant evidence drawn from the text) • make detailed predictions (from details stated and implied in the text, supported by relevant evidence from the text) • Year 6. I am learning to: • distinguish fact from opinion, inferring bias • make detailed and reasoned inferences across longer and more complex texts (e.g. identifying changes and/or contrasts across the text), concisely explaining reasons and providing more than one piece of evidence to support each main point, drawing examples from different locations across the text • make detailed and reasoned predictions (from details across longer and more complex texts), where the predictions are supported by relevant and concise evidence drawn from different places across the text

24. What progress would you expect over a ‘unit’ of work (4-6 lessons?) • Year 3. I am learning to: • make inferences about characters' feelings, thoughts and motives (e.g. based on things said and done) • justify inferences with evidence (based on their own personal experience and/or the most obvious points from the text) • predict what might happen (a simple prediction from details stated) • Year 5. I am learning to: • distinguish fact from opinion • make detailed and reasoned inferences (e.g. about characters' feelings, thoughts and motives, based on things said, done and implied, justified (“because”/”as”) and supported (“for example”/”this is shown by”) relevant evidence drawn from the text) • make detailed predictions (from details stated and implied in the text, supported by relevant evidence from the text)

25. Curriculum mapping

26. What is mapped in your curriculum? What does your reading curriculum look like? What is specified? ….. Skills? Outcomes/activities? Texts? Progression/expectations?

27. Curriculum mapping Is it your job to tell your teachers which skills to teach, when? Which skills should be taught first? What else needs to be taken into account?

28. Which writing skills would link with these reading skills? Literal UnderstandingRetrieval/summarisingInferenceStructure & presentationLanguagePurposeThemes and conventions

29. Gap task Conduct some form of monitoring of reading skills:Track one or two skills.Is there clear progression across year groups?Is there clear progression across lessons within a year group?Report next time on what you discovered and what actions might be required.