Reading Guidance KS1.FINALdocx - · PDF file2 2 Northern Ireland Education & Library Boards...

Primary Literacy Resource

Northern Ireland Education & Library Boards

Reading Guidance for Key Stage 1

A Guidance Document for Primary Schools

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Reading Guidance for Key Stage 1 Introduction Reading development, in Key Stage 1, is a continuous process which should build on the range of experiences and knowledge that children bring from Foundation Stage. Children learn best when they are actively engaged in the process of constructing meaning which is the key purpose of reading. Teachers need to help children learn how to use a range of reading strategies and develop their ability to use the strategies in an integrated way. As children’s knowledge of the alphabetic code, automatic recognition of words and awareness of punctuation increases, they will read with greater fluency, only hesitating at words which present particular challenges. The personal experiences of children, their command of language and knowledge of text, have a direct impact on comprehension and interpretation. The ability to use their increasing knowledge of grammar and text structure further enhances children’s comprehension. Children need to understand the purpose of the text; explore the language and features of texts; explore themes and ideas and make connections with own experiences.

‘Children should be helped to develop confidence in reading using a range of methods. They should be given opportunities to develop their confidence and independence through enjoyable reading experiences that will help them develop individual tastes and preferences and make sense of what they read.’

(Northern Ireland Primary Curriculum, 2007, Page 50)

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Developing an Environment for Reading The Key Stage One classroom should provide a print rich environment which motivates children to read. Children should have access to a variety of texts, including fiction, non-fiction, poetry, play scripts, environmental print, instructions and media texts that: reflect their needs and interests promote reading for different purposes encourage them to read for pleasure provide opportunities for researching and managing information

stimulate and challenge enhance their experiences Children need frequent opportunities to read materials of their own choice. This will enable them to consolidate and embed the skills acquired during modelled, shared and guided sessions. They should be given time to talk about what they are reading and share their ideas with others. Books should be accessible, attractively displayed and include texts that support current topics and themes. Towards the end of Key Stage 1 there should be increasing emphasis on how books are organised to aid access, e.g. according to author, topic or genre. Where there is a school library, opportunities should be taken to develop specific skills, e.g. locating books for a specific purpose or by author. Children should be given ample opportunities to research and manage information, using a range of reading material, including digital sources. They need to develop basic research skills, including the use of alphabetical order to locate information; the use of simple search engines, and be encouraged to present their findings in a variety of ways. Thought should be given to classroom organisation during modelled, shared and guided sessions to ensure that children are seated appropriately and have easy access to resources. The emphasis should be on developing children as collaborative and independent learners.

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Planning for reading Learning, teaching and assessment should be planned together as complementary aspects. The information obtained from assessment should be used to inform planning. Teachers should think and talk about what and how children learn in order to have a clear idea of the most appropriate teaching strategies and learning experiences to enable children to progress. Long-term planning Long-term plans provide a coherent overview from Years 1-7, enabling teachers to plan for breadth, continuity and progression throughout the school. They set out, in broad terms, the learning for a whole group of children, usually over a period of a year. Medium/short-term planning Medium-term plans bridge the gap between the broad outline of the long-term plan and the day-to-day detail of the short-term plan and generally refer to monthly or half-termly periods. Short-term plans should take account of the children’s individual needs and have enough detail to inform teachers on a daily basis. It should include the learning intentions, differentiation, assessment opportunities, make connections across and between areas of learning and an evaluation. Depending on the level of detail medium and short-term planning may be combined where appropriate. The teacher should consider how to:

• foster children’s self-esteem and self-image as readers

• plan for a breadth of reading experiences that support children at their current stages of development

• plan for developing specific skills in reading to ensure progression

• make explicit links between talking, listening, reading and writing

• ensure that children understand what they are learning, why they are learning and how

they are learning

• create a have-a-go culture where children are willing to experiment and take risks

• organise the classroom so that the layout and resources are conducive to learning

• provide opportunities for children to cooperate and work collaboratively

• provide time for children to think about, talk about and demonstrate their new learning

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• observe and assess children’s progress

• provide immediate and appropriate feedback

Oral Language Development

Time needs to be spent developing children’s oral language and concepts to enable to make connections between their experiences and texts. Much of this development will take place through well planned play based and activity based learning. On-going and focussed observation will indicate gaps in children’s knowledge, experiences and understanding. Teaching Approaches Teachers need to use a range of teaching approaches, selecting the most appropriate at any given time. Modelled Reading Modelled Reading is a recognised strategy which allows the teacher to explicitly demonstrate the process of reading by ‘thinking aloud’ about the strategies that are being used to comprehend meaning, read with fluency and expression and decode unfamiliar words. Children participate by listening and observing the expert at work, rather than by contributing suggestions and pursuing points through discussion. The teacher shares specific learning intentions with the children, then demonstrates the use of the identified strategies and verbalises her/his thinking as she reads, e.g. making connections, confirming or changing predictions, visualising, inferring, clarifying meaning, responding to punctuation or using specific strategies to work out a difficult word. These will form the basis of success criteria during shared, guided, and independent sessions. Key Features:

• each session has a planned focus and the learning intention is shared with the children

• text should be clearly visible to all children

• a selected range of relevant and motivating fiction and non-fiction texts should be used

• texts should be within the children’s comprehension level

• illustrated texts should support and enhance meaning

• sessions should be short and enjoyable

• sessions may be whole class or group

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Shared Reading

‘Shared Reading is an interactive reading experience that occurs when students join in or share the reading of a big book or other enlarged text while guided and supported by a teacher or another experienced reader.’

(Irene Fountas and Gay Su Pinnell, (1996) ‘Guided Reading’, Heinemann) During shared reading children participate in reading focusing on specific learning intentions and practise skills in context. Using a variety of texts, fiction and non-fiction children are given the opportunity to apply a range of strategies with teacher support. Key features: each session has a planned focus and the learning intention is shared with the children

sessions are short, sharp and focused

sessions may be whole class or group

texts should be motivating, attractive and chosen to support the specific learning intention children should have access to a text which contains sufficient challenge

reading should be fluent and expressive

children explore and try out reading strategies in a supportive context Children should have opportunities to consolidate and transfer learning to other situations through a variety of supported and/or independent reading tasks.

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Guided Reading This is an approach which enables the teacher to support a small group of children in talking, reading and thinking their way purposefully through an unfamiliar text. During guided reading children should consolidate the learning from previous modelled and shared sessions to process new texts at increasingly challenging levels of difficulty. Key Features: each session has a planned focus and the learning intention is shared with the children success criteria for the session are agreed with the children

children work in ability groups (6-8 children) for approximately 10-20 minutes

texts should be at instructional level* and matched to the children’s developmental stage

a first read should involve unfamiliar text

children use reading strategies independently, actively problem solving challenges in the text

children take risks in a safe, supportive environment

children contribute to group discussions, talking about the strategies they are using and

reflecting on success criteria for the session

following an introduction, children read at their own pace while the teacher focuses attention on specific readers within the group

* (5-10 errors per 100 words 90% -95% accuracy. Remember one error in every ten words

means that the text is too difficult.)

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Planning a Guided Reading Session

Consider the Learning Intentions for this group

revisit current learning intentions from modelled and shared sessions

consider the specific learning needs of this group agree success criteria for the session

Introduction (Keep short and snappy) Recap for subsequent readings, if necessary

(First read) – draw attention to available information, e.g. title, blurb, illustrations, etc.

tap into the children’s prior knowledge/experience and help them make connections

Scaffolding unfamiliar language/ concepts, etc.

consider the particular challenges the book might present provide sufficient support to help children problem-solve

independently, e.g. introducing unfamiliar/subject specific language during introductory discussion

Strategy Check – what to do if you come to a word you don’t know

elicit from the children strategies they might use to problem-solve, e.g. read on, read back, sound across the word, picture cues, etc.

Independent Reading decide which children to work with individually observe the strategies they are using and their level of

independence provide appropriate prompts, as needed

Returning to the text

identify which aspects of the text are to be revisited based on

learning intentions or significant elements of the text consider the focus of discussion to develop comprehension consider the types of questions you will ask encourage the children to use evidence from text to support

their views allow time to address specific observations made

Evaluation: focus for future teaching

decide which elements, if any, should be further developed plan appropriate experiences to consolidate or extend learning

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Independent Reading

At Key Stage 1 the emphasis is on developing pupils’ interest and pleasure as they learn to read independently and with confidence. Children take responsibility for selecting and reading a variety of texts including fiction, poetry and non-fiction, ‘familiar reads’, books from class or school library. They should be able to read these texts readily and comprehend them with little or no teacher or adult support. The focus for the reading is to provide practice and to develop personal response to text. Opportunities should be provided to allow children to share their reading experiences with others, talking about stories, ideas, favourite authors, likes or dislikes. Children should use their increasing reading skills for a range of purposes throughout the day, e.g. playing games, following instructions, talking books, web pages, print and environmental print, etc. An Overview of Reading Strategies

Comprehension is defined as ‘intentional thinking during which meaning is

constructed through interactions between text and reader.’

(Harris & Hodges, 1995)

Teaching comprehension strategies: the teacher provides an explicit description of specific strategies and how and why they are

used (familiarisation)

the teacher demonstrates each strategy (modelled)

the teacher provides opportunities for collaborative use of the strategy in action (shared/guided)

children are engaged in activities which involve independent use of the strategy (independent) Monitoring comprehension Monitoring comprehension is the ability of a reader to be aware, while reading, whether or not a text is making sense. Children, who are good at monitoring their comprehension, know when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Specific instruction can support children as they develop the skill of monitoring their comprehension.

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Skills Outcomes Suggested Learning Experiences Comprehension – Making Connections To think and show how two or more ideas are related.

making connections with personal experience (text-to-self)

making connections with other texts (text-to-text)

making connections with the wider world (text-to-world)

Children will:

make sense of the text;

respond to the text at various levels;

share their understanding.

discuss why something happened (Talking Partners)

draw why something happened

match speech to character

share experiences orally or in writing

compare characters, settings, events

using: - pictures, Venn diagrams, contrast grids

connect items in a story box/bag.

classify, e.g. character traits, words or phrases with similar meanings, etc.

Comprehension – Prediction Predicting involves previewing the text to anticipate what may happen next.

before reading, children look, think, talk and share, e.g. purpose of the reading, language, layout

use pictures and background knowledge to say what might happen next

ask and respond to questions (e.g. right there, think and search, on my own).

confirm or adjust predictions during or after reading

Children will:

be willing to take risks

use the language of prediction, e.g. ‘I think this is about . . .’ ‘I wonder if . . .’ ‘It says . . . so, I think . . .’

be able to use their knowledge of other texts they have read, e.g. ‘The baddie always gets caught.’

discuss what will happen next (Talking Partners)

draw what will happen next

answer prediction questions

formulate questions

Comprehension – Visualising

create mental images as they read

Children will:

make connections with the text at a personal level

explore how words help create mental images

mental imagery: - draw - describe - dramatise, e.g. freeze frames

make model

identify and/or collect nouns, verbs, adjectives and adverbs which enhance mental imagery

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Skills Outcomes Suggested Learning Experiences

Comprehension – Questioning Good readers ask questions throughout the reading process.

generate and/or respond to questions before, e.g. ‘What do I already know about the theme/topic?’ ‘What is my purpose for reading this?’ ‘What do I think I will find out?’

generate and/or respond to questions during, e.g. ‘Do I understand what I am reading so far?’ ‘ Is this what I expected?’

generate and/or respond to questions after, e.g. ‘What are the important details?’ ‘ How do I feel about the text?’ ‘What else would I like to learn about the theme/topic?’

Children will: activate prior knowledge,

make connections and predictions

locate relevant information

identify important information and evidence to support their thinking

develop and extend their

understanding

generate questions to find out more or clarify thinking, e.g. about pictures, characters, topics, etc.

ask questions to extract specific

information, e.g. researching a topic

respond to questions for a variety

of purposes engage in ‘hot-seating’ activity play games, such as ’20

questions’ build questions from question

stems devise questions for

questionnaires

Comprehension - Inferring Inference is sometimes called ‘reading between the lines’ because readers add information to the clues in the text to make meaning.

use prior knowledge and experience to make a connection

use all the information provided, e.g. picture cues, what characters say, how they say it

use the punctuation to interpret meaning, e.g. exclamation mark, question mark, ellipsis

use print features, e.g. bold or italic print, a word written in capital letters

Children will: make inferences by

connecting: - what they have read - what they know - what they think

draw conclusions from pictures and/or text

‘cause and effect’ activities

decide the owner of certain items

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Comprehension - Monitoring Monitoring requires children to check for meaning as they read. track their thinking notice when they lose

meaning

Children will: be aware of what they do

understand; identify what they do not

understand.

text marking simple note making generate questions

Comprehension – Clarifying Clarifying involves using strategies to restore meaning when the text does not make sense to the reader. This may be at text, sentence or word level. stop and go back reread to enhance

understanding make connections with what is

already known. identify what is confusing, e.g.

homographs discuss with others

Children will: consciously select the best

strategy to help them understand.

read a range of texts for different purposes

talk with others about the

strategies they are using

Comprehension – Summarising Summarising requires children to determine what is in important in their reading and put it into their own words. read a section of text, e.g. a

paragraph or a page and put the main ideas in your own words

use prompts such as:

- this part was about … - the story takes place … - the main characters are … - a problem occurs when … - these instructions tell us

how to … - this report is about …

Children will: identify main ideas eliminate unnecessary

information put the main ideas in your

own words

select key events from a number

of pictures, sentences or sections of text

identify key ideas, e.g. highlighting

or labelling select appropriate caption or

heading for a text sequence pictures, sentences or

sections of text create storyboards/comic strips/

story-maps

generate captions /sentences to accompany pictures

sequence orally, using props,

where appropriate, e.g. small-world items, dough, junk

compose a written sequence

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Comprehension – Research Researching requires children to locate and select information for a purpose.

• know that information can be found in different sources

• know how to use some organisational features to help locate information

• know how to select

specific information

Children will: locate information from a

range of sources

use alphabetic knowledge and visual cues to locate information

use some organisational features

select appropriate information

use a range of sources to

research information for different purposes, e.g. class library, school library, CD Roms, internet sites

use contents page, headings, photographs, diagrams, index to locate specific information

alphabetical order activities

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Knowing how words work

Throughout Key Stage One children will continue to acquire a bank of words which they store in their visual lexicon. As they encounter these words in a range of contexts they will read them with increasing automaticity. As children meet unfamiliar words, or words which present particular challenges, they should use a range of strategies to decode them. First attempts should incorporate their current knowledge of the phonetic code while cross checking with meaning. Children will: try a pronunciation

use context to sift through possibilities in their oral vocabulary bank (reducing the uncertainty; choose the most likely pronunciation – use context to determine what it means

Strategies Outcomes Suggested Learning Experiences Word identification using

different cueing systems in an integrated way

Use knowledge of sound/symbol correspondence (graphophonic) Independently apply knowledge of: alphabetic code

(sound/symbol correspondence);

known words to read other words (analogy);

syllabification;

how prefixes and suffixes are used to change root words.

Children will: be able to use a range of

strategies to read unfamiliar words with confidence;

acquire a language for talking about language (meta-language);

talk about the strategies they are using;

integrate the cueing systems with increasing independence.

word-building sorting searching for words in texts word games, e.g. snap rhyming games, e.g. odd one out matching pictures and

words/captions

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Use knowledge of context (semantic) Thinking: ‘Would this word

make sense here?’ eg. Text: The boy went through the gate. Child says: The boy went through the goat. (In this example the child has used some phonic knowledge while not paying attention to the context.)

Use knowledge of grammar (syntactic) Thinking: ‘Would this word

make sense here?’ e.g. Text: Yesterday I read the book. Child says: Yesterday I ‘reed’ the book.

(In this example the child has used phonic knowledge but has not used knowledge of verb tense.)

use context to suggest the

meaning of words and check definitions in dictionary

illustrate the meaning of words or phrases from the text using drawing or drama

cloze sentences/passages

correct the deliberate error/errors in a piece of text

sentence manipulation, e.g.

using words on cards, (‘washing line’ activity), to change tenses, match pronouns and nouns, etc.

Word meaning use personal experiences and

background knowledge

use context cues

recognise words with multiple meanings

recognise words with similar meanings.

know how prefixes and suffixes are used to change root words

use and refine the mental images they are creating as they read

Children will: interpret meaning of

unknown words, with increasing confidence;

develop their vocabulary as they read.

(See above) discuss or illustrate words with

multiple meanings

identify and collect words with multiple or similar meanings

build words using prefixes and/or suffixes

talk about the meaning of words using knowledge of root word, e.g. help/helpful; kind/kindness/kindly

Self-correction use of grapho-phonic,

semantic and syntactic, cueing systems, e.g.

- read on to confirm - read back to make sense - try an alternative

sound/word

Children will: take increasing responsibility

for monitoring accuracy when reading independently;

identify the strategies they are using

read a range of texts for different

purposes

talk with others about the strategies they are using

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Developing fluency and expression Reading should be fluid and efficient if it is to be useful and enjoyable. Fluency has been defined

as ‘the freedom from word identification problems that might hinder comprehension.’ (The Literacy Dictionary – The Vocabulary of Reading and Writing)

Fluency and expression need to be modelled on a regular basis. Children need to listen to a wide range of genre, with a rich variety of language so that they are captivated by reading. Their attention should be drawn to the techniques used by the reader to engage the listener, e.g. asking them to: think about what good readers do to keep the listener interested

give examples of how this has been demonstrated by the teacher Children need many opportunities to practise reading fluently and expressively for different purposes and audiences. reading for pleasure from book boxes, libraries, poetry collections, etc. reading and re-reading poems aloud; whole class, small group or individually. reading play-scripts. making presentations, e.g. reading reports, reading in assembly, reading own writing listening to audio-books/digital texts participate in scaffolded reading experiences, e.g. readers’ theatre record and listen to their own reading

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Assessment

‘Assessment is an integral part of the learning process. Through ongoing integrated assessment, teachers build a comprehensive picture of the progress and learning needs of

each child in order to plan future work and ultimately improve learning.’

(Northern Ireland Curriculum 2007 Page 11) Formative Assessment Children’s reading behaviours need to be monitored carefully to determine progress and the appropriate teaching focus for future learning. This will involve observing them, not only during guided sessions but during whole-class shared sessions and informal interaction with text. In order to build up a profile of each child’s reading development, teachers need to consider the following aspects: dispositions, e.g. children’s eagerness to read; choosing to read for a range of purposes;

engagement with text comprehension, e.g. engagement at literal, inferential and evaluative levels; ability to predict,

clarify, question, summarise, etc. decoding skills, e.g. degree of independence children display when reading; the strategies

children have on board and the ease with which they are integrated; fluency/expression, e.g. confidence and pace with which children read; attention to punctuation

and text features; phrasing Teachers will use a range of methods to assess children’s reading development, e.g. observations (planned and spontaneous) questioning/discussion use of miscue analysis, e.g. running records providing tasks to enable children to demonstrate specific skills or understanding There should be a focus throughout Key Stage 1 on developing children’s skills in self- assessment, encouraging them to identify the strategies they are using and to think about how these help their reading. Summative Assessment Teachers gather information over a period of time from the sources above as well as from computer adaptive and standardised tests. Using all this information the teacher makes a summative assessment, referencing the key stage levels of progression in Year 3 and assigning a numerical level at the end of Year 4. The outcomes of the assessments made, form the basis for future target setting at individual, group, class or whole school level.

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Fostering Independent Learning

The teacher plans purposeful literacy experiences which consolidate or extend learning and foster independence. As she/he works with a focus group during guided reading sessions, the other children are engaged in these planned tasks.

‘They must be able to function without teacher assistance, maintaining and managing their own learning. It will not be productive (or even efficient) for children to be doing busy work like colouring or ‘fill in the blank’ worksheets. Research does not support such activities,

and too much learning time is lost when the management plan relies on them.’ (Fountas and Pinnell ‘Guided Reading’ 1996)

Children’s self-management skills are developed as effective classroom routines are established. Children need to access resources, manage their own time and work independently or collaboratively, as required. Management tools need to be in place to ensure children know which tasks they are to do, timescales involved, resources needed and how to get support, when needed, e.g. task-boards, ‘stuck-board’, buddy systems, etc. (See Appendix 1) The activities are planned to support current learning intentions or consolidate previous learning. The teacher should ensure that children engage in activities that develop a range of skills, e.g. comprehension, decoding, fluency and expression. There needs to be a balance of reading, writing, oral and practical tasks. Teachers should consider the noise levels associated with different tasks and ensure that the children adhere to acceptable noise levels when engaged in oral and practical activities.

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APPENDIX 1

Classroom Management

The success of guided reading would not be possible without a context in which independent learning activity can take place. Children must be able to understand and use these activities. Even when not working with the teacher, they are learning through a range of productive activities, both assigned and chosen, that have been carefully, selected, demonstrated and explained.

Irene Fountas and Gay Su Pinnell, (1996) ‘Guided Reading’, Heinemann

The teacher needs to establish a classroom management system to promote independence and to allow time to work with a group of children with the minimum interruption. This will enable the teacher to organise and manage a class so that children are able to work without assistance, maintaining and managing their own learning. Classroom management systems may include:

• task management board

• task boxes

• differentiated lists of activities/instructions

• options lists, i.e. selected activities from which children can choose

Children work through purposeful activities which are appropriate for their group. The activities may be differentiated by: task outcome resource Children need to be aware of the learning focus and be familiar with the activities and resources before they can complete tasks independently. They are usually expected to complete core tasks at their own pace before moving on to other activities. These should provide opportunities for individual, paired and group work to promote independence and collaboration.

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Getting started establish a climate in the classroom where children are encouraged to have-a-go, to do things

for themselves and where they know how to seek alternative sources of help (e.g. a ‘buddy’). set up groups, keeping numbers manageable (e.g. 6-8) design a task management system. (If using a task board, it doesn’t have to be highly creative

but it should be attractive and easily understood by the children. Choose/design icons that are easily interpreted. Putting icons and name cards on Velcro or Blu-tak allows for flexibility. It’s a good idea to jointly plan and construct the task-board with the children so that some of their suggestions can be included.)

it is advisable to gradually build up the range of activities consideration needs to be given to the use of different areas of the classroom, e.g. when

participating in a literacy activity involving art or drama train the children to use the management system independently

(It may take some time to establish new routines – this will depend on what has been done in Foundation Stage.)

Independent activities Purposeful activities should be literacy related, balanced (e.g. between reading and writing, written and practical/oral) and consolidate the children’s learning. Tasks should be differentiated to match the needs of the children in the class. The outcome for the activities should be clear and children should have regular opportunities to share what they have done, e.g. in plenary, gallery sessions and talking to partners.

Reading Guidance KS1.FINALdocx - · PDF file2 2 Northern Ireland Education & Library Boards...

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