Reading:a four point plan - · PDF fileReading:a four point plan • develop experience of...
Transcript of Reading:a four point plan - · PDF fileReading:a four point plan • develop experience of...
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Reading:a four point plan• develop experience of language in questions
• whole school vocabulary development
• introduce the new format of test question and practice throughout school
• focus guided reading to include test question practice
• non-fiction and poetry
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Philip Webb | Literacy
Pie Chart
4%
39%
22%
35%
CompComp/vocabMaking InferenceLfE
KS2 Overall 2016
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Philip Webb | Literacy
2a 2b 2c 2d 2e 2f 2g 2h
Give/explain the meaning of a word in context
Retrieve and record info’ / identify key details from F and NF
Summari-se main ideas from more than one para’
Make inferenc-es from the text / explain and justify inferenc-es with evidence from the text
Predict what might happen from details stated and implied
Identify / explain how info’ / narrative content is related and contribut-es to meaning as a whole
Identify / explain how meaning is enhanced through choice of words and phrases
Make compari-sons within a text
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Philip Webb | Literacy
Find and Copy Short Sentence
Write down…Give two
1.
2.
Explain (your choice) fully
Long Sentence
Gold
Silver
Bronze
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Philip Webb | Literacy
Draw Lines
Tick one/two
text
text
text
text
Statement…
Statement…
Statement…
Statement…
1
Sequence the text Circle the correct option
text text
text text
True or False
Gold
Silver
Bronze
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Philip Webb | Literacy
Gold Card
Gold > 10 questions
Silver 4 - 9 questions
Bronze 1 - 2 questions
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Philip Webb | Literacy
Gold questionsLong Sentence Mainly 1 mark - even spread
of retrieval - vocabulary - inference
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Philip Webb | Literacy
Y3
Y3
Y4
Y4
Y5
Y5
Y6
Y6
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Philip Webb | Literacy
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Philip Webb | Literacy
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Philip Webb | Literacy
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Philip Webb | Literacy
Using Prediction Skills in SATs Tests
• The Lost Queen -
• Dodo - non-fiction example
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Philip Webb | Literacy
TrackingReading skill Question Target children Groups identified
Give/explain the meaning of a word in context
1 - 2 - 4 - 12a - 23 - 25 -27 - 29 - 30 - 31
Make inferences from the text / explain and justify inferences with evidence from the text
3 - 6 - 9a - 13 -15a - 15b - 16 -17 -19 - 21 - 24 - 31
Predict what might happen from details stated or implied
20
Retrieve and record information from non-fiction, poetry and fiction texts
7- 8 - 9b - 10 - 11 - 12b - 12c - 12d - 14 - 18 - 26a - 26b - 28
Summarise main ideas from more than one para’
33
Make comparisons within and across books
Identify / explain how info’ / narrative content is related and contributes to meaning as a whole
22
Identify / explain how meaning is enhanced through choice of words and phrases
2 2016 Reading Test
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Philip Webb | Literacy
http://slideplayer.com/slide/4898520/
NAHT - Scaled Scores Presentation
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Philip Webb | Literacy
What do the sounds suggest about the film?
What impression does the music on the soundtrack give?
Easy texts - Difficult questions
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Philip Webb | Literacy
What do the sounds suggest about the film?
What impression does the music on the soundtrack give?
Easy texts - Difficult questions
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Philip Webb | Literacy
What do the sounds suggest about the film?
What impression does the music on the soundtrack give?
Easy texts - Difficult questions
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Philip Webb | Literacy
What do the opening sounds suggest about the story?
What impression does the music on the soundtrack give?
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Philip Webb | Literacy
LanguageIn questions
What was revealed
two impressions
what does suggest
what evidence
give two reasons
give two points
explain fully
in what ways
appealing character
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Philip Webb | Literacy
What was revealed when the father removed his hat?
What evidence is there that they are a close family?
Give two reasons why the father might be going on a journey.
Give two points that show the story is about a journey.
Explain fully why you might think that the family are poor
In what ways does the author show that someone is going on a journey?
Is the father an appealing appealing character?
What does the shadow of the dragon’s tail suggest?
In what ways does the father show his love for his daughter?
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Philip Webb | Literacy
activity
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Philip Webb | Literacy
Contextualise
Give other examples
Repeat the word
Child friendly definition
Relate to experience
Engage in other ways
Record
Seven Steps
Vocabulary and Comprehension
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3 tiers of vocabulary
Tier 1
Tier 2
Tier 3
Everyday basic words that usually occur in conversation.
Abstracts words that often occur in written text.
Very specific topic based vocabulary
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warm -dog - tired - run -talk - party - look
Tier 1
Tier 2
Tier 3
merchant - tend - fortunate- maintain
predator - adaptation carnivore- venom -
camouflage
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Tier 1
Tier 2
Tier 3
snatch
abandoned - parched - scowled - scuttled constantly - shrivelled - frail
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Constantly
The wind blew constantly. Constantly means it never stops.Someone might be constantly hungry. Say ‘constantly'. Tell your partner about something that constantly annoys you. ‘Something/someone that constantly annoys me is ...'
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constantly• Always begin with the context of the story but then
move beyond it
1 - first the word was reviewed in the context of the story
2 - next the word was explained the word in a child friendly way
3 - the children were asked to repeat the word
4 - the word was used in a different context
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shrivelled
1 - review the word in the context of the story
2 - explain the word in a child friendly way
3 - use the word in a different context
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frail
1 review the word in the context of the story
2 - explain the word in a child friendly way
3 - use the word in a different context
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Plenary - use all three‘We talked about three words constantly, shrivelled and frail…
Show us how you would feel if you were constantly ignored.
Show us how your hand would look if it was shrivelled.
Show us how you would look if you were holding something frail.
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Activity • Use Wild Ride and/or Farther or other book
• List all of the words likely to be unfamiliar to the children
• Analyse the word list:
• Which words are tier 2 words?
• Which of these words are the most necessary for comprehension?
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Philip Webb | Literacy
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Philip Webb | Literacy
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Philip Webb | Literacy
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Philip Webb | Literacy
The Way of the Dodo
The dodo was first sighted around 1600 on an island in the Indian ocean. It was extinct by 1600.
1
2
3
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Philip Webb | Literacy
The Way of the Dodo
» Skimming and Scanning » list all of the numbers in the text » sort them
300 years 1600 1680 thousands 8 million
1598 few decades 100 years 1646 2005 4000
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Philip Webb | Literacy
Introduction to the text
Teaching strategies
Independent reading
Return to the text
Response
Fact or Opinion
Fact or Opinion
Can it be checked by research? If it is correct then it is a fact.
If it is something the writer believes in then it is an opinion?
Fact Evidence Opinion
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Philip Webb | Literacy
Introduction to the text
Teaching strategies
Independent reading
Return to the text
Response
Guided Reading
True, False and Prove it True or False
Statement TRUE FALSE
Statement
Statement
Statement
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Philip Webb | Literacy
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Philip Webb | Literacy
Introduction to the text
Teaching strategies
Independent reading
Return to the textResponse
Secret Sentences
Secret SentencesSecret Sentences
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Philip Webb | Literacy
Introduction to the text
Teaching strategies
Independent reading
Return to the text
Response
Guided Reading
Secret SentencesSecret Sentences
Adverbial/question
When…….,
what/how…
Italics to quote
Text extract in italicsor statement
Question
Question Words
When…?
Why…? Where…?
Who…?
What…?
How…?
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Philip Webb | Literacy
Predict the questionIntroduction to the text
Teaching strategies
Independent reading
Return to the text
Response
Predict the questionPredict the question
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Philip Webb | Literacy
Reading TA
•read age-appropriate books with confidence and fluency (including whole novels) •read aloud with intonation that shows understanding •work out the meaning of words from the context
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Philip Webb | Literacy
•explain and discuss their understanding of what they have read, drawing inferences and justifying these with evidence •predict what might happen from details stated and implied •retrieve information from non-fiction •summarise main ideas, identifying key details and using quotations for illustration •evaluate how authors use language, including figurative language, considering the impact on the reader •make comparisons within and across books.
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Philip Webb | Literacy
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Philip Webb | Literacy
Session 2
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Philip Webb | Literacy
Last time…
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Philip Webb | Literacy
Today…
Subsequently.…
» feedback » updated cards » non-fiction » poetry » next time - greater depth » next time - NAHT materials
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Philip Webb | Literacy
Giants The Lost World Space Tourism
I think… because…
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Philip Webb | Literacy
The Way of the Dodo
» Skimming and Scanning » list all of the numbers in the text » sort them
300 years 1600 1680 thousands 8 million
1598 few decades 100 years 1646 2005 4000
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Philip Webb | Literacy
Immersion in the text
Test question experience Vocabulary
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Philip Webb | Literacy
Cross Curricular
How are these texts organised? How are they written?
TSO Spag
Independent Writing
Publishing
Shared Writing
Revise - Practise - Introduce - Practise - Apply
Reading Writing
Non-fiction - Phases
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Philip Webb | Literacy
Warm ups/quick tasks•Fiction/Non-fiction sorting •Make a contents page •Glossary matching game •Caption matching game •Index sort
Quick Tasks/Warm Ups
• Fiction/Non-fiction sorting
• Make a contents page
• Glossary matching game
• Caption matching game
• Index sort
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Philip Webb | Literacy
school A large group of fish that swim closely together
pup a baby shark
prey An animal that is hunted or killed by a
predator predator An animal that hunts,
eats or kills other animal
dorsal fin One of the fins located on the midline
of a fish’s back to species A group of plants or
animals that have common features
Glossary matching game
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Philip Webb | Literacy
Index sort
blue shark blind shark basking shark rays dorsal sawfish saw shark
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Philip Webb | Literacy
Where it lives
What it eats
How big it is
What is special about it?
Information gapHammerhead Shark Great White Shark
Where it lives
What it eats
How big it is
What is special about it?
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Philip Webb | Literacy
Take it Apart
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Philip Webb | Literacy
Put it together
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Philip Webb | Literacy
Please enter the postcode HU9 1TU when using a Sat Nav. This will take you to Tower Street, Hull, which is the nearest main road to The Deep. The Deep has its own car park with space for 280 vehicles. The cost is £2 per vehicle for four hours. Please note parking for conference delegates is free of charge.
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Philip Webb | Literacy
Buses/rail - There are no direct buses to The Deep, but a number of services travel nearby from Hull Interchange. For up to date information on bus timetables from Hull Interchange to The Deep please call Traveline on 0871 200 22 33 open daily from 8am - 8pm (calls to Traveline cost 10p per minute, plus any charges your network provider makes). Train times into Hull can be found via National Rail. To walk to The Deep from the station, exit the station and cross the road towards House of Fraser department store and then follow the pedestrian signs to The Deep.
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Philip Webb | Literacy
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Philip Webb | Literacy
We have a large selection of workshops for pupils aged between 5 and 7 including Lost at Sea and My Polar Home.
We have lots of workshop choices available for pupils aged 7 to 11 including Mackerel Mondays and Puzzling Penguins.
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Philip Webb | Literacy
Every year, The Deep welcomes over 30,000 primary and secondary pupils to our purpose built Learning Centre. Let your students enjoy a unique and memorable experience as you travel from the beginning of time and into the future. Dive into exciting exhibits including our breath-taking coral reef at the Lagoon of Light, interesting creatures in our Slime exhibit, some of our biggest sharks in Endless Oceans and creatures of the Amazon in the Flooded Forest. To see more of what The Deep has to offer, take a look at our Deep tour.
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Philip Webb | Literacy
The Deep is open daily from 10am until 6pmLast admission is at 5pm, although we recommended you to arrive no later than 4pmWe are closed on Christmas Eve & Christmas Day
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Philip Webb | Literacy
Introduction
School visits Admission
Getting there
Opening times
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Philip Webb | Literacy
What does the word… suggest? x2 Why were…? Find and copy one word… x2 Give 2 reasons … x2 Why were…? Give the meaning… Tick 1 …how did… Number the order
Non-fiction questions 2016
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Philip Webb | Literacy
Non-Fiction Questions
• Use the poster or a chapter from the book • Complete the ‘Tell Me’ grid • Look at the questions on the Dodo test
paper - match with cards to identify question types •With your poster or page, write a set of
questions modelled on the NF ones • Share with other groups
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Philip Webb | Literacy
Tell Me Grid Non-Fiction
People/plants/
animals/machines
Places
Time –
Past/present/future
Subject
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Philip Webb | Literacy
Introduction to the text
Teaching strategies
Independent reading
Return to the text
Response
Secret Sentences
Secret Sentences
Like most animals, sharks have a variety of small friends and enemies which choose to live on or within them.
Find and copy one word that tells you that sharks have many different friends and enemies.
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Philip Webb | Literacy
Introduction to the text
Teaching strategies
Independent reading
Return to the text
Response
Secret Sentences
Secret Sentences
Like most animals, sharks have a variety of small friends and enemies which choose to live on or within them. Remora fish often hitch a ride using suckers on their heads to attach themselves to the shark… parasites, such as copepods and barnacles, feed on sharks skin and blood.
Give two names of parasites that feed on sharks skin and blood.
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Philip Webb | Literacy
TitleNew Words What is the poem about? How are the words
working?
How would you like it-Supposing that you were a snail,And your eyes grew out on threads,Gentle, and small, and frail -If an enormous creature,Reaching almost up to the distant skies,Leaned down, and with his great finger touchedYour eyesJust for the funOf seeing you snatch them suddenly inAnd cower, quivering backInto your pitiful shell, so brittle and this?Would you think it was fun then?Would you think it was fun?
Are there any images What is the shape of the lines?
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Philip Webb | Literacy
TitleNew Words What is the poem about? How are the words
working?
And how would you like it,Supposing you were a frog,An emerald scrap with a pale, trembling throatIn a cool and shadowed bog,If a tremendous monster,Tall, so tall that his head seemed lost in the mist,Leaned over, and clutched you up in his great fistJust for the joyOf watching you jump, scramble, tumble, fall,Into graceless, shivering dread,Back into the trampled reeds that were grown so tall?Would you think it a joy then?Would you think it a joy?
Are there any images What is the shape of the lines?
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Philip Webb | Literacy
What does… ? x2 What is… ? x2 Which part …? How do these words…? Find and copy two words… Give 2… Why were…? … is closest in meaning to … Tick 1 Explain two things…suggest
Poetry questions 2016 sample
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Philip Webb | Literacy
It's spring It's spring And the garden is changing its clothes, Putting away It's dark winter suits It's dull scarves And drab brown overcoats Now, it wraps itself in green shoots, Slips on blouses Sleeved with pink and white blossom, Pulls on skirts of daffodil and Primrose, Snowdrop socks and purple crocus shoes, Then dances in the sunlight.
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Philip Webb | Literacy
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Philip Webb | Literacy
Poetry Questions
• Use one of the poems • Complete the poetry grid or annotate • Look at the type of questions on the
poetry sample paper •With your poem, write a set of questions
modelled on the poetry sample ones • Share with other groups