Year 1 Reading Meeting

Brandlehow School22nd November 2012

Aims of today:

• Feedback on audit of Year 1 reading 2011-12• Explanation of the book band system• Description of different approaches to the

teaching and assessing of reading at Brandlehow• Helpful hints about reading with your child• An opportunity for feedback/questions via

feedback forms• Further information and websites

• Parent meeting 22.11.12 feedback form1.docx

Audit of Year 1 Reading 2011-12• Children moved up between 3 and 6 book band levels

(where pink and red are broken into three levels within each)

• This is in line with 1-3 sub-levels of progress in reading according to national curriculum levels, which is in line with/ahead of government expectations

• Children read between 6 and 56 books within a level before moving up after either reassessment or discussion with parents/carers

• With noted exceptions, there were between 1 and 4 months between level progression

Audit of Year 1 Reading 2011-12continued

• The transition from pink level and red level into three sections within each of these was tricky but brilliantly supported by support from the parent team and by the teachers – only three examples found of repeated books

• Progress on entry to Year 2 and since then has been between 1 and 4 book band levels of progress

• Children who progressed more steadily and through teacher assessment in Year 1 were more likely to have moved 3 or more book band levels in Year 2 and to continue to make good progress

• In a very small number of cases, progress between book bands took leaps rather than steady steps, suggesting that assessment should be a continued area of focus for Brandlehow – this has been implemented this year already

• Liaison between home and school is essential, as is understanding about the difference between ‘reading’ in both contexts

What does it mean to be a confident reader?

• Enjoyment – books are seen as a joy• A range of strategies• Sight vocabulary – key words for each year group• Confident application of knowledge of phonics• A range of reading material• Understanding about the role of reading to access information

and knowledge• Shared discussion• Independence• Comprehension (inference and deduction)• Prediction and summary skills

A valuable lesson:

• Pushing children too fast through levels may have a short-term positive impact but has been seen to be detrimental longer term because of the impact on confidence and on key strategies and knowledge being rushed…

• Readiness is the key and this has to be very carefully assessed

• Different children learn differently and need to have different approaches implemented

Searchlightsreadingstrategies.pdf

Three kinds of question:

• On the surface (blindingly obvious questions)• Between the lines (inference, deduction,

implication)• Blue Sky (using the text to form your own

opinions)Ms Loughnan came skipping into the room.Who came skipping into the room?Was Ms Loughnan happy or sad?What might Ms Loughnan do next?

The Book Bands:Book band National Curriculum Level Focus area

Pink A, B, C W1 cvc words, digraphs, cvcc

Red A, B, C W1 ccvc, words, more tricky words, magic e

Yellow L1 Sight words

Blue L1 Increasingly longer, harder texts with longer sentences, a need for deeper engagement in the text and ‘tricky’ words

Green L1

Orange L1

Turquoise W2

Purple 2C

Gold 2B

White 2A

cvc = consonant, vowel, consonant words, e.g. patccvc = clap cvcc = golf digraphs = two letters/one sound, e.g. ch

Changing level

• Teachers assess the children’s levels regularly.• Bench mark - 90% fluency plus sound

comprehension and all the other aspects of reading ability

• T-A-P, the difference between fluency and decoding

• 200-250 books per colour band• If you have any queries or questions please

speak to your class teacher

Difference between reading at home and at school

At school:• The levelling grid for reading• 90% or more of reading fluency of words• Ability to engage fully with the text at all levels• Success across a range of booksAt home:• Enjoyment of the text – shared moments• Confidence with reading – using the prompts to strengthen all aspects of reading competence• Sight vocabulary and phonic confidence/speed

Reading levelling grids

• P:\Main Staff Area\Year group work\Year 1\Assessment\Autumn Assessment\Year 1 reading levelling grid.doc

Reading at Brandlehow

• Guided reading weekly with a teacher.• One-on-one with a teacher fortnightly. • Reading with a teaching assistant.• Reading with volunteer parents.• Whole class reading.• Independent reading. • Range and variety of books.

Guided reading

• In small groups of between 3 and 6 children• Weekly• Usually one book band level above independent

reading book band level• Focus on phonic knowledge and all other searchlight

strategies• Priority on comprehension of the text and engagement• Discussion of questions, prediction, summary and

sequencing

Volunteer Readers

We are so grateful to all those who come in and read…

This is how it works:• Apple, Mango, Peach have their own reading files• Each child has their own record• Children’s books are changed according to the list• Difficulty level fluctuates within the colour bands, it is not

chronological• Children get on better with different reading schemes and

this is something we try to account for• Confidentiality is essential• Feedback is an important part of the assessment process

but is taken into account with all other aspects of teacher evaluation

Now for your bit!• The role that home experience plays in children’s reading

confidence is essential!• Read with your child every evening for at least 10 minutes• Choose a calm and comfy environment and protect the time• Reading games are wonderful opportunities, as is reading out and

about in everyday life• Positive reinforcement and modelling of enjoyment play a crucial

role• Reading to your child is a great chance to extend their vocabulary,

to give them a love of different genres and authors and to model good expression while reading

• Don’t forget non-fiction books!

Tips for reading

• Make sure the child is comfortable and holds the book appropriately.

• Make sure they know that ‘print tells a story’.• Can the child find the title and identify page

numbers?• Can they recognise and respond to words such

as title, cover, character and author?• Make sure they follow the text with their finger.

Tips for reading

• Encourage your child to read aloud with appropriate expression.

• Encourage your child to respond to simple punctuation.

• Allow them time to self correct but not to struggle.• If they are stuck on a word, help them by breaking

the word down to its simplest sounds. Model all four searchlight strategies.

Tips for reading

• Ask simple questions based on events in the story.

• Remember, re-reading enables the children to build up their confidence and hear themselves reading fluently.

• Can they retell the story, breaking it up into beginning, middle and end?

• Ask the child their opinions about the book.

Questions to ask whilst reading

• Can you point to the title?• Where is the author’s name?• Can you find the page numbers?• What do you think is going to happen in the

story?• Who are the characters in the story?• What is the setting of the story?

More questions to ask whilst reading the book

• What do you think is going to happen next?• How do you think the characters feel now?• Can you tell me what’s happening in the

picture?• Can you retell the story?• Is there another word for …• Does this remind you of any other stories?

Reading Comments

• Self corrects some errors.• Omission (misses words out).• Insertion (adds words that are not in the text).• Substitution (an incorrect word is substituted

for another, i.e. ‘what’ for ‘where’).• Reversal (reverses words, i.e. saw/was).• Hesitation (if a child clearly hesitates while

decoding a word).

Book Changing – the practicalities • Book change takes place on a Tuesday and a Friday.• Book bags should be brought to school everyday. If

you don’t want the book changed, leave it at home.• No book bag, no books!• No more than two books at a time (4 per week is

plenty)!• It is good to get a range of reading – there are lots of other sources of books• Story books and box sets are brilliant to have as

additional resources • Reading is FUN!

Key sites/extra areas of interest• http://www.familylearning.org.uk/reading_printables.html • http://www.bbc.co.uk/bitesize/ks1/literacy/• http://www.familylearning.org.uk/phonics_games.html• http://www.bbc.co.uk/schools/wordsandpictures/index.shtml• http://www.oxfordowl.co.uk/FunIdeas• http://jc-schools.net/tutorials/interact-read.htm• http://resources.woodlands-junior.kent.sch.uk/interactive/literacy.html • http://www.saintambrosebarlow.wigan.sch.uk/Infant_spellings/

infantspelling.htm • http://www.twinkl.co.uk/resources/parents• http://www.sparklebox.co.uk• http://phonicsplay.co.uk/Childrens Menu.htm• http://wykencroft.com/Curriculum+Links/Literacy • Author websites

• Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis – Hatcher et al, 2008

• Profiles of children with specific reading comprehension difficulties – Cain and Oakhill, 2010

• Phonemes, Rhymes, and Intelligence as Predictors of Children's Responsiveness to Remedial Reading Instruction: Evidence from a Longitudinal Intervention Study - Hatcher and Hulme, 2008