Reading Inverclyde literacy framework
Inverclyde Attainmen
Created on August 7, 2024
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ANCIENT EGYPT
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MONSTERS COMIC "SHARING IS CARING"
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PARTS OF THE ANIMAL CELL
Learning unit
PARTS OF THE PLANT CELL
Learning unit
PARTS OF A PROKARYOTIC CELL
Learning unit
Transcript
3
1
Reading
2
listening & talking
Writing
Self-evaluation
StartHere
P4
REading Key messages
Reading is not a natural aptitude and must be explicitly taught
Reading, writing and spelling are a set of biological secondary skills and must be explicitly taught. Oral language (talking and listening) is a biological primary skill.
All beginner readers must come to terms with the same alphabetic principles if they are to learn to read and write
Letters are a code, a way of writing down speech. The alphabetic code is the set of correspondences that exist between the smallest unit of sounds (phonemes) and the letters that symbolise those sounds (graphemes) Phonemes can have more than one grapheme. CAT = /k/ + /a/ + /t/ The grapheme C, in this case, represents the /k/ phoneme CITY = /s/ + /i/ + /t/ + /E/ The grapheme C, in this case, represents /s/ phoneme Every word has a code. There are no 'tricky words' we just haven't learned the code - yet! Every school has at least one alphabetic code class size poster.
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Fluency requires automatic word recognition. This is achieved through a process called orthographic mapping
Orthographic mapping is the storage of the word in the long-term memory as a sight word. Orthographic mapping is achieved through repeated decoding using the exact skills learned in phonics. Children need increased exposure to texts and multiple opportunities to read to develop orthographic mapping.
Language comprehension and word recognition leads to reading comprehension
Fluency is essential for reading comprehension
Feedback
The skill to read influences the will to read
Increased reading fluency motivates children to engage with reading for pleasure. Reading for pleasure increases reading fluency and reading comprehension skills.
Systematic synthetic phonics is the most effective way to teach children to read
It is the responsibility of all to support learners to read
Literacy skills are the responsibility of all. Those who need support to learn to read should expect support to do this from all teachers regardless of the learners age. All teachers need to know how to support children and young people to read regardless of the stage/age they teach.
Click anything blue if you want to know more
Teachers must know what reading instruction entails and how to do it effectively
.. Guided and shared reading support this
P5
REading
2
Reading to learn
Learning to read
reading for pleasure
SPOTLIght On...
Feedback
P6
Learning to read
Fluency is a pre-requisite for reading comprehension. Reading should be explicitly taught, even in secondary schools
(Fluency)
Reading fluency is defined as reading with:accuracy (reading words correctly),automaticity (reading words at an appropriate speed without great effort) and;prosody (appropriate stress and intonation).
Listening and talking skills are required to develop reading
The 'Simple View of Reading' is a theory that reading has two basic components: language comprehension and word recognition and both must be in place to be a fluent reader
SUPPOrts
Urging children to read at speed will not increase their fluency. They can only read at the speed they can decode
Feedback
Scarborough's Reading Rope explicitly unravels the complex skills of language comprehension and word recognition
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reading Rope
P7
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Learning to Read
Effective Reading InstRuction
Cracking the fluency code : Reading with fluency and the importance of punctuation
Professional learning
Return to reading main PAge
Feedback
Es &Os
Chapter 2 & 6
Reflective Reading Anne Glennie
- Read aloud to learners to build prosody
- Engage in assisted reading, this may include the adult modelling
Pupils read a text whilst listening to a fluent reading of the same text. This could be a PSA/teacher/parent reading a text fluently, as the learner read along. This could also be an Ebook with audio, as the learner reads along.
- Be given opportunities for repeated reading
Pupils practise reading texts repeatedly until they can read the text in a fluent manner. (Tim Rasinski)
Decoding, Fluency and Comprehension
Bridging literacy transition with fluency
Reading Fluency – How do I teach that?
Fluency misconceptions early to secondary school
- Develop strong word recognition and language comprehension skills
- Choral reading -reading aloud in unison
Choral reading can take place with whole class or groups. A staff member should also join in.
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Chapter 5
The Art and Science of Teaching Reading - Christopher Such
The Big 5 Explanations of Reading
Practical guidance
- Literacy rich environment
- Provide feedback and guidance
Vocabulary Intruction chapter 4
Direct Vocabulary Instruction
P8
ENG 0-12a / LIT 0-13a / LIT 0-21a / LIT1-12aLIT 1-13a ENG 2-12a / ENG 3-12a / ENG 4-12a I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression. I am learning to select and use strategies and resources before I read, and as I read, to help make the meaning of texts clear. Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression
The Art and Science of Teaching Reading Christopher Such
Reflective Reading Anne Glennie
“Literacy learning should encourage children to see themselves as readers and writers, through purposeful experiences which build on the way that children use literacy.” - Realising the Ambition 2020 p70
READING IN THE EARLY YEARS
Early reading is developed through a literacy rich environment, supporting learners through our interactions, experiences and spaces.
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We need to support children to develop a love of reading.
Oral language is essential for reading.
The development of listening and talking skills are crucial for successful literacy development and underpins early reading progress.
Phonological awareness is a key component of reading development in nursery. Children should be supported to hear, explore and play with the sounds and patterns of language.
Developing an awareness of print is a crucial aspect of learning to read. We can support children to understand how and why print is used through a print-rich environment. This helps children to build concepts of print.
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P9
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.
Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.
Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.
Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?
Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.
We can break down Scarborough’s reading rope strand by strand, to understand how this links to reading development in nursery.
how to support reading development IN THE EARLY YEARS
We can build on children’s background knowledge using dialogic reading approaches.
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Vocabulary development in the early years can be supported through sensitive interactions during all experiences and through programmes such as Word Aware.
An understanding of language structures can be promoted through frequent reading aloud and singing. This helps children build understanding by varying sounds, words, pitch and intonation.
Verbal reasoning can be developed using Bloom’s Taxonomy. This helps children develop higher order thinking skills to not only access and understand information, but also to be able to question and explore it.
Shared reading promotes literacy knowledge through the use of book language and modelling reading behaviours.
Phonological awareness can be developed in nursery through a variety of experiences.
We can support early de-coding using symbols and sounds through symbolic representation. Symbolic representation needs to be firmly understood for children to begin to understand that a symbol or letter can represent a sound, a word or a message.
Sight recognition can be developed through exposure to relevant environmental print displayed throughout the playroom.
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P10
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.
Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.
Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.
Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?
Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.
Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.
Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.
Literacy develops throughout a child’s life from pre-birth and underpins all communication and interaction. Literacy can be attached to everyday learning experiences and opportunities through a rich environment.
A literacy rich environment emphasises the importance of using interactions,and effectively to facilitate high quality learning opportunities.
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LITERACY RICH ENVIRONMENT IN THE EARLY YEARS
The Art and Science of Teaching Reading Christopher Such
"We need to co-create safe spaces with children to talk, sing, rhyme and play with sounds, vocabulary and print” – Realising the Ambition 2020
Our learning environment supports children to develop a love of reading and provide opportunities to listen and talk about a variety of texts.
In the development of writing, children need to not only be provided with a wide range of mark making opportunities, but also be able to explore other experiences within their environment.
Children need to hear and use talk in meaningful daily contexts which should be encouraged through a literacy rich environment. This allows practitioners to model, support and promote early listening and talking skills.
You can make use of audit tools to evaluate your current indoor and outdoor literacy provision and identify any areas you may wish to develop further.
experiences
spaces
P11
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.
Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.
Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.
Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?
Avoid fireworks in class. Be practical. Everything you do should aim to facilitate learning. Make it motivating and awesome but always meaningful.
LITERACY RICH ENVIRONMENT IN THE EARLY YEARS
The Art and Science of Teaching Reading Christopher Such
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"
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“Throughout their education, children and young people should experience an environment which is rich in language, and which sets high expectations for literacy and the use of language” - Education Scotland: Literacy and Play Pedagogy
Creating A literacy Rich Environment
Supporting listening and talking through your environment:
- Musical instruments available to encourage singing, rhyming and syllable exploration
- Staff highlighting new vocabulary and role modelling aspects of phonological awareness e.g. rhyming and alliterating children’s names etc.
- Display children’s work and photos everywhere – prompts to invite conversation and ensures children’s voice
- Encourage children to talk about their own planning
- A cosy, inviting book area with a wide selection of fiction and non-fiction books available
- Other reading resources available throughout the playroom such as comics, magazines, cook books, catalogues, timetables etc.
- Provide resources to prompt children to re-tell or explore familiar stories or rhymes e.g. story stones, story spoons, props, pictures, storyboards etc.
- Display environmental print purposefully indoors and outdoors e.g. mud kitchen recipes, labels for resources, area names and signs on display including text and pictures
- Role model reading for pleasure and for a purpose e.g. looking up a word in a dictionary or reading a recipe
- An area dedicated to writing and mark making with resources for children to self-select
- Display both adult and child-made signs and labels throughout the playroom
- Opportunities for children to imitate real life writing experiences and writing tools available to use throughout their play e.g., marking scores in a game, clipboards for plans in the construction area, envelopes for writing letters etc.
- Encouraging children to record their own planning e.g. in a floorbook
- Resources and tools available throughout the playroom to help develop fine motor skills e.g., threading, different fasteners on baby clothes, playdoh accessories etc.
P12
Lorem ipsum dolor sit amet
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scarborough's Reading RopE
(Fluency)
Feedback
P13
Background Knowledge
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Es &Os
Prior knowledge and vocabulary are closely linked. If learners don't see or hear words then they can find it difficult to decode and comprehend what they are reading.
Background knowledge refers to the knowledge a reader already has about the information being read which needs to be applied in order to make sense of new information.
Background knowledge supports/develops reading for pleasure and reading for pleasure supports/develops prior knowledge
reading Rope
Background knowledge and prior knowledge are different
Not all learners have opportunties to develop rich life experiences. Classroom experiences need to build word knowledge and knowledge of the world
SUPPOrts
Feedback
Prior knowledge is developed by life experiences and exposure to language found in books, conversation with adults and peers or media (TV etc). Schools need to provide background knowledge to support any gaps in prior knowledge
P14
LIT 1-11a / LIT 2-11a I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors LIT 0-01b / LIT 0-11b I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes LIT 0-14a I use signs, books or other texts to find useful or interesting information and I use this to plan, make choices or learn new things. Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose LIT 1-14a Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes LIT 2-14a To help me understand stories and other texts, I ask questions and link what I am learning with what I already know LIT 0-07a / LIT 0-16a / ENG 0 -17a I can share my thoughts about structure, characters and/or setting, recognise the writer’s message and relate it to my own experiences, and comment on the effective choice of words and other features ENG 1-19a I can: •discuss structure, characterisation and/or setting • recognise the relevance of the writer’s theme and how this relates to my own and others’ experiences • discuss the writer’s style and other features appropriate to genre ENG 2-19a
Background knowledge
Professional learning
Effective Reading InstRuction
- Activate background knowledge
Ways to Build Background Knowledge
EEF blog: Through the Keyhole Part 2: The Importance of Background Knowledge
How Background Knowledge is an Important Foundation for Learning
The Importance of Background Knowledge in Understanding Text
The Importance of Building Background Knowledge and Vocabulary
Literacy across learning
- Take time to expose learners to different books/stories, novels, non- fiction texts
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reading Rope
- Take time to expose learners to new words and contexts before they begin reading words.
- Consider the three domains of reading when selecting texts to read aloud and for your class library
Feedback
Chapter 12
The Art and Science of Teaching Reading Christopher Such
Chapter 2 & 6
Reflective Reading Anne Glennie
P15
Reflective Reading Anne Glennie
VOCABULARY
Es &Os
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Vocabulary is essential to the development of word recognition skills and comprehension
reading Rope
SUPPOrts
A combination of explicit and indirect instruction is required through dialogic teaching
Vocabulary aquisition starts at home but we can't assume everyone has the same experience
Language acquisition starts at home: Engaging with parents and families can boost a child’s vocabulary. Provide opportunities for parents to engage with their child through support or cooperative sessions:
- Encourage parents to read aloud to their child as part of their daily routine
- Identify if families need support or resources – are their opportunities for children to take books home to read for pleasure? Do parents need support with literacy?
- Model for parents the ways we can engage with a story when reading it aloud.
- Record stories for parents to listen to alongside their child.
- Provide new ways for families to interact, e.g. talk homework to discuss a hot topic, cooking or baking together, curriculum events where children share their learning with a family member.
Feedback
To comprehend challenging texts, students need a wealth of vocabulary knowledge
Establishments have a responsibility to grow learners’ vocabulary. There are different types of vocabulary
Understanding words, including the pronunciation of words stored in their memory, supports decoding and sight vocabulary development. This process of orthographic mapping is dependent on a child's vocabulary
Storage of the word in the long-term memory as a sight word. Orthographic mapping is achieved through repeated decoding using the exact skills learned in phonics. Children need increased exposure to texts and multiple opportunities to read to develop orthographic mapping.
If a word has not been heard then it is more difficult to read
P16
and tiers.
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.
Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.
Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?
LIT 0-10a As I listen and take part in conversations and discussions, I discover new words and phrases which I use to help me express my ideas, thoughts and feelings ENG 0-12a / LIT 0-13a / LIT 0-21a I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read and write LIT 1-10a I can communicate clearly when engaging with others within and beyond my place of learning, using selected resources as required. LIT 2-10a / LIT 3-10a I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently.
Words that need explicit teaching fall into three categories in order for them to incorporate them into their sight vocabulary Careful consideration needs to be given when choosing which words to focus on, with the ideal choice be a “Goldilocks” word:
Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.
Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.
Incidental vocabulary learning: "When teachers talk about words – their subtleties, misnomers, histories, and more – building on reading high quality texts, these conversational turns unlock important shades of meaning for pupils that can fend off misconceptions and lead to greater understanding when reading. Many of these opportunities will arise spontaneously. You simply cannot predict all the words pupils will know and not know. However, with awareness that some of these ‘teachable moments’ could be missed, we should aim to wed incidental learning to explicit teaching." Quigley
Explicit vocabulary teaching - Select - Explain - Explore - Consolidate Quigley
Cultivating word consciousness: ‘Word consciousness’ is an “awareness and interest in words and their meanings” Quigley Learners should be given opportunities to understand: structure, such as roots, prefixes, and suffixes, as well as how they combine to create different forms and meanings(morphology) history of words roots and evolution of words over time (etymology) re move ableprefix root suffix pre script ion (before) (write) (act) prefix root suffix
CMO training
CMO training
vocabulary
Effective Reading InstRuction
Return to reading main PAge
Professional learning
reading Rope
Feedback
Better vocabulary for better literacy
Vocabulary Instruction
Expressive Vocabulary Gap
Ready to read
Word Aware approaches
Word Aware approaches
EEF Reports and Podcasts
Chapter 11
The Art and Science of Teaching Reading - Christopher Such
Chapter 2 & 6
Reflective Reading - Anne Glennie
P17
The Art and Science of Teaching Reading Christopher Such
Reflective Reading Anne Glennie
First - Third level approaches Prior to engaging in new learning, disciplinary (specific content) vocabulary should be taught. This allows them to use this vocabulary in their communication, speak, read and write like an expert. Vocabulary should be modelled by the class teacher using 'think alouds'. I wonder what that means, lets find out. It is important to also remember the importance of explicit teaching of etymology and morphology of English to support children in making connections and discerning word meanings for themselves, i.e. teaching Latin and Greek root words and the teaching of common suffixes and prefixes. Early level Approaches Awareness of words programme, developed by speech and language should be implemented. Games can be a way for pupils to consolidate the learning while reviewing their understanding. I Spy – adjectives (e.g. ‘I spy something green/shiny/round’). This can be extended with rhyming words ( I spy something rhyming with….) Sort it out (categories) – using hoops, boxes or baskets, sort pictures or items in to groups e.g. food vs animals Thinking Hat – a variation of I Spy expect word meaning clues are given rather than sounds and the object does not need to be in sight. “I’m putting on my thinking hat and think of something that is (give clue)”. If incorrect say “It’s not that”. I put on my thinking hat and think of something (give original clue and another clue.) Continue until the word has been guessed. Big Brain – similar to I Spy but in this game players give a clue containing the first speech sound of the word as well as a word meaning cue. Unlike I Spy players do not need to see the item, but they need to think with their “big brains” e.g. I think with my big brain, something that is part of a tree and begins with b Word Walk – choose a word and take the children on a walk looking for that words e.g. colours, shapes and concepts such as tall, big, think, thick, smooth Scavenger Hunt – looking for objects, items that match a descriptive words e.g. circular, shiny, colourful, dark, small, tiny What’s inside? Grab a ‘treasure’ box (any old box will do!) or a mystery bag and fill it with everyday items. Younger children will enjoy pulling the things out and telling you what they are. If a child is a bit older, try to see if they can guess what you’ve got from your clues... “It’s round and hard” “a ball!”
- Dialogic approaches
- Literacy rich environment
- Reading both fiction/non-fiction: this includes watching media as a text
- During whole class and guide group work: using word families linked to spelling patterns, discussing vocabulary as part of guiding reading and writing sessions, modelling during lessons.
- Independent tasks: Promoting use of dictionaries, thesauruses, use of a vocabulary notebook to record unfamiliar or newly discovered words.
- Talk Partners: Use of talk partners to share and discuss, verbal feedback on learning, create a safe space to use new vocabulary.
- Language Rich Environment:
- All learners of all ages should experience a literacy-rich environment.
- This can take the form of:
- Library corners: Less is more. Great displays of books are better than vast amounts. Library corners should also hold a wide range of text: magazines, non-fiction, comics/graphic novels. Even secondary schools can have a subject-specific library corner with further reading on what is being taught.
- Displays of learners' work: up-to-date displays show learners their work is valued in addition to adding to the reading environment
- Posters/ information displays: Providing relevant information displays also reinforces learning.
- Accessible print: Learners can move words and/or letters. Great for younger learners as they manipulate letters to make words and play with the order of words to make sentences. Accessible print should also encourage learners to label play areas and/or create their own print.
- Provide a range of quality texts: to extend interests, create an interactive “Word Wall” to capture new vocabulary and build upon it, use of symbols and pictures to allow students to connect with words on display, reading stories aloud to learners.
LANGUAGE STRUCTURE
Es &Os
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Learning about syntax enables pupils to develop sentence level comprehension
The arrangement of words in a phrase or sentence can change the meaning: Notice how moving the word only changes the meaning of the entire sentence. Only Batman fights crime. Meaning: Batman is the only person who fights crime. No one except Batman fights crime, not even Superman. Batman only fights crime. Meaning: Fighting crime is the only thing Batman does. He doesn’t work, he doesn’t shower—fighting crime is all he does. Batman fights only crime. Meaning: Batman doesn’t fight anything except crime. He doesn’t fight Alfred or Robin; he doesn’t fight the dry cleaner if they accidentally stain his shirt. Crime is the only thing he fights. Learners who understand syntax comprehend better than the ones who don’t.
There is a strong link between the extent of a child’s vocabulary and their language comprehension abilities. Learning about morphology will deepen vocabulary, spelling and grammar knowledge which will support comprehension
Morphology is the study of words and their parts, including stems, root words, prefixes, and suffixes
How the arrangement of words within sentences impacts the meaning
Language Comprehension is a significant part of Simple View of Reading and The Reading Rope The ultimate purpose of reading is to extract and construct meaning from all kinds of text (Snow 2002). We need knowledge about language structures and what the words inside the statements mean if we are to understand what we are reading; understanding how words work together in sentences to make and change meaning is crucial for comprehension When teaching language structures concentrate on parts of speech and their functions within a sentence. Looking at the model of skilled reading (above), it is evident there are many facets to language structures, including knowledge of grammar, being able to make inferences, and having knowledge of literacy concepts, such as what reading strategies to use for different types of texts (e.g., poems versus informational texts).
An understanding of language structure enables pupils to recognise how parts of speech answer the questions who, what, when, where, why and how
reading Rope
Feedback
SUPPOrts
P18
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.
Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?
ENG 0-12a / LIT 0-13a / LIT 0-21a I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read and write ENG 1-12a I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression ENG 2-12a / ENG 3-12a / ENG 4-12a Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression LIT 1-14a Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose LIT 2-14a Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes LIT 3-14a / LIT 4-14a Using what I know about the features of different types of texts, I can find, select, sort, summarise, link and use information from different sources LIT 0-07a / LIT 0-16a / ENG 0-17a To help me understand stories and other texts, I ask questions and link what I am learning with what I already know ENG 1-17a To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my own ENG 2-17a To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own ENG 3-17a To show my understanding, I can comment, with evidence, on the content and form of short and extended texts, and respond to literal, inferential and evaluative questions and other types of close reading tasks ENG 4-17a To show my understanding, I can give detailed, evaluative comments, with evidence, on the content and form of short and extended texts, and respond to different kinds of questions and other types of close reading tasks
LANGUAGE STRUCTURE
Effective Reading InstRuction
reading Rope
What is Syntax? Learn the Meaning and Rules, with examples
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Promoting syntax development in the classroom
How words and phrases are arranged to form correct sentences
- Choral/modelled reading will support
Reading aloud in unison. Choral reading can take place with whole class or groups. A staff member should also join in.
- Teaching morphology
Morphology is the study of words and their parts, including stems, root words, prefixes, and suffixes
Professional learning
Feedback
- Dialogic approaches offer opportunties to explore complex text structure
- Teach sentence structure, sentence types, and how to build sentences
Combining simple sentences to make complex ones and breaking more complicated sentences down into their constituent parts using cut out sentences and words. Clicker is also a valuable tool to encourage pupils to write and read their own sentences.
Prosody. Teaching the use of punctuation to support meaning will ensure sentences make sense through Choral/modelled reading will support
Chapter 11
The Art and Science of Teaching Reading - Christopher Such
Chapter 2
Reflective Reading - Anne Glennie
EEF - text structure
P19
The Art and Science of Teaching Reading Christopher Such
Reflective Reading Anne Glennie
VERBAL REASONING
Es &Os
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Inference relies on our knowledge of the vocabulary and syntax of a sentence and background knowledge related to the context and our understanding of text structure
The arrangement of words in a phrase or sentence can change the meaning: Notice how moving the word only changes the meaning of the entire sentence. Only Batman fights crime. Meaning: Batman is the only person who fights crime. No one except Batman fights crime, not even Superman. Batman only fights crime. Meaning: Fighting crime is the only thing Batman does. He doesn’t work, he doesn’t shower—fighting crime is all he does. Batman fights only crime. Meaning: Batman doesn’t fight anything except crime. He doesn’t fight Alfred or Robin; he doesn’t fight the dry cleaner if they accidentally stain his shirt. Crime is the only thing he fights. Learners who understand syntax comprehend better than the ones who don’t.
Pupils understand what they read by connecting new details with things they read earlier in the book and with their background knowledge
Verbal Reasoning is used when we make inferences about things not directly stated in a text (implicit)
(An) Inference can be defined as the process of drawing a conclusion based on the available evidence plus previous knowledge and experience. Inference questions are the types of questions that involve reading between the lines. Learners are required to make an educated guess, as the answer will not be stated explicitly. Learners must use evidence from the text and their experiences to draw a logical conclusion.
To understand spoken and written words we need to understand the word literally and what is inferred
Verbal reasoning refers to a person’s ability to make sense of spoken and written words
Verbal reasoning refers to how a person works with words to get their full meaning. A good aptitude in this area is demonstrated by being able to draw reasonable conclusions from sentences and paragraphs
reading Rope
SUPPOrts
and for understanding figurative language like metaphors, similes, jokes, sarcasm, idioms, analogy, irony, satire, parody as well as synonyms and antonyms
Figurative language is the use of non-literal phrases or words to create further meaning in writing or speech. Figures of speech are an example of this, simile, metaphor, personification, onomatopoeia, alliteration, hyperbole, idiom, imagery, and allusion
Feedback
P20
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.
Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.
Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?
LIT 1-18a To help me develop an informed view, I can recognise the difference between fact and opinion. LIT 2-18a To help me develop an informed view, I can identify and explain the difference between fact and opinion, recognise when I am being influenced, and have assessed how useful and believable my sources are LIT 3-18a To help me develop an informed view, I am exploring the techniques used to influence my opinion. I can recognise persuasion and assess the reliability of information and credibility and value of my sources LIT 4-18a To help me develop an informed view, I can recognise persuasion and bias, identify some of the techniques used to influence my opinion, and assess the reliability of information and credibility and value of my sources LIT 0-07a / LIT 0-16a / ENG 0-17a To help me understand stories and other texts, I ask questions and link what I am learning with what I already know LIT 1-16a To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text LIT 2-16a To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting details LIT 3-16a To show my understanding across different areas of learning, I can: • identify and consider the purpose, main concerns or concepts and use supporting detail • make inferences from key statements • identify and discuss similarities and differences between different types of text LIT 4-16a To show my understanding across different areas of learning, I can: • clearly state the purpose, main concerns, concepts or arguments and use supporting detail • make inferences from key statements and state these accurately in my own words • compare and contrast different types of text.
CMO training
VERBAL REASONING
Effective Reading InstRuction
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Reading for inference
Feedback
Components of the Reading Rope: Verbal Reasoning
Components of effective reading instruction – research
Effective Teaching of Inference Skills for Reading
Professional learning
reading Rope
Return to previous page
Figurative language explained
Ideas for teaching figurative language
Making Inferences
Chapter 9
The Art and Science of Teaching Reading Christopher Such
Chapter 4 & 5
Reflective Reading Anne Glennie
SUPPOrts
P21
The Art and Science of Teaching Reading Christopher Such
Reflective Reading Anne Glennie
LITERACY KNOWLEDGE
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reading Rope
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Es &Os
Literacy knowledge encompasses all of the ideas we know are true about language, books and the text within them
Text structures/text features vary depending on the genre and are evident in both fiction and non-fiction
Genres such as poetry, drama, fiction, prose, non-fiction determine the structure of the text
Print is organised in a particular way. This is called print awareness
Print awareness means understanding that printed text is organised in a specific way. This includes things like reading from left to right and top to bottom, turning pages from left to right, spaces between written words and visually recognising text.
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SUPPOrts
Literacy knowledge is gained by exposure to a wide range of genres and styles
Text structures/text features start very simply for the early reader and grow in complexity
In early years this can be the simple make up of sentences. This progresses through first level to whole paragraphs and stories. More complex structures such as:
- description
- sequence
- compare & contrast
- cause
- effect and problem solving
Even before learners enter school, they may start building literacy knowledge, such as understanding how to hold a book and which parts are the front and back. This experience may vary from child to child
P22
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.
Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.
Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?
LIT 0-14a LIT 1-14a LIT 2-14a LIT 0-07a / LIT 0-16a / E NG 0-17a I use signs, books or other texts to find useful or interesting information and I use this to plan, make choices or learn new things. Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose. Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. To help me understand stories and other texts, I ask questions and link what I am learning with what I already know.
Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
LITERACY KNOWLEDGE
Effective Reading InstRuction
reading Rope
Feedback
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Literacy Knowledge
Professional learning
What are the concepts of print?
Genre Knowledge
Print Awareness
Print Awareness
Concepts of print
Learning literacy knowledge at the early level
Building Print Awareness by Sharing a Book
- Expose children to a wide range of genre explaining key features
- Model or mixed group reading opportunities to explore challenging varieties of genre
Chapter 10
The Art and Science of Teaching Reading Christopher Such
- Develop print knowledge
- Support children to understand why print is used
- Create print-rich environments
P23
The Art and Science of Teaching Reading Christopher Such
Phonological Awareness
Learners with good phonological awareness skills tend to become better readers than children with poorer skills
Learners will grasp different aspects of phonological awareness at different times and may need to revisit areas as they learn to read. Decoding skills can be taught alongside phonological skills
Phonological Awareness is an umbrella term for a wide set of skills
Broader phonological skills are developed from the very beginning of early level and beyond, whereas the narrower phonological awareness skills are likely to be developed later in early level
Phonological awareness is essential for reading because written words correspond to spoken words
SUPPOrts
There is crossover and overlap between broader and narrower skills. Some of the skills may be developed at the same time with one skill supporting development of another
P24
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reading Rope
Es &Os
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You can support the development of phonological awareness through encouraging a variety of activities both at nursery/school, and a home.
LIT 0-01a / LIT 0-11a / LIT 0-20a I can repeat sounds and words that I hear I can join in with familiar nursery rhymes and songs I am beginning to keep the beat in singing games and rhymes I can share a book
- With support I can play with patterns and sound.
- I can respond to the rhythmic patterns in songs, music and rhymes.
- I can anticipate and complete lines in familiar and nonsense nursery rhymes / stories.
- I can recite at least 3 nursery rhymes, independently.
- I can act out the basic storyline of a familiar story or rhyme.
- With support, I can listen to learn new things.
- I can play with sounds and link family sounds.
- I can discuss and explore sounds.
- I can explore, look at and discuss new words and phrases: practising and playing with them, and use them in my work.
- I can listen to and discuss a wide range of stories and texts- discuss new words, exciting words, and angry words.
This skill is moving from a whole sentence to segmenting individual words in a sentence. Learners may find it difficult to recognise certain words as a whole word. Instead they may put two words together and identify it as one. An example of this is: Jew like ice-cream? Children may group do and you together not realising that it is two words. Do you want ice cream?
A syllable can be explained as the number of beats in a word. can - 1 syllable basket - 2 syllables banana - 3 syllables January - 4 syllables Syllables let learners chunk up words to support reading and writing.
Alliteration refers to words that share the same initial sound. apple, ant, ankle
Rhyme Awareness is all about identifying the onset and rime of words and determining if those words rhyme. Rhyming is a great phonological awareness skill to work, but just remember it’s not a prerequisite for reading. Some learners, especially those with dyslexia, may struggle with rhyming, but they can still learn to read
The onset is the initial unit of sound in a word (/c/ in cat). The rime refers to the letters that follow.
Attention and listening skills is being able to listen and focus on specific tasks or sounds. A child needs to be able to focus on things around them in order to be able to learn. This is essential in securing progress throughout phonological awareness.
Phonological Awareness
Effective Reading InstRuction
CMO training
Difference between Phonological and Phonemic Awareness
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Daily opportunities to hear, explore and play with the sounds and patterns of language rhyming stories/nursery rhymes and make connections between sound and print
Why teach Phonological and Phonemic Awareness?
Phonological Awareness
Feedback
EEF Reading House
Why strong Phonological skills help readers?
Phonological Awareness Development tool
Structured practice /interventions/phonological awareness games
Developing Early Phonological Awareness and Literacy skills
reading Rope
Professional learning
Chapter 4
The Art and Science of Teaching Reading Christopher Such
Phonological Awareness
P25
The Art and Science of Teaching Reading Christopher Such
DECODING
reading Rope
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Es &Os
Written language is a code: English is an alphabetic code
Letters are a code, a way of writing down speech. The alphabetic code is the set of correspondences that exist between the smallest unit of sounds (phonemes) and the letters that symbolise those sounds (graphemes) Phonemes can have more than one grapheme. CAT = /k/ + /a/ + /t/ The grapheme C, in this case, represents the /k/ phoneme CITY = /s/ + /i/ + /t/ + /E/ The grapheme C, in this case, represents /s/ phoneme Every word has a code. There are no 'tricky words' we just haven't learned the code - yet! Every school has at least one alphabetic code class size poster.
Fluent reading is acquired through repeated decoding practice using the skills taught in phonics. This allows words to be recognised automatically through the storage of the words in the long term memory as sight words. This process is called ‘orthographic mapping’
Storage of the word in the long- term memory as a sight word. Orthographic mapping is achieved through repeated decoding using the exact skills learned in phonics. Children need increased exposure to texts and multiple opportunities to read to develop orthographic mapping.
Decoding is essential to fluent reading
Phonics instruction should include systematically teaching of phonics to understand the sounds (phonemes) and corresponding letter/s (graphemes) (begin with the simple code and progressing to the more complex code) segmenting, blending and manipulating phonemes
Letters are a code, a way of writing down speech. The alphabetic code is the set of correspondences that exist between the smallest unit of sounds (phonemes) and the letters that symbolise those sounds (graphemes) Phonemes can have more than one grapheme. CAT = /k/ + /a/ + /t/ The grapheme C, in this case, represents the /k/ phoneme CITY = /s/ + /i/ + /t/ + /E/ The grapheme C, in this case, represents /s/ phoneme Every word has a code. There are no 'tricky words' we just haven't learned the code - yet! Every school has at least one alphabetic code class size poster.
Avoid anything that discourages decoding as the primary method ofdealing with an unknown word including whole-word guessing and using ‘cueing systems’
Cueing involve: Looking at shapes of words Look at the first letter/ few letters Using picture to guess words Anne Glennie talks here about how the brain develops reading skills and why cueing doesn't work for most learners. This video also shows how cueing can also hide a learner's reading progress.
Feedback
Decoding is a key skill for learning to read. Readers use decoding to “sound out” words they don’t recogniseIf you know the code all words can be decoded!
SUPPOrts
Word study skills should continue to be taught in secondary school
Word study incorporates instructional practices that support students with decoding words. This is recognising speech sounds in words and knowing what words these sounds make. Word study is therefore a reading skill that also contributes to reading comprehension.
P26
E NG 0-12a / LIT 0-13a / LIT 0-21a LIT 1-13a I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read and write. I am learning to select and use strategies and resources before I read, and as I read, to help make the meaning of texts clear.
CMO training
DECODING
Effective Reading InstRuction
Decoding explained
- Use of decodable texts
- Learners need explicit and
- Active Literacy
Feedback
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Supporting struggling readers in secondary schools
Example of decoding with a small group of learners (start at 2:25-3:30)
Supporting Children to Decode
Phonics and Decoding
- Early Intervention
Small group or 1:1 support offering more frequent practice in mapping grapheme: phoneme (letter(s): sound) correspondences, and skills of blending, segmenting and handwriting. Explicit and systematic instruction in decoding ‘little and often’ and lots of practice to mastery
The Purple Challenge
reading Rope
Professional learning
Anne Glennie talks about brain science of reading
Chapter 4 & 5
The Art and Science of Teaching Reading - Christopher Such
Chapter 2 & 6
Reflective Reading - Anne Glennie
- Opportunities to manipulate, blend and segment sounds using their current level of skill.
P27
The Art and Science of Teaching Reading Christopher Such
Reflective Reading Anne Glennie
SIGHT RECOGNITION
reading Rope
Es &Os
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Sight recognition is reading words automatically, quickly and accurately i.e. as whole words.
SUPPOrts
Sight recognition is taught through systematic synthetic phonics instruction
With repeated decoding practice of the new word, the reader is able to read it quickly. They recognise the word at a glance
Feedback
Teaching children to decode supports the process of orthographic mapping
Orthographic mapping is the storage of the word in the long-term memory as a sight word. Orthographic mapping is achieved through repeated decoding using the exact skills learned in phonics. Children need increased exposure to texts and multiple opportunities to read to develop orthographic mapping.
Teaching cueing skills should be avoided when developing early reading
Cueing involves: Looking at shapes of words Look at the first letter/ few letters Using pictures to guess words Anne Glennie talks here about how the brain develops reading skills and why cueing doesn't work for most learners. This video also shows how cueing can also hide a learner's reading progress.
Decodable readers/books support sight recognition of
Decodable readers: • to encourage learners to reinforce their phonic to achieve automatic recognition of the word• should be introduced after the element of the alphabetic code is known• are sequential in nature and build phonic knowledge gradually opportunity to practice grapheme–phoneme correspondences and quickly build their confidence and ability to read connected text• unlike predictable or repetitive ‘levelled’ texts, they minimize the inclusion of grapheme–phoneme correspondences or high-frequency words children have not been taught.(Begeny & Greene, 2014). For beginning readers, the only books that are truly decodable are those that contain the alphabetic code they have learned!
high frequency irregular words
High frequently words are words which appear most often in written English The, my, said etc however the structure of such words should still be discussed and explained to children using phonics ie in this word ‘said’ ‘ai’ represents the /e/ sound.
The process of forming letters while handwriting activates neural pathways that are associated with strong reading skills
In fact, handwriting plays a crucial role in the formation of these brain networks which underlie the development of strong reading skills. These brain connections are only made when children are engaged in handwriting activities, not when tracing or typing letters.
P28
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
LIT 0-01a / LIT 0-11a / LIT 0-20a ENG 0-12a / LIT 0-13a / LIT 0-21a I enjoy exploring and playing with the patterns and sounds of language, and can use what I learn. I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read and write. I can spell the most commonly used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar words.
SIGHT RECOGNITION
Effective Reading InstRuction
- Give students multiple opportunities to practise writing, spelling and reading words.
Return to reading main PAge
- Systematic synthetic phonics
Systematically teaching the of the alphabetic code. Steps:
- beginning with the simple code - 42 phonic sounds e.g: abc, ee, sh
- develop the skills of decoding and blending sounds e.g: pin, sat
- progressing to the more complex code - he, she explaining that 'e' can sometimes also make the sound 'ee'
Decodable readers
The role of sight vocabulary in reading comprehension
Professional learning
reading Rope
- The use of decodable (phonetically controlled texts) supports early reading
Feedback
The importance of handwriting
Chapter 4 & 5
The Art and Science of Teaching Reading Christopher Such
Chapter 2
Reflective Reading Anne Glennie
P29
The Art and Science of Teaching Reading Christopher Such
Reflective Reading Anne Glennie
REading to learn
Background knowledge and are required to support reading comprehension and reading with understanding
Appropriate level of text difficulty is needed to provide a context to practise comprehension skills. A text can be both written and other media
Reader should be exposed to a variety of texts and genre. It is important that they engage with the right level of text for the correct purpose.
CMO training
High quality dialogue supports oral comprehension. Oral comprehension is key to developing reading comprehension skills
There are three levels of understanding in reading comprehension: literal meaning, inferential meaning and evaluative meaning
Literal comprehension occurs at the surface level when a reader acknowledges what they can see and hear. The details are stated and clear for anyone to identify. Literal comprehension is often referred to as ‘on the page’ or ‘right there’ comprehension. This is the simplest form of comprehension. Inferential comprehension requires the reader to draw on their prior knowledge of a topic and identify relevant evidence from the text (words, images, sounds) to make an inference. Inferential comprehension is often referred to as ‘between the lines’ or ‘think and search’ comprehension. This level of comprehension requires more skill but can be achieved by young children. Evaluative comprehension is a level of reading comprehension that requires the reader to move beyond the text and consider their own opinions and beliefs in relation to the message in the text. Evaluative comprehension requires readers to analyse and critically interpret the text based on their prior knowledge and experiences.
Reciprocal teaching is not enough to build strategic readers. As well as predicting, clarifying, summarising and questioning we should also be:
- Making inferences
- Creating visualisations
SUPPOrts
Reading to learn is where we focus on reading for information and understanding
- Activating prior knowledge
- Monitoring comprehension (Metacognition)
One of the most effective teaching strategies to promote metacognition in reading is “thinking aloud” whereby the teacher makes explicit what they do implicitly. By following this process learners can eventually, independently plan their approach to reading, monitor how they are getting on and evaluate what will help them next time. Planning: (before reading skills) Have I read anything like this before and what did I do to be successful? How did I learn to read something like this before? What strategies might help me? Monitoring: (during reading skills) Am I doing well? Do I need any different techniques to improve my reading? e.g. using punctuation more effectively Do I understand what I have read? Is there anything I need to stop and change to improve my approach such as re-reading the paragraph or reading it aloud? Evaluation: (after reading skills) How did I do? What helped me understand the text? What will I do again next time? Are there other strategies I would like to try?
Feedback
The shift from learning to read and reading to learn isn’t always linear, when children encounter new or challenging texts they will need to draw upon the learning to read skills
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vocabulary
Es &Os
P30
LIT 2-13a , 2-16a, 2-07a, 2-09a, 2-14a, 2-15a I can select and use a range of strategies and resources before I read, and as I read, to make meaning clear and give reasons for my selection. Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. When listening and talking with others for different purposes, I can: • share information, experiences and opinions • explain processes and ideas • identify issues raised and summarise main points or findings • clarify points by asking questions or by asking others to say more. Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose. I am learning to make notes under given headings and use them to understand information, explore ideas and problems and create new texts.
REading to Learn
Effective Reading InstRuction
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- Activating prior knowledge
Research has shown that pupils who engage in prior knowledge learned more and retained more than those who did not. Prior knowledge is not always about children identifying and thinking only about a subject or context. Often the same process needs to be followed if children are learning and thinking about different concepts.
- Four Foundations
For reciprocal teaching to be effective, regardless of the classroom setting used, certain instructional foundations must be in place so pupils stay engaged and eventually use these strategies independently: * Scaffolding * Think-aloud * Metacognition * Cooperative learning
- Explicit teaching of other reading comprehension strategies
- Activate prior knowledge
- Monitor comprehension (Metacognition)
- Making inferences
- Creating visualisation
- Explicit teaching in comprehension and thinking skills - reciprocal teaching
Reciprocal teaching is a scaffolded discussion technique that incorporates four main strategies that good readers use together to comprehend text: predicting, questioning, clarifying, and summarising
EEF – Reading Comprehension Strategies
Teaching Reading Comprehension (Education Scotland Webinar)
Teaching Reading, Higher Order Thinking and Critical Literacy
North Lanarkshire Stage 4&5 Teachers' book
Try poetry - to support struggling readers
Pedagogy for equity - metacognition
- Explicit teaching of metacognition skills to monitor comprehension
One of the most effective teaching strategies to promote metacognition in reading is “thinking aloud” whereby the teacher makes explicit what they do implicitly. By following this process learners can eventually, independently plan their approach to reading, monitor how they are getting on and evaluate what will help them next time. Planning: (before reading skills) Have I read anything like this before and what did I do to be successful? How did I learn to read something like this before? What strategies might help me? Monitoring: (during reading skills) Am I doing well? Do I need any different techniques to improve my reading? e.g. using punctuation more effectively Do I understand what I have read? Is there anything I need to stop and change to improve my approach such as re-reading the paragraph or reading it aloud? Evaluation: (after reading skills) How did I do? What helped me understand the text? What will I do again next time? Are there other strategies I would like to try?
Professional learning
Feedback
Evaluative Comprehension
EEF comprehension monitoring
Teaching Reading Padlet. Education Scotland
Literacy Circles
- Right level of text for the reading task
Reader should be exposed to a variety of texts and genre. It is important that they engage with the right level of text for the correct purpose.
Chapter 8 & 13
The Art and Science of Teaching Reading Christopher Such
Chapter 2, 4, 5, 6
Reflective Reading - Anne Glennie
- Develop oral comprehension using a variety of text
- Modelling of comprehension strategies
Dialogic talk is more than ‘just talk’. It involves teachers and learners building on each other’s ideas, posing questions and constructing interpretations together. When observing effective dialogic teaching you might expect to hear:
- Questions being used that support thinking
- Pupils being encouraged to elaborate or add detail
- Both teachers and pupils challenging the thinking of class members
- Pupils being asked to give reasons, justify what they assert and speculate
- People negotiating their position and changing their mind
P31
The Art and Science of Teaching Reading Christopher Such
Reflective Reading Anne Glennie
CMO training
REading for Pleasure
Es &Os
Reading for pleasure requires careful, explicit planning encompassing the following key practices provided within social reading environments:
More than independent, silent reading.
The National Literacy Trust (2006) describe reading for pleasure as “reading that we do of our own free will, anticipating the satisfaction that we will get from the act of reading. It also refers to reading that having begun at someone else’s request we continue because we are interested in it.”
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Success is dependent upon teachers’ knowledge of children’s literature and of their readers
Reading for pleasure complements reading instruction, the will and the skill to read are interdependent (DfE, 2021)
SUPPOrts
Feedback
Value and respond to the interests of the learner
Reading can be a social experience. Modelling 'story telling' or engaging in appropriate expression leads to deep engagement
P32
LIT 0-01a / 0-11a / 0-20a/ 0-01b / 0-11b 1-11a / 2-11a / 3-11a / 4-11a I enjoy exploring and playing with the patterns and sounds of language and can use what I learn. I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes. I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors. I regularly select and read, listen to or watch texts for enjoyment and interest, and I can express how well they meet my needs and expectations and give reasons, with evidence, for my personal response. I can identify sources to develop the range of my reading. I regularly select and read, listen to or watch texts for enjoyment and interest, and I can express how well they meet my needs and expectations and give reasons, with evidence, for my personal response. I can independently identify sources to develop the range of my reading
REading for Pleasure
Effective Reading InstRuction
Professional learning
- Reading time
- Read aloud
Reading aloud to the class, at all stages from a wide range of texts just for fun. Remember that this should not expose individual readers e.g. not round robin reading
At all stages regularly read aloud to the class from a wide range of texts just for fun. Remember that this should not expose individual readers. Eg: not round robin reading
- Reading rivers
Explore all of the reading pupils, class, families have experienced over a set period of time. E.g: weekend/24hrs and display as a river.
Feedback
- Book recommendations
Encourage pupils to share book recommendations. Provide recommendations for pupils based on their interests. A list of recommended books for Branching Out Booklists (booksfortopics.com)
Recorded Webinar: Research-informed practice on reading for pleasure, Scottish Book Trust (2023)
Reading for Pleasure - What We Know Works,
Reading for Pleasure Pedagogy
Reflecting on RfP Pedagogy
Top tips to support Reading for Pleasure from ELC - secondary
Reading for Pleasure: just window dressing?
Lori D. Oczkus. There should be at least one copy of this text in each Inverclyde primary school.
Teacher knowledge of Children’s Literature
Free Online Course: Developing Reading for Pleasure: engaging young readers, Open University
Reflecting Realities Survey
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Reading for Pleasure
Chapter 1, 4, 6
Reflective Reading Anne Glennie
- Provide a variety of texts that engage learners interest
- Support families to develop a love of reading
- Model the social aspect of reading
P33
Reflective Reading Anne Glennie
SPotlight on ...
Play pedagogy
English as an additional language
Dyslexia
?
?
!
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Feedback
Assessment
Equity
Motivation
Family learning
Support staff
Secondary
P34
Literacy Rich Environment in the Early Years
Key messages for assesssing, tracking and providing support
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next page
spotlights
Assessment and tracking information should inform learning over the short and long term and lead to next stepsLearner participation to identify strengths and next steps through effective feedback is key (Examples)Assessment of reading must have a purpose and this should be determined at the planning stage
"Keep up" rather than "catch-up" is the strongest intervention
The best support for struggling readers is preventative rather than intervention. Early reading instruction, phonics in particular, should contain systematic support for those that struggle, which helps before they fall behind. Gaps in phonological awareness should be addressed, where possible, alongside the introduction of phonics. Even high quality reading instruction may still not allow all learners to read at a pace that allows them to ‘keep up’ with the rest of the class. In this case, reading intensive intervention may be necessary.
Sometimes additional support is needed. This support can be on different levels
Feedback
Progress through reading outcomes within Inverclyde Pathways should be tracked, including phonics, fluency and reading comprehension (Examples)
Scaffolding assessment allows all learners to demonstate their learning
Primary 4 example: Primary 1 example
P35
Examples of Teacher and pupil Trackers
next page
REturn to Key messages
spotlights
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Pupil Friendly Tracker
Simple phonics/formation tracker
Feedback
P36
spotlights
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How can we assess reading?
Lorem ipsum dolor sit amet
Summative Assessments
Formative Assessment
SUPPOrts
High Quality Assessments
REturn to Key messages
Feedback
P37
Formative assessment provides ongoing feedback that leads to next steps. “The most powerful educational tool for raising attainment and preparing children to be lifelong learners, in any context, is formative assessment.” (Outstanding Formative Assessment, Shirley Clarke) Carefully planned formative assessments provide opportunities for teachers to assess all elements of reading continually and regularly. This continuous feedback supports learners to understand what their next steps are and how to achieve them. https://www.edutopia.org/article/7-smart-fast-ways-do-format
Summative assessment is an administered assessment. Summative assessments should be used appropriately to monitor progress in reading and as a diagnostic tool to inform teaching and learning. Summative assessments undertaken should include phonics assessments, fluency assessments (WCPM & Prosody) and reading comprehension assessments. Effective summative assessments provide students a structured way to demonstrate that they have met a range of key learning objectives and to receive useful feedback on their overall learning. These assessments should be completed at certain points throughout the year. Scaffolding assessments allows all learners to demonstrate their progress. Some standardised assessments are not responsive to the learner's answers. If the teacher is aware that they will not be successful and this assessment may impact on their confidence then the assessment should not go ahead. Some standardised assessments may not match the Es&Os/benchmarks at the CfE level. Careful consideration needs to be taken when choosing what you wish to assess and the best summative assessment you can use.
Carefully planned high quality teaching and learning experiences provide opportunities for teachers to assess different outcomes for reading collectively. High quality assessments should be planned for and give learners an opportunity to show they can apply their learning. Observations of play are also good examples of high quality assessment.
Summative Assessments
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Careful consideration of the purpose, time required for implementation, cost and staff development before deciding to administer any summative assessments. Does it add to what the teacher already knows? How will results be used to support learning?
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P38
What should we assess/track - Fluency?
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next page
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P39
The area of concern here is with phonics and decoding. What might this look like? The reader may not have sufficient alphabetic code knowledge to allow them to read. A child placed within this quadrant, may be having trouble blending. Assessment of phonics should be regular. Every pupil should have a basic alphabetic code profile. They may struggle to ‘lift the words off the page’. They might guess words, mispronounce words, substitute words, omit words or add in words when trying to read. Sight recognition of words may not be embedded. Reading will usually be slow and laboured. However, although the child is having these difficulties, they may show an understanding of what is happening in the story/text. The problem with phonics and decoding will need addressed urgently. What might be the solution? To do this, it is vital to assess how much of the alphabetic code is known (Knowledge of phonemes/grapheme correspondences). Assessment of phonics should be regular. Every pupil should have a basic alphabetic code profile This allows teachers to identify where the gaps are. A systematic synthetic phonics programme will then provide the necessary alphabetic code knowledge to teach and will allow children to practise blending and segmenting. In turn, this will allow orthographic mapping to take place. All barriers that lead to automatic word recognition (sight vocabulary) should be assessed and supports put in place. All aspects of the rope should be considered to identify the barrier.
The child is a reader. The reader is able to read accurately and fluently. They can use tools to help them before reading, when reading and after reading. They can find and use information from texts and are able to understand, analyse and evaluate texts.
The area of concern here is with both phonics and decoding and comprehension. What might this look like? The learner is unable to lift the words off the page and demonstrate comprehension. What might be the solution? The first area that must be addressed is phonics and decoding. This must be addressed urgently. To do this, it is vital to assess how much of the alphabetic code is known (Knowledge of phonemes/grapheme correspondences). This allows teachers to identify where the gaps are. A systematic synthetic phonics programme will then provide the necessary alphabetic code knowledge to teach and will allow children to practise blending and segmenting. In turn, this will allow orthographic mapping to take place. It is also valuable to provide a literacy rich environment where there are sufficient opportunities for dialogue-time to listen, talk and discuss. To support comprehension development, it is important to focus on enriching vocabulary by investigating new words and their meanings. Quality reading times and resources should be provided for including the use of non-fiction texts so that children can enhance their general knowledge and learn about the world. Teachers should model and support children to engage with prior knowledge, use metacognition, use inference and create visualisations. The four strategies of Reciprocal Reading (predicting, clarifying, questioning and summarising) should also be modelled and focused on so that learners can use these when reading to help them make meaning before reading, when reading and after reading.
This area of concern here is with comprehension. What might this look like? The child can lift the words off the page however is unable to demonstrate comprehension. What might the solution be? It is valuable to provide a literacy rich environment where there are sufficient opportunities for dialogue-time to listen, talk and discuss. To support comprehension development, it is important to focus on enriching vocabulary by investigating new words and their meanings. Quality reading times and resources should be provided for including the use of non-fiction texts so that children can enhance their general knowledge and learn about the world. Teachers should model and support children to engage with prior knowledge, use metacognition, use inference and create visualisations. The four strategies of Reciprocal Reading (predicting, clarifying, questioning and summarising) should also be modelled and focused on so that learners can use these when reading to help them make meaning before reading, when reading and after reading.
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Levels of Support
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P40
Identifying the problem & solution
SUPPOrts
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P41
Text level should be monitored to ensure it offers the right level of challenge at all times when learning how to read
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Readers should be exposed to a variety of texts and genre. It is important that they engage with the right level of text for the correct purpose. Developing fluency and comprehension skills require different levels of text.
SUPPOrts
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steps to support FLuency - Word Recognition
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P42
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SUPPOrts
spotlights
REturn to Key messages
steps to support FLuency - language comprehension
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P43
REturn to Key messages
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SUPPOrts
spotlights
steps of support -reading Comprehension
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P44
REturn to Key messages
Play PedAgogy & reading
"A balance of responsive planning and intentional planning is essential in providing suitable experiences that connect with and extend children’s interests and motivations."Realising the Ambition
Adult Directed (intentional) Teaching of reading:
Provocation or experience that the adult initiates but is open ended in nature to allow the child to lead - takes the learning in a direction that suits their interest or need.
Child is intrinsically motivated, actively making choices, engaging in repetition and cycles of actions and interactionsor applying what they have learned in new situations.
Child Led (responsive)
Adult Initiated (intentional)
The balance between intentional and responsive depends on the needs of the child and what is happening within the setting. There is no set time in relation to this balance but in having an understanding of the importance and impact of each, helps practitioners to understand the need for both intentional and responsive experiences.
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SPrts
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Supports
P45
Reading is not a natural aptitude and must be explicitly taught
CMO training
CMO training
Play pedagogy and play
Professional learning
Inverclyde's play padlet
Education Scotland play-pedagogy-toolkit
Cawdor primary discussing balance
Top tips for supporting reading at home early to secondary
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Developing early phonological awareness and literacy skills
part 1
part 2
Early years network
P46
Equity
High quality learning and teaching has the greatest impact on disadvantaged learners
Literacy, including reading, is the magic key to all subject areas. Fluent reading needs to be a relentless focus.
spotlights
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Supports
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P47
Equity
Professional learning
The attainment gap? What about the teaching gap? Anne Glennie
What makes great teaching?
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P48
Family learning
If families value reading then children are more likely to read. Families should be encouraged to provide space and time to read with their child
Families who enjoy reading together have more opportunities for discussion, developing empathy and attachment
Only 45% of 2 year old children are read to every day
Children who are read to regularly have opportunities to build vocabulary and
Not all parents are able to read and some find it difficult to support their child
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Supports
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background knowledge
P49
Family learning
Professional learning
Pizza Reading
- Top tips for supporting reading at home early to secondary series
Reading to children
How to use a book - tips for parents
spotlights
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Using film at home to support reading
Strategic framework for parental involvement
Bitesize Top Tips
Chapter 6
Reflective Reading Anne Glennie
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P50
Reflective Reading Anne Glennie
Motivation
'Closing the Reading Gap' Quigley
Attentions should be paid to cultural/social captials and
What ‘funds of knowledge’ do the children bring to the classroom with them? This should be seen from an asset model and not a deficit. This is prior knowledge
Challenge is key to motivation
Learners need the right level of cognitive load to maintain motivation
The process of moving working memory to long term memory. If there is too much cognitive load this conversion will not take place.
Give autonomy, where possible, of what is read
personal and social identity. 3 domains
Be explicit about the different goals of reading
Feedback
Use texts that link to students’ interests
Increase opportunities for collaborative reading where students can read together
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Supports
Work in partnership with children, families and colleagues to explore, understand and identify interests, strengths and barriers
Strengthen the learners' identity as a reader, valuing their motivation and wider experience
P51
Motivation
Professional learning
Sue Ellis - 3 Domains
What makes great teaching?
Higher order thinking skills to improve reading and writing
Cognitive load, the need to be aware of prior knowledge and background knowledge
Supporting struggling readers in secondary schools
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Chapter 2
Reflective Reading - Anne Glennie
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P52
Reflective Reading Anne Glennie
Dyslexia
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Dyslexia is not an illnessDyslexia is a lifelong, neurodevelopmental condition affecting someone’s ability in reading, writing and/or spelling Dyslexia does not reflect an individual’s cognitive ability and may not be typical of performance in other areasDyslexia exists in all cultures, abilities and socio-economic backgrounds Support to remove barriers caused by Dyslexia are vital if we are to get it right for every child
The Inverclyde Overview should be used for the identification and support of literacy difficulties and dyslexia
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P53
DYSlexia
Professional learning
Literacy Circles
spotlights
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Supports
CMO training
Chapter 17
The Art and Science of Teaching Reading Christopher Such
Feedback
Education Scotland – Dyslexia and Inclusive Practice Dyslexia and Inclusive practice
Dyslexia Scotland - Empowering people with dyslexia to reach their full potential
Addressing Dyslexia Toolkit
Support for Young People
Support for Parents
Support for Educators
Parental support - Education Scotland Parentzone Site
P54
The Art and Science of Teaching Reading Christopher Such
English as an additional language
Bilingualism and multilingualism are an asset. Home learning experiences should be valued and supported
Bilingual learners are individuals who function in more than one language in their daily lives. The term ‘bilingual’ emphasises that learners already have one language and that English is a second or additional language. The term does not imply an equal or specified level of fluency in two or more languages. Multilingual learners are individuals who function in multiple languages in their daily lives. The term 'multilingual’ emphasises that learners already have more than one language and that English is a second or additional language. The term does not imply an equal or specified level of fluency in two or more languages.
Many EAL learners are highly literate in one or more languages, but some may not have had the opportunity to learn to read in the language of their home
Learners with EAL have a dual task at school: to learn English (language) and to learn through English
Learners who can read in a language that uses the same alphabet as English will find it easier to learn to decode In English
Reading involves both decoding and reading for meaning
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Supporting reading for meaning
The ability to use more than one language is a valuable skill that learners who use EAL bring with them, regardless of whether they are new to English or not. Learners actively use the languages they already know to learn English.
Some may not have had the opportunity to learn to read in the language of their home. In some cultures, reading is seen as a specialist skill, not one that every individual can and should acquire. In others it is the skill of decoding that is particularly admired, and understanding what you are reading is seen as less important.
Those who can read another script may find this more difficult, but both groups bring with them an understanding that print carries meaning.
For EAL learners decoding should not be an end in itself, and practising reading ‘nonsense words’ because EAL learners cannot be expected to know whether or not these words have meaning in English. A focus on reading for meaning is crucial and should be supported by visuals (pictures, diagrams, mime etc.) as much as possible.
such as vap or ulf is unhelpful
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P55
English as an Additional language
Professional learning
Effective READING Instruction
These comprehension strategies and pedagogies include: • • Providing a literacy rich context
EAL learners will benefit from being provided with additional contextual support to help them make sense of the information conveyed to them in English. The use of images and graphic organisers (e.g. diagrams, grids, charts, and timelines) are very useful for this purpose.
Great ideas for teaching EAL learners
Supports for parents
Learning in 2 + Languages
How good is our school for bilingual learners?
• Making the English language explicit in the classroom • Developing learners independence
Within the context of the curriculum, learners with EAL can be encouraged to notice the language used and understand how it is used. This implies pointing out key forms and structures that allow pupils to meet the language demands of the tasks. Strategies include providing oral and written models and scaffolding speaking and writing through speaking and writing frames.
• Supporting learners with EAL to extend their vocabulary
EAL learners at all levels need to be given opportunities to grow their English vocabulary range. This could be done by taking advantage of their first language(s) through translation, the use of flashcards and images. It is important to remember to develop the learner’s academic language skills, for instance by focusing on the differences between formal and informal vocabulary.
Assessment
Further training
Supporting EAL Students in Mainstream Classrooms
Resources
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Activating prior knowledge
P56
Secondary
The importance of a cohesive transition to secondary cannot be underestimated.
Staff should be working with and learning from each other to ensure a shared understanding of standards and a common methodology to support the transition.
The ability to read fluently at any age is key to accessing the curriculum. Fresh Start can be used to support learners who are still learning to read.
Reading for understanding, analysis and evaluation is assessed as part of SCQF Level 5 and Level 6 qualifications. These skills should be developed throughout primary and secondary.
The key messages around teaching learners to read are the same regardless of the learner's age.
Poetry offers opportunities to develop reading skills.
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P57
secondary
Professional learning
Fresh Start
Teaching RUAE
Supporting struggling readers in secondary schools
Active reading skills in secondary school
Supporting learners in secondary school to read like subject experts
5 top tips for supporting reading in secondary schools
When older students can't read
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P58
Support Staff
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Supports
Pupil support assistants should not be used as an informal teaching resource for low attaining pupils
More than independent, silent reading.
Use pupil support assistants to add value to what teachers do, not to replace them.
Using pupil support assistants to help pupils develop independent learning skills and manage their own learning
Use pupil support assistants to deliver high quality one-to-one and small group support using structured interventions
Ensure pupil support assistants make connections between learning from everyday classroom teaching and structured interventions
Feedback
Ensure pupil support assistants are fully prepared for their role in the classroom
P59
Support Staff
Professional learning
Effective use of Teaching Assistants EEF
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Glasgow's 3 Read Approach
Empowering Pupil Support Assistants in our classrooms
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P60
Content Team
Siobhan CurrieLynn McGachyEllis McAteerMichelle O'NeillAmy CampbellJennifer McGachyMartin CraigGill SullivanVicky BonnarElyse BuchananRoslynn Oliver
Eric LindsayTelmo GomesClaire CogginsDonna BuirdsGemma McCallumPamela BradleyPaula McParlaneMark CoyleLiz SommervilleJulie DochertyColette Kavanagh
With thanks to Education Scotland Literacy Team for their contribution and feedback. Also thanks go to South Ayrshire and Glasgow for being a critical friend.
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P61
Index - Click on page to take you strAight to the page
Page 4 The Framework
Page 9 Scarborough's Reading Rope
Page 5 Reading Key Messages
Page 6 Reading Cogs
Page 7 Learning to Read (Fluency)
Page 10 Background knowledge
Page 12 Vocabulary
Page 14 Language Structure
Page 16 Verbal Reasoning
Page 18 Literacy Knowledge
Page 20 Phonological Awareness
Page 22 Decoding
Page 24 Sight Recognition
Page 26 Reading to Learn
Page 28 Reading for Pleasure
Page 30 Spotlight on! Map
Feedback
Page 31 Assessing tracking and support key messages
Page 32 Tracking Progress
Page 33 How can we assess?
Page 34 Summative Assessments
Page 35 What should we assess/ track
Page 36 2 Levels of Support
Page 37 Identifying the Problem
Page 38 2 support steps - word recognition
Page 39 2 support steps - language comprehension
Page 41 Play Pedagogy and Reading
Page 43 Equity
Page 45 Family Learning
Page 51 English as an Additional Language (EAL)
Page 49 Dyslexia
Page 47 Motivation
Page 53 Secondary
Page 55 Support Staff
Page 40 2 support steps - Reading comprehension
Page 56 Content Team
- Oral comprehension builds the foundation for reading comprehension
- Oral vocabulary builds the foundation for reading vocabulary
- Exploring and playing with the patterns and sounds of language builds the foundation for phonological awareness.
Systematic synthetic phonics is explicitly teaching the letter to sound correspondences of the alphabetic code from the simple to the complex code and the phonological awareness skills of segmenting and blending.Blending is a skill needed for reading - blending involves merging the phonemes (sounds) you hear together to make word.Segmenting is used for reading and writing - We sound out then blend to read. Segmenting for writing is the process of splitting words up into their phonemes.
The 3 complexities of the alphabetic code.
- A phoneme can be represented by 1,2, 3 or 4 letters: ant. shop. light, through
- Begin with the basic code -the sound to letter correspondences for the most common spellings of focus phoneme.
- Teach learners that there are spelling alternatives (complexity 2)
- Once basic code knowledge is secure, introduce the advanced spelling code (the 134 remaining common spellings beyond the basic code)
- Teach learners that there are code overlaps (complexity 3)
table of contentsindexglossaryheadingsbold wordspicturescaptions illustrationspage numbers etc.
Are readers familar with?
The rise and fall of the voice in speaking, also known as tone.
Understanding that one thing can represent another. It is taking place when a child uses an object for a different purpose during their play, for example, pretending a stick is a wand.
Cultivating word consciousness.Make it fun! Teach etymology and alongside spelling.
The study of the history and origin of words, including their historical development and changes in form and meaning. It focuses on tracing the roots and evolution of words over time.
morphology
The study of the structure and formation of words, including their internal structure, such as roots, prefixes, and suffixes, as well as how they combine to create different forms and meanings.
Play matching and spotting games. Share the meaning of prefixes and suffixes. Canva is a good source of games and posters.
Phonemic Awareness is the ability to hear, identify and manipulate the individual sounds that form words.
- Bag: has 3 letters and 3 phonemes. /b/ /a/ /g/
- Chat: It has 4 letters but 3 phonemes. /ch/ /a/ /t/
- Book: Again 4 letters, but 3 phonemes. /b/ /u/ /k/
Scarborough’s Reading Rope is another literacy acquisition model that identifies the skills necessary for learning how to read. Developed by Hollis Scarborough in 2001, it extends the Simple View by identifying subskills in both language comprehension and word recognition.
These two models work in tandem to guide effective reading instruction. Think of the Simple View of Reading as an introductory literacy model. It is a helpful tool to identify what broader aspects your classroom’s reading and writing curriculum should focus on. Then you can use Scarborough’s Reading Rope model to pinpoint specific strategies for teaching students to read and for tracking their progress more effectively.waterford.org
Such as manipulating clay or using peg boards, completing jigsaws or sewing, to fully develop the small muscles in their hands.
Prior knowledge is what learners bring to the learning experience. This can include their experiences of life, culture and what they have also learned. Background knowledge is what the teacher provides or the reader has already learned to support the child with gaps in their prior knowledge.
The shared experience of exploring books together can have a great influence on developing a love of reading. It is important for us to develop the skills to model storytelling and read aloud to children.
The Simple View of Reading is notable because it recognizes that word recognition and language comprehension work together and not in isolation.
In order to be a good reader you need both word reading skills and comprehension skills
Talking to children about how to read a book e.g. from left to right, top to bottom, turning the page, following the text with your finger and role modelling being a reader:"I'm thinking…""I predict… ""I wonder… ""I notice that… ""I’m picturing… ""This reminds me of… ""I’m figuring out…""I’ve just learned..."
Prior knowledge is what learners bring to the learning experience. This can include their experiences of life, culture and what they have also learned.Background knowledge is what the teacher provides or the reader has already learned to support the child with gaps in their prior knowledge
Systematic synthetic phonics is explicitly teaching the letter to sound correspondences of the alphabetic code from the simple to the complex code and the phonological awareness skills of segmenting and blending.Blending is a skill needed for reading - blending involves merging the phonemes (sounds) you hear together to make word.Segmenting is used for reading and writing - We sound out then blend to read. Segmenting for writing is the process of splitting words up into their phonemes.
The 3 complexities of the alphabetic code.
- A phoneme can be represented by 1,2, 3 or 4 letters: ant. shop. light, through
- Begin with the basic code -the sound to letter correspondences for the most common spellings of focus phoneme.
- Teach learners that there are spelling alternatives (complexity 2)
- Once basic code knowledge is secure, introduce the advanced spelling code (the 134 remaining common spellings beyond the basic code)
- Teach learners that there are code overlaps (complexity 3)
The art of storytelling is about so much more than just getting through the beginning, middle, and end of what you read.You can’t force emotion, but you can foster it. Audiences rely on the storyteller to guide them on how they should be feeling about particular aspects of the narrative they’re hearing, and they’ll look to everything from your words to your facial expressions and body language in order to figure it out.It might sound weird to rehearse a story in advance but practice is a big part of establishing good storytelling techniques. Let yourself go and enjoy the experience as much as your learners will.
https://www.skillshare.com/en/blog/9-storytelling-tips-and-4-skills-every-effective-storytellers-needs/
Put Reading First Nih.gov
Provide daily opportunities to read for pleasure. e.g ERIC - Everyone Reads In Class
Reciprocal teaching is a scaffolded discussion technique that incorporates four main strategies that good readers use together to comprehend text: predicting, questioning, clarifying, and summarising.
Diverse representation, well matched to children’s interests/experiences.Wider definition of texts including films, video games.
- EEF
What techniques and questions might we use to support the development of print knowledge? Questioning ‘How many words are on this page?’ ‘There are words in the wolf’s speech bubble; what do you think they say?’ Requests ‘Show me where I should start reading on this page.’ ‘Point to a letter that’s in your name’ Comments ‘Look, the illustrator wrote the word bus on the yellow school bus.’ ‘These words are exactly the same.’Non-verbal techniques Track print from left to right when reading. Point to print. Starting with story time Of course, daily story time provides a wealth of discussion to develop language and word reading skill. We can enjoy rhyme and alliteration to build phonological awareness. Additionally, we can provide vital opportunities to develop print knowledge. In doing so, we are supporting the strong foundations upon which to build word reading.EEF
Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities.
This framework is a self-evaluation tool for practioners to evaluate their knowledge, then develop their understanding of how to effectively teach reading (please note reading builds on talking and listening and leads to writing skills). As the full framework is developed, the links across the organisers will be explictly identified. Practitioners should use the self-evaluation tool to identify areas they may wish to develop.They can then use the framework to build or secure their understanding. Throughout the framework readers are directed to:
- Key Messages - extracted from current research
- Professional Learning - reading, research, videos or CMO sessions
- Effective Reading Instruction - examples of practice that research has indicated may be effective (these are not exhaustive lists)
Do all your children feel the same way about reading? What do their peers think of them? Do they all have a good image of themselves as readers?Are they equally adventurous?
All learners of all ages should experience a literacy-rich environment.This can take the form of: Library corners: Less is more. Great displays of books are better than vast amounts. Library corners should also hold a wide range of text: magazines, non-fiction, comics/graphic novels. Even secondary schools can have a subject-specific library corner with further reading on what is being taught. Displays of learners' work: up-to-date displays show learners their work is valued in addition to adding to the reading environmentPosters/ information displays: Providing relevant information displays also reinforces learning Accessible print: Learners can move words and/or letters. Great for younger learners as they manipulate letters to make words and play with the order of words to make sentences. Accessible print should also encourage learners to label play areas and/or create their own print.
Simply put, a print rich-environment is exactly what it sounds like - an environment that is filled and surrounded with the written word.
Language comprehension is developed orally before and in parallel with reading comprehension.Reading comprehension is not understanding a text that is read to you - this is oral comprehension.
Word Awareness is the understanding that a phrase or sentence is made up of individual words. It’s also the ability to manipulate words in phrases or sentences, which includes playing with compound words (words made of 2 or more words). As adults, we can easily hear three separate and distinct words in the sentence, “The dog walks.” But this is not as easy for our little ones, especially our youngest preschoolers. Talking and listening skills are key to developing word awareness.
In order to develop confident decoding skills learners will need opportunities to explore and practice their decoding skills at their own level. Differentiation is required to meet the learners at their current level of skill.
When an initial concern is expressed, the pathway should be followed to ensure support is timely and appropriate.
https://glowscotland.sharepoint.com/:f:/r/sites/CMOTrainingTeam/Shared%20Documents/Literacy/Literacy%20Framework/Dyslexia%20support%20materials?csf=1&web=1&e=ZyFET6
This method puts the child firmly in control and ensures the experience is relevant to them, promoting connections to their experiences. There are five types of prompts that are used in dialogic reading to begin PEER sequences. You can remember these prompts with the word CROWD. PEER: Prompt the child to comment.Evaluate the response. (“That’s right!”) Expand the child’s response. Repeat the prompt to ensure the child has learned from the expansion. CROWD: Completion prompts invite you leave a blank at the end of a sentence and ask the child to fill it in. These are typically used in books with rhyme or books with repetitive phases. Recall prompts are questions about what happened in a book a child has already read. For example, you might say, “Can you tell me what happened to the little blue engine in this story?”Open-ended prompts focus on the pictures in books. They work best for books that have rich, detailed illustrations. For example, while looking at a page in a book that the child is familiar with, you might say, “Tell me what’s happening in this picture.” Wh- prompts usually begin with what, where, when, why, and how questions. Like open-ended prompts, wh- prompts focus on the pictures in books. For example, you might say, “What’s the name of this?” while pointing to an object in the book. Distancing prompts ask children to relate the pictures or words in the book they are reading to experiences outside the book. For example, while looking at a book with a picture of animals on a farm, you might say something like, “Remember when we went to the animal park last week. Which of these animals did we see there?”