Year 1 Reading Meeting
Brandlehow School
22nd 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 2011-12
continued
• 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?
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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
Phonic
Context
Searchlight
strategies
for reading
Sight and
graphic
knowledge
Grammatical
Searchlightsreadin
gstrategies.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
Green
L1
Orange
L1
Turquoise
W2
Increasingly longer, harder
texts with longer
sentences, a need for
deeper engagement in the
text and ‘tricky’ words
Purple
2C
Gold
2B
White
2A
cvc = consonant, vowel, consonant words, e.g. pat
ccvc = 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 books
At 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
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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
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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
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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
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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/infantspell
ing.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