Shahina Burnett Developing childrens core comprehension skills through
Shahina Burnett Developing childrens core comprehension skills through a talk-based approach. Shahina Burnett Photograph: Sue Barr Comprehension challenges When we asked teachers about the challenges of teaching comprehension they told us: Delivery of guided reading across and within schools is inconsistent Children dont develop a deep
understanding of text through current practice. Inference is a problem. Its time consuming to prepare 5 books for 5 guided reading groups. The majority of the carousel tasks in our guided reading are just filler to keep children quiet we dont mark them. Lack of decoding ability can impede and stagnate childrens comprehension skills, particularly when children are grouped by decoding ability.
Guided reading is used as a chance to hear the children read aloud, not to teach comprehension. The experts The experts Dr Wayne Tennent is a Senior Lecturer in Education at the University of East London and author of Understanding Reading Comprehension Processes and Practices David Reedy is General Secretary and former President of the United Kingdom Literacy Association (UKLA) and Co-Director of the Cambridge Primary Review Trust (CPRT). Until 2014 he was Principal Adviser for primary schools in the London Borough of Barking and Dagenham Children have a spoken language Children have a spoken language
comprehension far in excess of their comprehension far in excess of their ability to decode. It doesnt make ability to decode. It doesnt make sense to stall, or stagnate the sense to stall, or stagnate the comprehension component until comprehension component until decoding has been mastered. decoding has been mastered. (Tennent, 2015) (Tennent, 2015) Talk at home, in school, among Talk at home, in school, among peers is education at its most peers is education at its most elemental and potent. It is the elemental and potent. It is the aspect of learning that arguably has aspect of learning that arguably has the greatest purchase on learning. the greatest purchase on learning.
(The Cambridge Primary Review) (The Cambridge Primary Review) What is reading comprehension? What is reading comprehension? Comprehension is a process in which readers construct meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text, and the stance the reader takes in relationship to the text (Pardo, 2004) Comprehension is not a unitary construct it Comprehension is not a unitary construct it has discrete component parts has discrete component parts Vocabularly Syntax Linguistic processes
General knowledge Domain knowledge Knowledge bases The understanding of text (Meta-)Cognitive processes Memory Inference making Comprehension monitoring caution pedestrians slippery when wet Comprehension strategies Strategy Summarising
Evaluating Activating Prior Knowledge Description Summarising what has happened in the text, or recalling details of the text and putting them in order. Ability to give an opinion about a text and read it critically, and justify that opinion to others. Children draw on what they already know and understand to make sense of the text as they read it Questioning Asking and exploring literal, inferential and exploratory questions. Clarifying Clarifying words or concepts that are not understood Predicting Anticipating what might happen next based on evidence from the text and personal experience.
Connecting Finding causal links between events, actions, themes and ideas in the text seeking textual evidence to support thinking. Visualising Taking details from the text and bringing them to life- the ability to describe a scene the ability to imagine what is being read Bug Club Comprehension Bug Club Comprehension Explicit teaching of comprehension strategies Rich discussions of text around three key
questions Evidence of progression in childrens comprehension Talk based mastery approach Collaborative learning and inclusion for all One text used for all groups Meaningful carousel activities every day
The teaching cycle The teaching cycle Sessions last 20-30 minutes * Children have access to the texts on these days either in print or online. * Same text for all groups, for the whole week * Day11 Day Clarifying vocabulary
The Song of Sky and Sand by Stephen Davies from Bug Club Comprehension Y4 Day22 Day Year 4 Central to this approach is Wayne Tennents three key questions Every text has three key questions: The looking Question: literal comprehension The Clue Question: making connections and inferences to further comprehension The Thinking Question: going beyond the text, connecting text to self, text to world to access deep comprehension This is literal. The purpose is to assess how children have made sense of the text.
This question encourages children to move beyond the literal. Children are required to make text based inferences. This type of question goes beyond the text and might require the child to make evaluations or moral Judgements. Day33 Day Example of some of the Looking, Clue and Thinking questions that could be asked and the strategies covered. This teaching card can be found in your pack. Day44 Day
Day55 Day Classroom organisation Classroom organisation Group ay ay d d es on u M T es n d Session 1
Session 2 e W ay 3 Session Session 5 Session 1 Session 2 d ur h T y Session 4 Session 5
y sd y a e a d sd dn on e e M W Tu ay Session 3 Session 1 Session 3 Session 4
Session 5 a sd i Fr y da Session 2 Session 1 Session 2 sd r u Th y
a id Fr ay Session 4 Session 5 Session 3 Session 4 Starter activity Session 4 Session 5 Starter activity
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