Assessing Children's Reading Skills at Garlinge
Children at Garlinge are assessed in reading with higher expectations for understanding text and vocabulary. Find out how reading is taught, ways to support your child at home, and strategies to tackle reading challenges. Explore the approach to poor fluency, phrasing, phonics, and comprehension, along with different types of readers and strategies to enhance reading comprehension skills.
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Presentation Transcript
Year 2 Reading Workshop October 2017 03/03/2025 Kent
Focus How are your children assessed in reading? How is reading taught at Garlinge? How can you best support your child at home? 03/03/2025 Kent
Higher expectations Children are expected to have a far deeper understanding of the text (not just fact retrieval) using evidence from the text to justify their answers. Children are expected to have a far wider understanding of vocabulary. End of year assessments include 2 reading papers for children to answer. Children need to be able to score marks on both papers. 03/03/2025
What does expected look like? 03/03/2025 Oscar Plummer
Poor fluency Poor phrasing Poor phonics skills Poor vocabulary Possible reasons Lack of motivation. Hard for children to visualise. Struggle to infer and Find deeper meaning. 03/03/2025
How do we tackle these problems? Poor phonics? Children who do not pass the Year 1 phonics screening receive focus support and intervention. Continue to practise sounds at home. Phonics Screen Monday 11th June 2018 Poor phrasing and fluency? More reading miles needed. Daily reading. Poor comprehension? Modelling of comprehension strategies. Challenging questioning of what the children have read. 03/03/2025 Oscar Plummer
The 4 types of readers Decoding and language comprehension + good decoding poor decoding good language comprehension good language comprehension - + good decoding poor decoding poor language comprehension poor language comprehension - 03/03/2025
Strategies we use to help us understand when reading. Image result for adult reading As adults we use a range of different reading comprehension strategies so quickly and without thinking that we don t know they are taking place. Sometimes we are so unaware that we are using these strategies, that we forget to teach and model them to our children. 03/03/2025
Activity Corandic is an emurient grof with many fribs; it granks from corite, an olg which cargs like lange. Corite grinkles several other tarances, which garkers excarp by glarcking the corite and starping it in tranker-clarped storbs. 1.) What is a corandic? 2.) What does corandic grank with? 3.) How do garkers excarp the tarances from the corandic? 03/03/2025 Oscar Plummer
Billys Tower Billy was howling because his whole day had been spoilt. All his work had been broken by the wave. His mum came over to help but she accidentally stepped on the one tower that was left. Never mind , she said. Let s go back for tea. You can build some more towers tomorrow. 03/03/2025 Oscar Plummer
Strategies to help us understand and enjoy reading. As we read we .. How why ? Predict Text to self I wonder Text to world knowledge Text to text Predict, ask questions, I wonder and read on to find out... Visualise Use our background knowledge and connect to text I ve broken down but I have a plan to fix it I think I ve broken down Watch out for VIP words/ phrases/ideas and put together to build GIST Notice breakdown and repair it 03/03/2025
Billy is going to be making something Whole day..So the day must be nearly over Howling a little boy? A wolf? Billy s Tower Billy was howling because his whole day had been spoilt. All his work had been broken by the wave. Work ? wave is he making something ..at the seaside? Tower work wave..so they are on the beach at seaside..the towers are sandcastles.. His mum came over to help but she accidentally stepped on the one tower that was left. Never mind , she said. Let s go back for tea. You can build some more towers tomorrow. accidentally.. So not on purpose Tomorrow so they might live near sea or be on holiday.. So it s about 4pm 03/03/2025
03/03/2025 Oscar Plummer
03/03/2025 Oscar Plummer
03/03/2025 Oscar Plummer
1b - identify / explain key aspects of fiction and non- fiction texts, such as characters, events, titles and information Why does the poet use a question for the title? When did happen? Who did knights protect the land from? What did the character do? Where did the event happen? E.g. Where did Bella take William s message? Where were the two neighbours walking? 03/03/2025 Oscar Plummer
1d - make inferences from the text How is the child in the poem like a parcel? (e.g. wrapped up / protected) How do you know that ? Why do you think ? Why did this (event) happen? 03/03/2025 Oscar Plummer
What we do in school? During an average day, your child will have taken part in a good number of the following reading activities: Shared reading Daily guided reading Independent reading Selecting books Reading across the curriculum Home/school reading links Listening to good books read aloud Monitoring and assessment processes Reader awards/ Buster s Book Club Weekly focused comprehension lessons. Targeted intervention groups 03/03/2025 Oscar Plummer
How can you best support your child? Read daily with your child. Find a variety of text types, fiction and non-fiction that your child enjoys. Talk about the text. Use content domains to challenge them and test their understanding. Challenge children to work out words they don t know. What would make sense there? Have a look at this bit again. Can you guess what that word might be? 03/03/2025 Oscar Plummer
Phonics Support Encourage children to use their phonics to sound out a word. Praise them when they work out a word correctly. If they say: Is it ..........? and the word is correct, reply: Let s see if that makes sense. Yes - well done! Does that sound right? Yes - well done! When the attempt is wrong: That s a good word and it would make sense but the word the writer used is I like the way you tried that word but the word is actually 03/03/2025 Oscar Plummer
If a child still cant attempt a word after prompting, read it yourself. Give positive feedback on other aspects of their reading as often as possible, but without interfering with the flow of the reading: Well done! You could tell that wasn t right couldn t you? That sounded so good. Well done! Excellent. How did you know how to work that one out? 03/03/2025 Oscar Plummer
Reading Incentives 03/03/2025 Oscar Plummer
03/03/2025 Oscar Plummer
Finally Image result for beverly cleary Children should learn that reading is pleasure, not just something teachers make you do at school. Beverly Cleary Children s writer. 03/03/2025 Oscar Plummer
