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Reading and Comprehension by sbhK71y


									   Reading and
The importance of teaching
      The Importance of Reading
   Unless pupils can read well, they cannot
    access the rest of the curriculum, nor can
    they succeed in later life. Improving
    standards of reading is therefore an
    absolute priority.
           A Love of Reading
   Does our school’s environment promote a
    love of reading?
   How is reading promoted across the
    curriculum and within the community?
     Comprehension - What is it ?
   Children can complete a comprehension
    ‘question and answer’ text card quite easily.
    They learn the pattern of how to do it
    quickly and there is absolutely nothing wrong
    in doing this. It is an essential skill for passing
    tests, but there is so much more to learning
    how to comprehend a text.
Three Key Things to Think About

   Be clear about the comprehension skills you
    are teaching
   Provide opportunities for high quality
   Spend time teaching new vocabulary- it’s
    worth it
                  The Skills
   Be clear about the comprehension skill you
    are teaching.
   Start with the skill. This instantly makes it
    easier to select the right teaching strategy
    and activity.
   Choose your text carefully, thinking about
    whether it creates a rich enough work to be
     The Skills Broken Down
   Activate prior knowledge
   Predict
   Ask and answer questions of the text
   Construct mental images (visualisation)
   Sequence the text mentally
   Make deductions and inferences
   Summarise
   Empathise
   Give a personal response
   Understand vocabulary and grammatical structures
       What does this look like in
   It is a good idea to build up a bank of
    strategies for each comprehension skill and
    add to the list each time you use a different
   Choose your text carefully, thinking about
    whether it creates a rich enough world to be
    explored, with enough depth of issues and
    choices to be made by the characters.
       High Quality Dialogue
   Try and give time at the beginning of the
    comprehension lesson to develop a skills
    based objective such as:
   To learn how to ask questions of the text or
    to learn how to give reasons for our ideas.
   Give yourself time to think and do not over-
    direct the discussion in the first instance or
    offer too much feedback.
                      The Text
   Read the text or get the children to read it, show images,
    allow thinking time and ask facilitative questions such as:
   Tell me
   Tell us what you think
   What thoughts, ideas, feelings came into your mind when
    you heard or saw this?
   Rather than give feedback say’ That’s an interesting
    thought and listen carefully so that you can build on what
    the children are saying.
   At a later stage you can ask more direct questions and help
    them to extend their thinking and response together.
   Spend time teaching new vocabulary explicitly.
   One of the key inhibitors to comprehending a text
    is our inability to understand the individual words.
   Act our, provide props and images and talk about
    new words when reading a text.
   Introduce and use vocabulary at a much higher level
    than the children are using in their conversations.
    After a week of using words like ‘dilapidated’
    Reception children will not only use in their
    conversation but will begin to also be able to use it
    in their writing!
Comprehension is not
  just for SAT’s
    It’s for life!

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