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Year 3 and Year 4 Achieving ARE in reading at Y3/4 - reading test and vocabulary workshop -
Year 3 and Year 4
Achieving ARE in reading at Y3/4 - reading test and vocabulary workshop -
A four point plan• develop experience language used in new test
questions
• systematically develop experience of the new format test questions throughout school
• focus guided reading to encourage more test question practice
• whole school vocabulary development
Philip Webb | Literacy
Phase 1 Phase 2 Phase 3
Phase 4
Phase 5
Philip Webb | Literacy
Immersion in the text
Test question experience Vocabulary
Philip Webb | Literacy
Palette Picker Palette Picker app PredictionProbability
impossible certaineven chance
Prediction
Philip Webb | Literacy
“In our village, years ago,” he said, “ there was a boy who could sail a boat better than any man in the harbour. He could find a breeze over the flattest sea. When dark clouds kept all the boats at anchor, the boy would sail out, ready to prove to the villagers, to the sea itself, how great a sailor he was.”
Philip Webb | Literacy
Probability
impossible evenchance certain
Philip Webb | Literacy
Philip Webb | Literacy
PredictionPrediction sets up expectation that develops understanding. Knowing where the story is going enables the reader to comprehend it as it is being read.Therefore as we work with children's reading of stories, prediction is a significant skill to foster. As a child reads, prediction lays the groundwork for what comes next…. Prediction plays a vital role in late understanding of the story.
Huw Thomas - Reading and Responding to Fiction
Philip Webb | Literacy
Immersion in the text
Connections
The girl Mum
Dad Sister
Connections
Frames
Frames
Presents a character’s perspective at a point in a story
Record the girl’s POV
What writing might you do here?
Philip Webb | Literacy
Philip Webb | Literacy
Pie Chart
4%
39%
22%
35%
CompComp/vocabMaking InferenceLfE
KS2 Overall 2016
Philip Webb | Literacy
2a 2b 2c 2d 2e 2f 2g 2h
Give/explain the meaning of a word in context
Retrieve and record info’ / identify key details from F and NF
Summari-se main ideas from more than one para’
Make inferenc-es from the text / explain and justify inferenc-es with evidence from the text
Predict what might happen from details stated and implied
Identify / explain how info’ / narrative content is related and contribut-es to meaning as a whole
Identify / explain how meaning is enhanced through choice of words and phrases
Make compari-sons within a text
Philip Webb | Literacy 26
Philip Webb | Literacy
Using Prediction Skills in SATs Tests
• The Lost Queen -
• Dodo - non-fiction example
Philip Webb | Literacy
What do the sounds suggest about the film?
What impression does the music on the soundtrack give?
Easy texts - Difficult questions
Philip Webb | Literacy
What do the sounds suggest about the film?
What impression does the music on the soundtrack give?
Easy texts - Difficult questions
Philip Webb | Literacy
LanguageIn questions
What was revealed
two impressions
what does suggest
what evidencegive two reasons
give two points
in what ways
Philip Webb | Literacy
What was revealed…
What evidence…
Give two reasons …
Give two points …
In what ways…
What does … suggest?
In what ways …
Philip Webb | Literacy
Easy texts - Difficult questions
with book
Philip Webb | Literacy
Philip Webb | Literacy
Philip Webb | Literacy
Contextualise
Give other examples
Repeat the word
Child friendly definition
Relate to experience
Engage in other ways
Record
Seven Steps
Vocabulary and Comprehension
3 tiers of vocabulary
Tier 1
Tier 2
Tier 3
Everyday basic words that usually occur in conversation.
Abstracts words that often occur in written text.
Very specific topic based vocabulary
warm -dog - tired - run -talk - party - look
Tier 1
Tier 2
Tier 3
merchant - tend - fortunate- maintain
predator - adaptation carnivore- venom -
camouflage
Tier 1
Tier 2
Tier 3
abandoned - parched - scowled - scuttled constantly - shrivelled - frail
Constantly
The wind blew constantly. Constantly means it never stops. Someone might be constantly hungry. Say ‘constantly'. Tell your partner about something that constantly annoys you. ‘Something/someone that constantly annoys me is ...'
constantly• Always begin with the context of the story but then
move beyond it
1 - first the word was reviewed in the context of the story
2 - next the word was explained the word in a child friendly way
3 - the children were asked to repeat the word
4 - the word was used in a different context
shrivelled
1 - review the word in the context of the story
2 - explain the word in a child friendly way
3 - use the word in a different context
frail
1 review the word in the context of the story
2 - explain the word in a child friendly way
3 - use the word in a different context
Plenary - use all three‘We talked about three words constantly, shrivelled and frail…
Show us how you would feel if you were constantly ignored.
Show us how your hand would look if it was shrivelled.
Show us how you would look if you were holding something frail.
Philip Webb | Literacy
Philip Webb | Literacy
Philip Webb | Literacy
Philip Webb | Literacy
The Way of the Dodo
» Skimming and Scanning » list all of the numbers in the text » sort them
300 years 1600 1680 thousands 8 million
1598 few decades 100 years 1646 2005 4000
Philip Webb | Literacy
The Way of the Dodo
The dodo was first sighted around 1600 on an island in the Indian ocean. It was extinct by 1600.
1
2
3
Philip Webb | Literacy
BookmarkingIntroduction to the text
Teaching strategies
Independent reading
Return to the text
Response
Bookmarking
Philip Webb | Literacy
Introduction to the text
Teaching strategies
Independent reading
Return to the text
Response
Fact or Opinion
Fact or Opinion
Can it be checked by research? If it is correct then it is a fact.
If it is something the writer believes in then it is an opinion?
Fact Evidence Opinion
Philip Webb | Literacy
Introduction to the text
Teaching strategies
Independent reading
Return to the text
Response
Guided Reading
Golden Ticket
Give two
1.
2.
Find and Copy
Philip Webb | Literacy
Introduction to the text
Teaching strategies
Independent reading
Return to the text
Response
Guided Reading
True, False and Prove it True or False
Statement TRUE FALSE
Statement
Statement
Statement
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Predict the questionIntroduction to the text
Teaching strategies
Independent reading
Return to the text
Response
Predict the questionPredict the question
Philip Webb | Literacy
Matching Q and A
Philip Webb | Literacy
Introduction to the text
Teaching strategies
Independent reading
Return to the text
Response
Secret Sentences
Secret SentencesSecret Sentences
Philip Webb | Literacy
Introduction to the text
Teaching strategies
Independent reading
Return to the text
Response
Secret Sentences
Secret Sentences
Like most animals, sharks have a variety of small friends and enemies which choose to live on or within them.
Find and copy one word that tells you that sharks have many different friends and enemies.
Philip Webb | Literacy
Introduction to the text
Teaching strategies
Independent reading
Return to the text
Response
Secret Sentences
Secret Sentences
Like most animals, sharks have a variety of small friends and enemies which choose to live on or within them. Remora fish often hitch a ride using suckers on their heads to attach themselves to the shark… parasites, such as copepods and barnacles, feed on sharks skin and blood.
Give two names of parasites that feed on sharks skin and blood.
Philip Webb | Literacy
Introduction to the text
Teaching strategies
Independent reading
Return to the text
Response
Guided Reading
Secret SentencesSecret Sentences
Adverbial/question
When…….,
what/how…
Italics to quote
Text extract in italicsor statement
Question
Question Words
When…?
Why…? Where…?
Who…?
What…?
How…?
Philip Webb | Literacy
Philip Webb | Literacy
Gap Task10 January 2017
Share how you have integrated test question practice into Shared and Guided Reading.
Share how you have developed children’s vocabulary using texts.
Share how you have used resources from First News.
Explain how you have developed children’s experience of the language of the questions (suggest/impression etc).
