Thursday, 22 December 2016
Timetabling - my reading lessons happen on Wednesday, Thursday and Friday from 8:45 - 9:45. The children come in to a 'Do Now' which usually involves reading the day's chapter/passage/excerpt independently (more on this later). On those mornings I also teach writing-focused English for the following hour and then 1.5 hours of maths after break.
Whole-Class Reading - I do not have a 'traditional' carousel of activities. All children read and answer questions about the same text; research shows that children benefit from being exposed to higher level texts (when the teacher reads it aloud to them before they answer questions on it). Many of my reading lessons are based on a class novel which we read over a half term or a term; to facilitate this we have 'class sets' of many quality texts. For more on the ideology behind whole-class reading please read Rhoda Wilson's blog post about it.
Lesson Sequence - During these sessions I ask the children to first read the chapter/excerpt independently, then I read the same passage aloud, then without discussion the children attempt to independently work through the questions giving written answers. Once the majority of children have done this we hold a whole-class discussion and I (or children who have written good answers) model best answers and children edit what they have written (in purple so as to distinguish their original answer from their edited answer). This sequence was inspired by Reading Reconsidered by Doug Lemov. This will usually be followed by a period of reading aloud the next part of the text (usually by me but I plan to begin to ask children to read aloud more often) which is always accompanied by lots of discussion and modelling of my thought processes as a reader.
Comprehension Activities - I use the various question stem documents which are available to set my questions, and I colour-code each question and put the relevant Reading Roles symbol with them (see below for more on Reading Roles). Many of these comprehension activities will follow my Scaffolding Inference structure (see below) although I do teach other lessons which focus on the other cognitive domains. Examples of these activities can be found here.
Reading Roles - help children and staff understand the 8 cognitive domains. Each of the cognitive domains is colour-coded and has a symbol assigned - as mentioned, we use these colours and symbols when designing our comprehension activities.
Scaffolding Inference - this is something I've designed and developed based on research and findings from last year's SATs. Please see the quick reference guide which outlines this approach. I would say that this is the most effective thing I have done as it focuses on the reading test's three key areas: vocabulary, retrieval and inference.
EAL reading activity structure - this is an activity (again, linked to the Reading Roles) which I have designed based on research on how to support EAL learners when accessing new texts.
Pairing non-fiction texts with fiction texts - this increases understanding of both the fiction text and the non-fiction text and has sparked some really deep conversations about moral, ethical and religious issues.
We also use these resources in English lessons (with our Talk 4 Writing texts) and topic lessons - much of our work centres around texts so these activities help to ensure children comprehend the information.
The fruit of this approach is that in December over 50% of children in my group taking the 2016 KS2 Reading Test were working at or above average (according to the test's thresholds) after one term of year 6. This is a dramatic increase when compared to my results in last year's END of year results based on the same test.
If there is something you feel I've not covered, please ask and I will edit this to give a fuller picture of my approach. I'm not assuming it to be a silver bullet but am seeing good results after teaching in this way for a term.
Further reading about reading from my blog:
5 Ways To Make Texts With Unfamiliar Contexts More Accessible To Children
Being A Reading Teacher
Reading: 2 Things All Parents and Teachers Must Do
Reading: Attacking Children's Immunity To Imaginative Literature
Reading for Pleasure
Changing Hearts, Minds, Lives and the Future: Reading With Children For Empathy
The Best RE Lesson I Ever Taught (Spoiler: It Was A Reading Lesson)
The Unexplainable Joy of Comparing Books
Thursday, 8 December 2016
The British Council website expands on these three pillars:
Reading as a collaborative activity is very beneficial to EAL learners:In order to make meeting these demands a little easier I put together a basic structure for an EAL reading activity. It can be used as a standalone activity or as a pre-cursor to further activities and questioning. It should always be used in conjunction with those three pillars mentioned at the beginning – particularly the pillar of discussion: the activity sheet should not be completed totally independently by the children. In addition to this, it should be noted that once children have made an attempt at reading the text independently (if capable) then the teacher should read aloud the same text to them.
- Read aloud to learners. Recent research has shown that being read to for as little as ten minutes a day can make a significant difference to a learner’s reading ability.
- Talk about what is being read. Pinpoint specific elements in the text through discussion. EAL learners need practice in reading between and behind the lines: they need to see that text may imply more than it actually says.
The British Council website makes other recommendations more specific to EAL learners (a catch-all term I know, but useful for brevity) which are not always incorporated into guided reading lessons:
- Make available high-quality texts (picture books/short novels/poetry/manga/illustrated non-fiction) that will encourage EAL learners to read for pleasure.
For reading at paragraph or longer text level:
- Give learners a clear idea of what to expect from the text, and give them plenty of time to engage with it. Consider providing a brief summary, in pictures or in straightforward English.
- Prepare for reading: check text in advance, to work out which vocabulary items and structures may be challenging, not only for EAL learners but for others. Consider pre-teaching these.
- Be aware of familiar vocabulary used in ways which may obscure meaning. What’s a ‘piggy bank’? What happened when the King ‘gave someone his daughter’s hand in marriage’? Also, be aware that texts designed for less able monolingual readers may pose substantial difficulties for EAL learners. The increased use of prepositional verbs and colloquial expressions (‘Oh, I give up!’) can make these texts easy to decode but difficult to understand.
- Ask learners to say whether discrete sentences (taken from the text, or paraphrases) are true or false.
The ASCD website also suggests:
- Give learners a number of false sentences, and ask them to reword the sentences to make them true.
And the Reading Rockets website adds:
- Use informal comprehension checks: To test students' ability to put materials in sequence, for example, print sentences from a section of the text on paper strips, mix the strips, and have students put them in order.
- The best kinds of activities for building background knowledge are those that get students involved in manipulating language and concepts, rather than just receiving information from the teacher. These include experiential activities such as science experiments, classification activities, role playing, previewing a reading and generating questions about it, and sharing predictions about the answers to those questions.
‘Reading Roles’ resource which is designed to make the cognitive domains more memorable for staff and children alike - click here to read my blog post about it..
Download the resource here from TES Resources.
Click here to download an example of how this resource might be used - this resource is based on David Walliams' 'The Boy in the Dress'.
Friday, 2 December 2016
We’ve all experienced the moment when, mid-work, the computer begins to automatically shut-down; it needs its updates and a restart.
Our bodies send the same messages, often in code and rarely in the glaringly obvious written-across-the-screen way of digital devices. No, our bodies are more subtle and there are positives and negatives to that.
Continue reading here at www.integritycoaching.co.uk
Thursday, 1 December 2016
With the recent introduction of the cognitive domains (as set out in the English Reading Test Framework) and the upset caused by the difficulty of last year's KS2 reading test I set about reviving an idea that an old colleague of mine and I had a few years ago. Back then, we joked about conceiving it and setting up as consultants, peddling it around the local area but it wasn't even worth creating the resource as there were so many out there already that did the job just fine. Others out there are devising ways to help children understand the cognitive domains however I believe the simple resource I have devised has some merits.
The concept of 'Reading Roles' is to assign a well-known job, role or profession to each of the domains. Most children will already understand what the jobs entail in real life and therefore will fairly immediately be able to gain an understanding of each cognitive domain. We have been trialing this for a number of weeks now and the children are already able to articulate what questions in each domain require of them. There is still work to be done - confidence in identifying question types consistently, but they now have the tool to do so.
Here are the 8 cognitive domains and their assigned 'roles' (written for KS2):
This resource can be downloaded here, along with its KS1 counterpart and posters for both KS1 and KS2 containing one domain/role on each page.
As is obvious each domain is colour-coded and is assigned a simple symbol as a memory aid. We have used the colours and symbols to identify question types in the comprehension tasks we have set - the aim of this is to familiarise the children with the question types. Eventually we will remove the colours and symbols and focus more on question type identification. See here for examples of the comprehension tasks I've set in this way.
Again, as with the Scaffolding Inference technique, I'd love to hear from anyone who begins to use this. It'd be very interesting to see how this helps other children and in what ways it can be developed and used.
With thanks to Herts for Learning for the focus of each cognitive domain.