Raising Attainment in Literacy Year 5

1. Raising Attainment in Literacy Year 5 Improving Pupils’ Reading and Comprehension Skills

4. Year 5 Teacher Questions- Summer Term Have you identified the children who are on track to achieve or exceed age-related expectations in Literacy? Have you identified those children at risk of not achieving Level 4? i.e. Those pupils who are in 3C/2B boxes at start of Y5. Have you planned the intervention strategies to support them? What gaps in children’s learning have you identified in Literacy?

5. Identification of children: Year 5

6. Assessment focuses for Reading AF1 – use a range of strategies to read for meaning AF2 – retrieve information, use quotation and references to text AF3 – deduce, infer or interpret information, events or ideas from texts AF4 – organisation of texts, grammatical and presentational features AF5 – explain and comment on writers’ use of language AF6 – identify and comment on writers’ purposes and viewpoints, overall effect on the text on reader AF7 – relate texts to their social, cultural and historical contexts and literacy traditions

7. Gap Analysis Which focus strand caused the most problems - either from the Gap analysis completed for your existing class or from the analysis completed on your last Year 5 class? Have you been able to analyse the findings? What steps have you put in place to address these areas? Which high value curricular targets will you focus on in your teaching of Reading?

8. Opportunities Opportunities for Developing Reading Skills Shared Reading The teacher’s role is to model the process of good reading so that children can follow the example. The teacher acts as model, demonstrator and instructor, leading a discussion about the interpretation of the text. The children learn from the teacher’s analysing of the text.

9. Guided Reading The teacher is acting as the expert who guides the children through the text, providing signposts to the most important and most helpful features of the textual landscape. Teachers must know the text but also the process of learning that they have responsibility to develop. The goal of guided reading is to enable learners to become independent, able to read, understand and appreciate texts on their own without the teacher’s help. In small groups the teacher can observe each child’s behaviour to see the process by which they are creating meaning from the text and then offer prompts to develop strategies.

10. Independent Reading The child practises without the teacher’s help. The practice must be at the appropriate level. Motivation for reading is critical; the teacher needs to make sure that the child’s appetite for reading is satisfied by the variety of books available.

11. Question Prompts and Statements To move children beyond simple comprehension, questioning is the key –Consider these types of questions: Deduce: draw conclusions from the information given throughout the text; e.g. Using all the evidence available, what can you tell me about . . .? Infer: read between the lines to draw tentative conclusions which are based on, but go beyond, the information given in the text; e.g. What would this character think about? Justify: their reasons by referring to the text itself; e.g. What words give you that impression? Evaluate: make critical judgements relating to the text, about the author’s effectiveness and their own responses. e.g. What makes this a successful story?

12. Developing Pupils’ Responses to Texts While pupils are reading a fictional text, teachers may ask questions such as : How do you know that? Can you show me the part of the text that tells us that? How did the author create the effect you just described? Why do you think the author chose to do what you have just described? Get them to pose questions to each other during guided reading and independent reading to help them internalise the process.

15. These are a selection of a few of the questions from old SATs papers that have caused problems in the past. These questions require pupils to ‘think’, interpret question and respond using textual evidence and are here to give you an idea of the sorts of questions to pose in classes when studying texts: SATs Reading Paper 1999 1. Instantly the spider pounces. Why, then, do you think the writer chose to use the word pounces in the last paragraph? 2. In the third part of the poem, the webs are described as diamond lace. What does the word diamond tell you about the webs? 3. What are the main contrasts that the poet makes in the first and third parts of the poem? 4. In the second part of the poem we read: . . . the night thins Explain what these words mean and why you think the poet chose the word thins.

16. How do the photographs in the reading book help you? Why is ‘dotted’ a good word to describe where the people are in Antarctica? How does the poet show that the pond creatures are afraid? Think about the transformation of the dragon nymph in the poem. In what ways is this similar to the transformation that takes place during the carnival? Explain your answer as fully as you can with reference to the text. Each of the texts in this booklet looks at the subject but in different ways Which text might inspire someone to take up drumming?

17. AF3 - deduce, infer or interpret information, events or ideas from texts What sort of person is...? What makes you think that? What is your opinion of this character? How do you know (character) was feeling: happy, sad, scared, excited? …was feeling upset. How do you know? Find two pieces of evidence. Why do you think (character) did (state action)? What choice would you have made? Why do you think…is acting in this way? Why do you think… said”…”? What do you think…meant when he/she said “…”? What does this tell you about the way he/she was thinking / feeling? Why does the author describe the main character in this way? What does this description reveal about the main character? How do you know…and…were enemies? Best friends? Find two pieces of evidence. Which of these characters do you feel closest to? Why? Can you put the following events in the order that they happen in the story? Why do you think the author describes the setting as “…”? Which three facts tell you that..? Both of these texts are about…In which ways are they similar? How are they different? Use the text to explain your answer.

20. Interventions How are you planning targeted intervention to address gaps, barriers and targets? How are you tracking pupil progress and how is the information used to guide learning and teaching? How are you involving children in reviewing their progress and what feedbacks are they being given? Have you planned the intervention strategies to support them?

21. Interventions Wave 1 Quality First Teaching The effective inclusion of all pupils in a high quality daily mathematics lesson or literacy hour Wave 2 Small group intervention for children who may or may not be receiving additional SEN support For children who are underachieving but with short term intervention such as ELS, Year 3 intervention, FLS. Wave 3 Specific, targeted approaches for individual children identified as requiring SEN intervention Highly personalised to meet individual needs

22. FLS modules Three, four week modules Based on key Framework objectives and linked to target statements for reading and writing Mixture of fiction and non-fiction Planned written outcomes each week Progression within and across the 3 modules

23. Structure of intervention Each module lasts 4 weeks 4 sessions and 5 tasks each week inside and outside the literacy lesson Scripts provided for guided and supported sessions Resources provided for all activities where necessary. Will need to order children’s workbooks Inside the literacy lesson 1 guided session led by teacher 2 independent tasks Outside the literacy lesson 3 supported sessions led by teaching assistant 3 homework tasks

24. Teaching and Learning Strategies Set pupils high value curricular targets Involving pupils and parents in their own learning Adapt plans to address pupil needs Speaking and Listening in the daily lesson Creative use of Intervention materials Planning to include the 3 phases for each unit with a total immersion in the genre at phase 1 Planning opportunities to develop thinking skills Effective Guided Reading and Guided Writing Sessions Assessment for Learning used to inform future planning

25. So what next? What actions will you need to take in school? Interventions Are appropriate interventions in place? Are they targeted at the appropriate children? Is the impact being monitored? Are children on track to be at age related expectations this term? Are these children monitored to ensure they are maintaining progress at age related expectations long term? What gaps in children’s learning have you identified in Literacy? Which high value curricular targets will you focus on in your teaching of Reading? How do you plan to share good practice?