Years 5 & 6 Reading and Writing Workshop for Parents
Aims for this session To learn how your child s attainment and progress will be measured in reading and writing To consolidate your knowledge in aspects of reading and writing in the national curriculum To explore learning resources and ways to help your child
Year 6 - KS2 National Curriculum Tests in Reading Tuesday 14 th May 2019 English reading test I hour (50 marks) Three texts of different genres which maybe linked or related Writing is teacher assessed through out the year for both Years 5 and 6
Levels, raw scores and scaled scores Previously, in KS2 a level 4C was considered as meeting the expected standards The primary school curriculum changed in 2014; all pupils now need to attain a standardised scaled score of 100; this translates to achieving an average mark of 28 + /50 in the reading test
Reading Raw scores and scaled scores Raw score to scaled score conversion 2016 English, reading 21 marks scored out of a possible 50 marks national expectations met (scaled score of 100) 34/50 working at higher expectations (scaled score of 110) Raw score to scaled score conversion 2017 English, reading 26 marks scored out of a possible 50 marks national expectations met (scaled score of 100) 39/50 working at higher expectations (scaled score of 110) Raw score to scaled score conversion 2018 English, reading 28 marks scored out of a possible 50 marks national expectations met (scaled score of 100) 40/50 working at higher expectations (scaled score of 110)
Children s attainment in reading working towards raw score: below 28/50 scaled score: below 100 working at the expected level raw score: 28 39 scaled score: 100 109 working at a higher standard raw score: 40 and above scaled score: 110 and above
Children s attainment in reading and writing at Cannon Lane Reading 2017 Expected Standard 83% Higher Standard 41% Writing 2017 Expected Standard 93% Greater Depth 40% Reading 2018 Expected Standard 96% Higher Standard 64% Writing 2018 Expected Standard 92% Greater Depth 56%
Reading regularly is vital in order to develop your child s comprehension skills *Please refer to a suggested reading list suitable for children in Years 5 and 6
Guided Reading Daily Guided reading sessions with different activities everyday Through exploration of different subjects e.g. reading texts in history, science, religious education to derive meaning Year 6 pupils use chapter books instead of written extracts or short stories to enrich their reading skills
Reading Skills Year 5 and 6 pupils have been taught the different reading skills: scanning, skimming, deducting and inferring Literal/ Retrieval Scan refer to the reading extract/s for obvious answers Skim quickly reading over parts of the text to retrieve key facts/points, which lead to inferential and deductive information. Deduction an understanding based on the evidence given in the text Inference an interpretation that goes beyond the literal information provided in the text Author s intent Reason/s for author using a particular word, phrase or style
Activity 1 Word Work Have a look at the other examples
Reading and writing fictional adventure, science fiction, inspirations from myths and legends horror and suspense stories non-fictional non-chronological and chronological reports letters (formal and informal) persuasive writing (debates and discussions) instructional writing explanation texts (manuals)
Developing reading through comprehension Selecting or retrieving information, events or ideas from texts and justifying their answers using evidence Deducing, inferring or interpreting information, events or ideas from texts; reading between the lines. Identifying and commenting on the structure and organisation of texts, including grammar and presentation Explaining and commenting on the writers use of language, including grammatical and literary features at word and sentence level Identifying and commenting on writers purposes and viewpoints, and the overall effect of the text on the reader
Reading Expectations Year 5 A child understands the conventions of different types of writing such as the use of the first person in writing diaries and autobiographies. A child understands some of the technical and other terms needed for discussing what is heard and read such as metaphor, simile, analogy, imagery, style and effect. When referring to non-fictional texts, a child knows what information is needed to look for before at the start of a task and how to use contents pages and indexes to locate information; applies these skills across the curriculum independently.
Reading Expectations Year 6 Discuss the purpose(s) of the language that is read and understand why sentences are constructed as they are Accurately read individual words, which might be key to the meaning of a sentence or paragraph, to improve age appropriate comprehension Compare characters, consider different accounts of the same event and discuss viewpoints (both of authors and of fictional characters), within a text and across more than one text Reflect on feedback regarding the quality of their explanations and contributions to discussions. Understand majority of terms they hear and read such as metaphor, simile, analogy, imagery, style and effect Apply skills of information retrieval e.g. in reading history, geography and science textbooks, and in different contexts such as reading information leaflets or reading a theatre programme or review
Extracts from reading test 2018 Reading skills fact retrieval/ deduction
Extracts from reading test 2018 clearly remember *both words are translated Reading skills vocabulary
Extracts from reading test 2018 any two Reading skills vocabulary/ inferential
Activity 2 Visual Literacy Beyond the Lines Task: Let s explore some questions
Supporting reading First and foremost, focus developing an enjoyment and love of reading. Enjoy stories together reading stories to your child at KS1 and KS2 is equally as important as listening to your child read. Read a little at a time but often, rather than rarely but for long periods of time! Talk about the story before, during and afterwards discuss the plot, the characters, their feelings and actions, how it makes you feel, predict what will happen and encourage your child to have their own opinions. Look up definitions of words together you could use a dictionary, the internet or an app on a ipad
Supporting reading Encourage use of a dictionary to check spelling and a thesaurus to find synonyms and expand vocabulary Practise weekly spellings together All reading is valuable it doesn t have to be just stories. Reading can involve anything: a chapter from fiction and non-fiction, poetry, newspapers, magazines, football programmes, TV menu guides. Visit the local library - it s free! Suggested reading lists for children in Years 5 and 6
Writing expectations
Writing expectations Shared examples for writing completed by our Years 5 and 6 pupils Expected standard Greater depth
Supporting Writing Provide a place for your child to write The area should be an area that is quiet and well lit Read, read, read! The best activity to improve writing is reading. If your child reads good books, he will be a better writer. Reading exposes students to general vocabulary, word study and content-specific vocabulary. Through reading, students see a variety of authors techniques that they can use in their own writing. Encourage your child to keep a reflective journal This is excellent writing practice, as well as a good outlet for venting feelings. Encourage your child to write about things that happen at home and school. This reflective journal can be used to develop the senses of writing. Provide authentic writing opportunities for your child Have your child write his own thank-you notes, party invitations and letters to family. Let your child make the grocery list.
Useful resources: CGP Workbooks Bond Workbooks Visit online samples of work https://www.bond11plus.co.uk/home/try-it BBC Bitesize KS2 English https://www.bbc.com/bitesize/topics/zprrd2p End of Year 6 KS2 Tests http://www.satspapers.org/
Thank you Questions Please complete the evaluations