What we will be covering
today…
Weston Mill’s Journey
Activities for KS1
Activities for KS2
Examples of Reading Journals
Retrieval- of facts/dates etc.
Inference – this one is a biggy.
Prediction- what will happen next/before
Evaluation- expressing opinions using own experiences
Author Intent- choice of vocabulary/text structure
Summerise- skill of recognizing the main points
Vocabulary within context- another biggy
How this relates to tracker…
Guided Reading to Whole
class Teaching
Guided reading is no more. These areas in the
timetable are now used for Spanish/library/ other bits
and pieces that teachers struggle to fit in.
We now have three Reading Comprehension sessions a
week.
KS1 – 2 x 30 minutes whole class sessions as well as the
current afternoon reading comprehension session.
KS2- 2 X 1 hour whole class reading comprehension
sessions as well as the afternoon session.
Display
Within each classroom,
in the reading corner,
the seven skills are
displayed with their
name labels. Good
examples of chn
carrying out these skills
are then placed on the
LW.
Reading journals
Where work completed during a reading
Comprehension session is recorded.
Some examples can be found at the
front.
There is not an expectation for there to
be a written outcome from every session.
These are marked following our current
marking policy.
Top sheet
T to highlight what
NC objectives they
will be covering this
week.
Sessions
This is where the main in
put will be planned. Not
masses of information
needed e.g. text/website
you are using. Key
questions or Vocab you
are going to focus on.
Again, no need for lots
of detail. If TA is
working with specific
chn- general outline of
activity.
All Reading sessions need to start
with a RIP starter. These stand for
retrieval, infer and predict. T can
choose pictures, songs, videos, texts
etc. to use as a stimulus. T to
generate questions where the chn
need to use this skill.
www.pobble365.com
Year 1 are slightly different
To support RWI and the phonic screening. Possibly used in
Year 2 as well?
An Example…
In Key stage 1…
Retrieval
Use of pictures/front covers of texts/poems/song lyrics/film trailers etc.
to answer simple questions.
Opportunity for lower ability pupils to achieve success!
Tends to happen more in our RIP activity, rather than being recorded.
Focus on pictures and front covers of texts in Year 1. Year 2 have also
used questioning regarding a text, in preparation for SATs.
Name two objects that you can see in
picture.
the
How many items of clothes are on the
washing line?
What colour are Alfie’s socks?
Alfie Outdoors – Shirley Hughes
Inference
Getting pupils to look for clues and using prior knowledge.
Discussion/asking key questions mainly using pictures/front covers of texts.
A lot of focus on characters and their feelings (role play/hot seating).
Speech bubbles to infer what a character might be saying.
Thought bubbles to infer what a character might be thinking.
Why do you think…?
How do you know that…?
How is … feeling? How do you know?
What time of day/year is it? How do you know?
What might … be saying?
Where might … be going?
Evaluation
Focusing on titles and front covers of texts and
discussing and giving reasons as to what they might be
about.
Talking about whether
they like a book and
why/why not.
Book reviews (Year 2).
Prediction
Discussion about what a character might say or do next
using picture clues.
Pause a film clip e.g. Literacy Shed (Tuesday). What do
you think is going to happen?
What might happen next – write your own version of
the story (Year 2).
Vocabulary
Discussion of unfamiliar words in texts.
Have you heard the word…? Send out the spies…
Word/Meaning Charts. Use of actions!
Fuzzy word mats – to develop new vocabulary.
Synonym bubbles
Where next?
Making changes for September. Focus on retrieval
early on in KS1, then build upon vocabulary and
inference.
Websites for different texts
http://www.lovereading4kids.co.uk/
The balance between ‘teaching and testing’
Inference Activities KS2
Write a diary entry
How would you be feeling at this point of the story? Write a thought bubble
Write down three questions you would ask the character
Draw an outline of the character- inside thoughts-outside appearance
Pick a character and list their favourite T.V programme, food , likes and dislikes
Alternative titles for the book
Storyboard
Act a telephone conversation
Write a missing scene from the book.
Activation of prior knowledgeThis can be achieved by:-
pupils generate initial associations
they discuss and clarify their collective knowledge
they reformulate knowledge, clarifying what they now
know as a result of discussion
Brainstorming / concept mapping
Using visual sources
Using artifacts
Using grids for organising the outcomes (KWL)
Activity- inference
Year 3/4 - Drawing inferences such as characters’ feelings,
thoughts and motives from their actions.
T to model questioning e.g.- Who is this? What are they doing?
What is significant about the bottle? T to model inferringlooking down- are they sad? Looks like it is sunset? Somewhere
up high- Shoe lace undone- I think he is feeling sad, lonely
because….Chn then have the opportunity to model asking
questions and giving their own answers.
http://www.literacyshed.com/junk.html
Watch the clip until 28seconds. T to model the skill of
summarize- I now know that the boy is called Jasper- he
likes junk food. My original prediction wasn’t quite right as
he doesn’t seem unhappy- in fact I heard him giggle in his
pram.
(Link to background knowledge – building on the
landscape is? Where is this story set?)
Watch video until 1minute 15 seconds. Give chn time to
discuss the following questions-
What do we know about Jasper?
How do you think Jasper is feeling? Why?
What actions suggest his feels this way?
Inference in song- using thinkaloud
https://www.youtube.com/watch?v=CevxZvSJLk8&index=40&list=PLMC9K
NkIncKtPzgY-5rmhvj7fax8fdxoj
16secs- T to model questioning- How did they get there? What has happened
to the plane? The man looks quite confident and reminds me of someone
taking a selfie. What dos this suggest about his character?
Katy Perry seems shocked and scared- her mouth is open and she is looking
around-which is what we do when we are afraid. What do you think the
relationship is between herself and the man?
T to think-aloud with needing clarification- I am confused when she says rock
the boat- they are on a plane- what does this mean?
43 seconds- Think-aloud prediction- I think katy will run away from the tiger.
He has just eaten her boyfriend so seems like the sensible thing to do.
T to allow chn to practice these skills by prompting them with questions- how
is Katy feeling? What supports this view? What type of language is being used?
Inference through pictureBlooms
What choice would you have
made in a Zombie apocalypse?
Where is this?
What evidence can you
find to support this?
What is she running from?
Inference through text- guided
reading questions
Uninvited Guests
His heart was pounding.
He was sure he had seen the the doorknob turn.
What do you think this character is thinking? How do you know?
What assumptions have you made and why?
Feeling excitement he hadn’t known since he was a boy, Henry
descended the last of the steps.
How do you think a character was feeling at a key point in
the story? Write their thoughts in a thought bubble.
Reading Journal Examples