Created on June 6, 2023
ENGLISH AT HAZEL
What are our next steps?
Who are our school's DSLs?
- To reflect on what is going well in our classrooms and year groups in English.
- To consider our next steps as a school in English.
- To focus on the next steps for our school library.
THINK, PAIR, SHARE
Think back over last term. What is going well in English? It doesn't have to be anything big.
WHAT'S GOING WELL?
- Writing outcomes have improved across the school.
- Teachers are more confident in assessing pupils' writing.
- Plans are really clear and carefully thought through.
- Moderation sessions with Mel have highlighted areas for development and given us next steps for our teaching.
- Initially: a focus on clear planning and delivery of Shared and Guided Reading.
- For the future: a focus on how we are teacing vocabulary and spelling within our curriculum.
POINTS FOR DEVELOPMENT
Reading Reconsidered. Doug Lemov. 2016
Of all the subjects taught in school, reading is first among equals - the most singular in importance because all others rely on it. Excellence in almost any academic subject requires strong reading.
Pupils who fail to understand adequately what they read…
- Are inclined to be less motivated readers and so read less and have weaker vocabulary, background and text knowledge.
- Listening comprehension (ie listening to texts) is likely to be weak as it is highly correlated to reading comprehension.
- Attainment in national assessments in English Maths and Science at 11 and 16 will be lower because effective reading to learn is denied. Cain 2010
- “A failure to develop a high level of comprehension skill creates a severe obstacle to educational attainment.” Perfetti, Landi and Oakhill
- Weak reading comprehension means a reader notices a lot less about text and how writers construct it. This invariably shows in their writing.
IMPLICATIONS OF POOR COMPREHENSION
Reading is an invisible process. So how do we make it explicit for children?
WHAT DO GOOD COMPREHENDERS DO?
- 6 sessions over two weeks.
- Starts with a Shared Reading session and then follows up with Guided Reading.
- Children to be taught a specific strategy, which is modelled by the teacher in Shared Reading and then practised together, using an appropriate text.
- Guided Reading follows, where children practise the skill they have been taught, using a text at their own level.
SHARED AND GUIDED READING
SELECTING A TEXT
SELECTING A TEXT
- We will be using the 'Parks Progression Statements'.
- Key Objectives are stated in bold.
- Broken down into four areas.
- We would expect that for most children the 'word reading' section will be less of a focus as children move up the school.
- Not a tick list.
- For some year groups, some of the targets may look fialrly simlar. How do we differentiate them?
SELECTING YOUR FOCUS
- Reading comprehension strategy check: What does a good reader do?
- Introduce text / pre-teach vocabulary
- Introduce focus for learning and teach this through modelling
- Give children a short amount of time to practise while you check in on them
- Give children opportunity to have a go in pairs with a different piece of text (e.g. next paragraph).
STRUCTURE: SHARED READING
- Recap on focus strategy, get children to practise to check how well they use it
- Introduce text / pre-teach vocabulary
- Introduce the “big question” or “talking point”
- Children read independently: teacher moves round and checks, refines, discusses application of the strategy
- Response to text: discuss application of focused strategy
- Respond to “big question” / “talking point”
- TALK TOKENS - Year 6 to discuss.
STRUCTURE: GUIDED READING
- Teacher and TA reading with a group each.
- Children reading quietly to themselves and teacher 'listening in'.
- Children working on the strategy that they have been focusing on in Shared Reading.
- Independent work from any of the following:
- Practise (with a partner) the focused objective for this series of sessions using books pitched at, or just below, challenge level for each group
- Jottings to improve focus
- Other reading based activities
- Editing your own or others’ writing – bringing the 2 processes together (ensure there is a reading purpose to this!)
- Opportunities to bring ‘everything’ together.
- Fluency for maths (not necessarily TTRS).
WHAT WILL I BE LOOKING FOR IN GUIDED READING?
- Please start trialing the 'Two-Week Plan' proforma in: Teaching; Planning; 2023-2024 Planning; English; Shared and Guided Reading; Planning Documents.
- These will need to be shared with the TA doing the Group Guided Reading in your class in advance of the session so that they can:
- Read the part of the book that they will be working on with their group.
- Get any resources prepared that they may need for the session.
- Know the sorts of questions to ask to get evidence of understanding and progress towards the
OUR SCHOOL LIBRARY
There will be a few changes regarding the use of the library, mostly starting next academic year.
HAZEL LIBRARY AND MEL'S ROLE
- Library Management System being installed - keeps track of stock; chn can request books; chn can leave reviews.
- Scheduled times for book changing (first thing in the morning and just before lunch).
- Children to complete AR quizzes before returning their books.
- Library Assistants from Year 6 to support Mel in her role.
- Timetabled library and story time with Mel.
- Summer Reading Challenge.
- Library visits (Central and Westcotes for KS2).
- Author Visits (Steve Skidmore and Ele Fountain this year).
- Book Bus visits (Reception and KS1).
- Our Best Book and Our Best Picture Book.
- Use of Book Match to help children find books they might like to read.
- More Tweets about reading: your class book; video reviews of books children are reading; pictures of reading-related activities. Be as creative as you want.
- Staff Book Club.
HOW WILL WE BE PROMOTING READING FOR PLEASURE?
FOR ALL YOUR HARD WORK THIS YEAR!