Encourage reading of narrative and information text

1
Encourage reading of narrative and information
text
Working in an all boy group
To accelerate the pace of progress from Level B -
Level C for a group of 8/9 year old boys
Reading for information
Reading needs
Attitudes and opinions
Reading for enjoyment
Next steps
Learning
School
Teaching
Home
2
Working in an all boy group

• For the last five years the school has
  implemented the Learning Zone in P4/5
• Classes are split into ability groups and class
  teachers take responsibility for one group.
• Work in reading is completed in 6 week blocks for
  2 hours a week
• For the purpose of the research project it was
  decided to include two single sex groups

3
Attitudes and Opinions

• The group completed the questionnaire
• The boys felt that reading was important
• They preferred to read alone at home
• They thought they were either good or very good
  at reading
• They liked to read either a bit or a lot
• They enjoyed choosing their own books to read

4
Reading Needs

• Following the audit of reading the group were
  predicted to pass Level C between July and
  September 2006
• The Gap Test allowed a base reading age and
  revealed that 8 of the group were reading between
  6 and 9 months under age
• Extending vocabulary and consolidating an
  understanding of sequencing were identified as
  areas for development

5
Encouraging reading of Narrative and Information
texts.

• Activities were devised to stimulate a more
  positive view of reading in school
• The group had greater responsibility in choosing
  the reading material
• There was an emphasis on practical activities
  where appropriate
• Preparing reading at home was included as being
  central to completing follow up activities in
  class

6
Reading for Enjoyment

• The group chose to read Clive and the Missing
  Finger as a group reader
• First Steps material was used as a main resource
  and reference for activities
• The group used modelling material and mind maps
  to express their understanding of characters and
  events in the story
• Formative Assessment techniques were used to
  share learning outcomes, develop questioning and
  discuss main ideas

7
Reading for Information

• The group choose to include reading material
  based on their hobbies and interests
• Info Trail material was adapted as a main
  resource for activities
• The group became more responsible for devising
  activities for each other
• Formative Assessment techniques were used to
  personalise learning outcomes and review the
  learning

8
Next Steps

• Analyse results and observations
• Secondary Gap Test to determine updated reading
  age
• Testing group with Level C reading test
• Audit of reading needs at other levels and for
  other groups
• Monitor teaching style and questioning techniques

9
Learning

• Secondary Gap Test revealed that in the focus
  group of 8 P5 boys, 5 had increased their reading
  age by between 5 and 11 months
• 3 in the focus group did not increase their
  reading age. 1 of the boys had no change and 2 of
  the boys decreased by 2 months
• Of the remaining 8 boys in the group, 6 increased
  their reading age between 7 and 11 months, 2 made
  no change
• Of the 16 boys working in the group, 9 have now
  passed the Level C reading test earlier than
  initially predicted

10
Teaching

• Need to evaluate teaching and input to discover
  why some of the group made no progress
• Audit needs as part of ongoing assessment
• Integrate formative assessment techniques more
  purposefully
• Carefully evaluate my motivation of reading in
  the school and model positive attitudes
• Plan in purpose for reading to sustain interest
  and enthusiasm

11
School

• Balance between reading alone, in groups and in
  single sex groups
• Purpose for reading including reading to younger
  children, for charity and to review books for a
  school website
• Giving rewards for reading including
  competitions, prizes and bookshop tokens
• Developing greater links with local libraries and
  bookshops

12
Home

• The group felt that their parents were very
  important in teaching them reading.
• Groups need to be given greater opportunities to
  share and discuss what they are choosing to read
  at home
• Interestingly 2 of the boys in the focus group
  who did not make progress during the project also
  repeatedly failed to prepare reading at home

13
Resources

• First Steps, Reading Resources, Education
  Department of Western Australia, Rigby Heinemann,
  2001.
• Formative Assessment, Bringing It All Together,
  Scottish Borders Council, 2005.
• Formative Assessment in Action, Aberdeen City
  Council.
• www.abernet.org.uk
• www.infotrail.co.uk
• www.literacytrust.org.uk
• www.ltscotland.org.uk
• www.readingconnects.org.uk
• www.scre.ac.uk