1 SUCCESS FOR ALL C BURES PARENTS WORKSHOP 13 th November 2018
2 Aims To find out more about the Success For All approach To understand how you can support your child more effectively in developing his/her reading To learn more about encouraging your child to develop a Growth Mindset
3 Why Success for All? Reading results Attainment 2018 Reading Expected Level Writing Expected Level Maths Expected Level School National School National School National 75% 75% 86% 78% 86% 76%
4 A Vital Skill Unlocking Learning Reading is how we discover new things and how we develop a positive self-image. The ability to read is a vital skill in being able to function in today's society. Reading is important because it helps to expand the mind and develops the imagination. A person who knows how to read can educate themselves in any area of life they see fit. People who don t read or are poor readers often have low opinions of themselves and their capabilities. They mostly feel isolated and behaviour problems surface. As we live in an age abundant with information, reading is the only way to become informed.
5 Working in Partnership Suffolk Borders Teaching Alliance (SBTA) 30,000 worth of funding from the DFE Evidence-based initiative supported by the Education Endowment Foundation
6 Good Teaching Principles Co-operative Learning: Focuses on learning gals Engages all learners Encourages inter- and in-dependence Develops language skills (50% + pupil talk) Motivates and celebrates achievement
7 Learning Theory We learn: 70% of what we discuss with others 80% of what we experience 95% of what we teach to others William Glasser Research 1960s
8 Explaining and Teaching Complete this sequence: 80 _ 40 _ 0 Explain how you know this is correct
9 Cooperative Learning Teams Groups of 4 / Numbered 1 4 / Partners A and B / Team name and identity Five Cooperative Learning Standards Teaching Strategies Tell-Your-Partner Think-Pair-Share Team Huddle Random Reporter
10 Management Signals Zero Noise Active listening Thumbs Up Move Cheers!
11 Curiosity Corner and Kinder Corner Nursery and Reception
12 Roots Phonics Shared Stories STaR (Story Telling and Retelling)
13 I can read really well! In general, the management of behaviour in classrooms is not a function of the techniques of directly controlling behaviour that is, desist style. Rather, it is a function of the techniques of creating an effective classroom ecology containing such variables as having a non-satiating learning programme, initiating and maintaining movement flow and aiming teacher actions at appropriate targets.
14 Wings Clarifying (Decoding) Can you say the word? If not... sound it out chunk it reread ask your partner Do you know what the word means? If not... use context Reread read on use your background knowledge make a mind movie
15 Wings Reading Skills Clarification clarifying parts of the text they don t understand (words, sentences or concepts) Summarisation summarising sections of the text so that they remember the main points and check their comprehension Questioning asking and discussing questions that occur to them as they read Prediction making predictions about what will happen as new evidence is revealed in the story
16 The Power of Three Unless we are reading at 90 words a minute we are unable to comprehend what we are reading. To improve fluency: 1 st time read to decode (Accuracy) 2 nd time read for fluency (Smoothness) 3 rd time read for expression and intonation (Expressiveness) Then you can show you are understanding the meaning of what you are reading.
17 Three Reads - Fluency Readers who have not developed fluency read slowly, word by word. Their reading is choppy, plodding and laborious. As we listen to transition readers we know that their lack of fluency impedes their ability to understand the text. It makes it difficult to take any interest in the text because too much energy is focused on their struggle and the mistakes they are making. A recent large-scale study found that 50% of Year 4 children had low fluency levels. The study also found a close relationship between fluency and reading comprehension. Children who scored low on measures of fluency also scored low on measures of comprehension. This suggests that fluency is a neglected reading skill and affects reading comprehension.
18 Literal / Retrieval COPY CAT When the answer is right there on the page.
19 Inferential TEXT DETECTIVE The answer is in your head, but you need evidence from the text to back it up.
20 JUDGE & Evaluative JURY When you need to deduce, infer, interpret information, events or ideas from the text.
21 What type of question? John had got up early to learn his spellings. He was very tired and decided to take a break. When he opened his eyes again the first thing he noticed was the clock on the chair. It was an hour later and nearly time for school. He picked up his two books and put them in a bag. He started pedalling to school as fast as he could. However, John ran over some broken bottles and had to walk the rest of the way. By the time he had crossed the bridge and arrived at class, the test was over. How did John travel to school? What was John trying to learn? How do you think John felt about missing the test? What happened to John when he decided to take a break?
22 Your Turn Work Together Billy was crying. His whole day was spoilt. All his hard work had been broken by the wave. His mother came to stop him crying. But she accidentally trod on the only tower that was left. Billy cried even more. Never mind, said his mother, You can always build another one tomorrow. Billy stopped crying and went home for his tea.
23 The Owl Who Was Afraid of the Dark
24 Growth Mindset
25 Praise effort, perseverance, motivation and strategies Process Praise Well done you re learning to.. Good it s making you think that s how your brain is growing! Every time you practise, you re making the connections in your brain stronger. Be brave. Have another go. Maybe this time you could.. You ve worked hard on this and you ve succeeded because of..x,y,z (success criteria) That picture has so many beautiful colours. Tell me about them. You can use this mistake. Think about why it didn t work and learn from it. Our language tells children what we believe and what Ceres we Primary value. School 25
26 We learn from our mistakes. We might not be able to do it yet but we keep trying! We are inspired by others success. We embrace challenges. We are persistent. We work hard and try different strategies.
27 Supporting your Child Read with your child as often as possible (Every day) Model good strategies for working out unknown words Help them to develop fluency and expression through The Power of Three reads Make a list of (sticky?) words and encourage your children to use them Ask good questions Copy Cat / Text Detective / Judge and Jury you could think of these with your child s help Encourage your child to answer your questions in full sentences - model this for them Ask your child to teach you new things as they learn them Help your child to develop a Growth Mindset Try to use the Growth Mindset characteristics to praise and encourage them