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“ To read without reflecting is like eating without digesting.” Edmund Burke

“ To read without reflecting is like eating without digesting.” Edmund Burke. Peel Primary School. School Improvement Plan Priority 1 2009/10 Further Developing Reading Skills and Experiences. Peel Primary School. Parent/Carer Reading Information Session 6.30pm – Why Change?

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“ To read without reflecting is like eating without digesting.” Edmund Burke

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  1. “ To read without reflecting is like eating without digesting.”Edmund Burke

  2. Peel Primary School School Improvement Plan Priority 1 2009/10 Further Developing Reading Skills and Experiences

  3. Peel Primary School Parent/Carer Reading Information Session 6.30pm – Why Change? - Reading developments at Peel 7.00pm – Visits to classrooms 7.30pm – Finish

  4. Peel Primary School Why change? • Changes in society • Implementation of Curriculum for Excellence

  5. Peel Primary School • Changes in Society Shift happens……

  6. Peel Primary School “Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum. Being literate increases opportunities for the individual in all aspects of life, lays the foundation for lifelong learning and work…..” Curriculum for Excellence Building the Curriculum 4 -skills for learning, skills for life and skills for work Annex C page 36

  7. Peel Primary “Reading and responding to literature and other texts plays a central role in the development of learners’ knowledge and understanding. Texts not only include those presented in traditional written or printed form, but also orally, electronically or on film.” Curriculum for Excellence Building the Curriculum 4 -skills for learning, skills for life and skills for work Annex C page 36

  8. Tools for reading - – to help me use texts with increasingly complex or unfamiliar ideas, structures and vocabulary within and beyond my place of learning

  9. Peel Primary School “In particular, the experiences and outcomes address the important skills of critical literacy. Children and young people not only need to be able to read information: they also need to be able to work out what trust they should place on the information and to identify when and how people are aiming to persuade or influence them.” Curriculum for Excellence Building the Curriculum 4 -skills for learning, skills for life and skills for work Annex C page 36

  10. We started by agreeing our vision for reading. As a whole staff we asked ourselves.. When children leave Peel … - how do we want them to feel about reading? - what do we want them to be able to do? - what reading experiences do we need to give them?

  11. As a whole staff we then … • evaluated what we were doing currently • identified areas for improvement • focus on teaching reading skills as opposed to ‘hearing reading’ • provide a greater range and quality of texts • introduce higher order questioning to aid discussion of texts • teach skills to analyse text and discuss with peers

  12. Goldilocks and the Three Bears What did Goldilocks see in the Bears’ house? (knowledge) Why did Goldilocks like Baby Bear’s chair the best? (comprehension) What would Goldilocks use if she came to your house? (application) Compare this story to real life. What events in the story could not really happen? (analysis) How would the story be different if it were Goldilocks and the Three Fish? (synthesis) Do you think the bears treated Goldilocks fairly? Explain your answer. (evaluation)

  13. What did we do to improve ? • Studied successful reading approaches – national and international • Identified how best to integrate ICT into reading lessons • Planned extensive staff training – teachers and support staff (over 30 hours since August 09) • Asked pupils for their views about reading • Discussed effective reading approaches as outlined in Curriculum for Excellence

  14. Where did we start ? • The Guided Reading approach was taught in P1B, P5A and P7A initially • All staff observed Guided Reading being taught in these classes • All staff evaluated the GR approach, discussed and refined the approach to best meet needs of pupils at Peel • All staff introduced the Guided Reading approach • All staff trialled home/supplementary readers and decided to send core readers home

  15. What are the results so far ? • Increased time spent teaching reading • Greater focus on teaching reading skills • Increased focus on discussing texts for understanding • ‘Higher order questioning’ being used • Links being made between reading and writing skills • Reading skills being applied through topic/interdisciplinary lessons

  16. What else have we done ? • Increased the choice and range of texts New texts bought for reading lessons, class and school libraries • Introduced Buddy Reading • Celebrated Book Week and raised the profile of reading at Peel…

  17. Book Swap Right, riveting reads wanted !

  18. Extreme Reading

  19. The Big Bedtime Read…

  20. Other Book Week activities • Visiting readers • Author visit • Peel’s Book of Books blog

  21. Our Readathon raised… £2,700 Thank you!

  22. How have we involved parents / carers ? • Emails to parents informing them of changes • Parents invited to be part of Parent Reading Group • Parents organised new resources (over 4000 books!) • Parent Group organised Readathon and supported Peel’s Book of Books • Parents and local police officer read to classes during Book Week • Tonight’s reading event

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