Teaching reading at Key Stage 3 Wot u readin’? It’s called ‘The History of Glue’….. I can’t put it down How to help make links between reading and writing How to motivate and avoid the ‘it’s boring’ syndrome How to balance the teaching of reading with the ‘love’ of reading Pupil apathy How do you teach specific reading skills to individual children within a class of 30 pupils? Challenges for teaching reading at KS3 Differentiation reading ages Reading assessment – optional tests and KS3 SATs should show progress by 2 sub levels above KS2 result Reading for different purposes How to maintain good habits from KS2 in a KS3 environment Whole school responsibility NLS – extracts used for shared reading of a text – will pupils experience a whole text? Staff knowledge/ training to teach skills with confidence How best to use library lessons Key Stage 3 Reading – Assessment Focuses AF2 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text AF3 Deduce, infer or interpret information, events or ideas from texts AF4 Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level AF5 Explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level AF6 Identify and comment on writers’ purposes and viewpoints and the overall effect of the text on the reader AF1 use a range of strategies including accurate decoding of text to read for meaning Tested at KS2 AF7 relate texts to their social, cultural and historical contexts and literary traditions Tested at KS4 Key Stage 3 Reading – How to spot Assessment Focuses AF2 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text Find….what is?… how did…? AF3 Deduce, infer or interpret information, events or ideas from texts What does it mean when..? Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level How does..? AF4 AF5 AF6 Explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level Identify and comment on writers’ purposes and viewpoints and the overall effect of the text on the reader What/ how does the writer suggest..? How can you tell..? How does..? What are the effects of..? How effective is..? What/ how does the writer..? Optional tests in Y7 & 8 • Non-statutory tests for pupils who achieved L4 or higher at KS2 • “offer schools a means to monitor pupil’s progress in Key Stage 3..between the statutory tests at years 6 and 9” (QCA Y7 optional tests Teacher’s guide) • Diagnostic - identify individual needs or group trends • Greater continuity and progress between key stages • 3 texts from different genres with 5 (approx.) questions on each text, each question testing a specific reading skill • Format same as end of KS3 tests • Optional tests marked internally What about pupils who failed to achieve L4 at KS2? • Optional tests assume a minimum reading ability, therefore not appropriate • Pupils identified by SEN dept. in Summer term • Small teaching groups with SEN support • Reading recovery programme • Literacy Progress Units (LPUs) Literacy Progress Units • Aim: to help pupils achieve L4 by end of Y7 • 20 minute sessions with small group • There are six units on: 1. organising writing 2. spelling 3. phonics - word choices 4. inference and deduction 5. information retrieval 6. improving sentences • End of Year 7, pupils sit a Progress Test LPU benefits • Six units written to specifically target reading and writing • Resources and plans are written – minimal preparation time for staff • Tasks relate directly to assessment criteria for L4 on Progress Tests • 20 min– clear focus for each session with small number • Can boost pupil confidence and self esteem • Optional tests could be set at same time as Progress tests LPU issues • Timetable for LPU – remove from lessons? Lunch? Before/after school? • How to ‘pitch’ LPU to pupils • How user-friendly are the resources? Photocopying bill!? • Who delivers the units – English staff? LSA? Librarian? Literacy assistants? • Timing of units – don’t finish too early before tests, but some schools don’t finish them… • What if pupils still do not achieve L4 at end of Y7? How do we teach reading skills? Use of a quick Starter in pairs addressing a specific AF: This one is based on AF3 Read the passage on the next slide. • Why are the writer’s feelings about rugby? • How are we know this? The Starter I couldn’t wait for the games lesson to start. It was going to be great. After all those skills sessions with my dad in the park, I would really show the kids in my class how good I was and maybe, just maybe, I would finally make some friends at the High School. Coming from a different primary school to all the others hadn’t made life easy for me – and today was the day that was going to change everything. I was going to whizz down the wing, side step, then cut in and fly over the line like Jason Robinson in the World Cup Final. All I needed was for someone to actually pass the ball to me, and I would be the star, the hero; everybody’s mate! How do you teach reading skills? ( a few tips…) • Little and often – use starters as route in & link to lesson objectives • Use class reader rather than ‘extract overkill’ – prediction, inference etc… • Teacher-led reading – showing pupils how you read a text (use of annotation/ interactive whiteboard) • Diagnostic tests to inform differentiated paired reading • Guided reading Guided reading • Common at KS2 – Y7 will be used to it • 20 min group work with teacher within lesson working on specific reading skill • Clear and focussed learning objectives related to optional/ KS3 tests • Good way of supporting weak students but to also challenge G&T pupils • Diagnostic tests/ target levels useful for grouping • Encourages pupils to be more aware of skills used when reading a text Guided Reading: practicalities • Planning, planning and planning!!! • How to select pupils • How to ensure all pupils in class have guided reading time • Selecting resources for session • How to manage classroom space • How to manage behaviour of rest of group Your turn!! Group activity • You will be given an Assessment Focus and a text • With these, you need to produce a plan of how you would aim to deliver a 20 minute guided reading session for pupils