English Week 3 FINAL
Page 1: Introduction to English Observation and Preparation
Do Now:
Copy the presentation from the Primary Team into your own Team (SKfT Sessions: Week 3 English).
Think-Pair-Share (TTYP): Discuss good practice observed in English at your school.
Prepare a focused observation proforma for the lesson observation.
Page 2: Partnership Information
ITTECF Partnership London SCITT information.
Page 3: Structure of the Day
Schedule:
9:30 - 9:45: Introductions
9:45 - 10:15: English Observation Deconstruction and Feedback
10:15 - 11:45: Reading Beyond Phonics
11:45 - 12:15: Break 1
12:15 - 1:30: Grammar, Punctuation, and Spelling
1:30 - 2:00: Break 2
2:00 - 3:00: Writing Planning Time
3:00 - 3:45: Reflection and Feedback
Page 4: Facilitator Details
Partnership London SCITT Facilitator: Shahela Choudhry.
Page 5: Comprehension Questions
Sample questions for engaging students in a reading text about Amelie, enhancing critical thinking:
Who does the house across the street belong to?
What will be revealed when the curtain is drawn back?
What part of the world do you think this story is set in?
Who do you think Amelie lives with? How old do you think she is?
What is causing the house to be blasted towards the sky? Who is controlling these events?
Page 6: Aims of Reading Beyond Phonics
Objectives:
Understand reading skills supporting comprehension.
Explore activities that develop reading comprehension.
Plan for guided reading sessions to teach comprehension.
Links to CCF/Teacher Standards:
CCF 2: Promote good progress and outcomes by pupils.
CCF 4: Plan and teach well-structured lessons.
Page 7: Definition of Reading
Reading is an active process of searching for meaning from texts.
Essential to transfer meaning from print (Cox Report, 1989).
Page 8: OFSTED and Literacy Impact
OFSTED’s focus includes:
Teaching literacy's impact on curriculum outcomes.
Inspectors will assess interventions for students at risk of underachieving.
Emphasizes hearing children read, especially lower-attainers.
Page 9: PIRLS Findings on Reading
PIRLS data shows:
English children rank high in reading achievement globally.
Notable rankings in 2003, 2011, 2016, and 2021 with significant improvements noted.
Concerns regarding literacy skills in older youth highlighted in 2013.
Page 10: Reading Process Formula
D x C = R
Decoding x Comprehension = Reading
Reading defined as a product of decoding and comprehension (Gough and Tunmer, 1986).
Page 11: Simple View of Reading
Framework for early reading adopted in 2007, emphasizing:
Word Recognition (decoding unknown/printed words).
Language Comprehension (understanding spoken/written words).
Page 12: Predicting Comprehension Skills
Reading comprehension ability can be predicted by decoding and linguistic comprehension (Johnston & Watson, 2007).
Importance of high-quality phonics schemes and language-rich environments.
Page 13: The Simple View of Reading Components
Components of reading:
Word Recognition: Decoding and recognizing printed words.
Language Comprehension: Understanding spoken words for text understanding.
Page 14: The Simple View of Reading Illustration
Visualization of reading process:
Word Recognition + Language Comprehension = Reading Success.
Page 15: The Quadrants of Reading Ability
Ideal distribution of student reading abilities (Good: both skills, Poor: both skills).
Page 16: Engaging with Students
Activity: Discuss and assess learners' abilities on the Simple View of Reading framework.
Page 17 - 20: Case Studies
Case Studies of different students’ reading abilities illustrating various comprehension challenges and strengths.
Page 21: Quadrant Spread Expectations
Aiming for most learners in the top right quadrant; maintain enthusiasm and skills.
Page 22: Model for Teaching Reading
Focus on various approaches:
Shared Reading
Guided Reading
Independent Reading
Discussion: How to enhance children’s language comprehension.
Page 23: Key Reading Skills for Comprehension
Skills include:
Retrieval, Inference, Deduction, Prediction, Sequencing, Visualisation.
Page 24: Teaching Strategies for Reading
Effective strategies:
Teach decoding emphasizing morphology.
Focus on sight vocabulary and context cues.
Foster extensive reading and questioning.
Page 25: Inference versus Deduction
Comparison:
Deduction: Certainty based on evidence.
Inference: Assumption based on evidence.
Page 26: Structure for Inference Thinking
Framework for making inferences based on text clues and prior knowledge.
Page 27: Inference Example Framework
Example of inference-based responses with context clues.
Page 28: Inference Practice Activity
Activity with scenarios to practice inference making based on provided statements.
Page 29: Key Teaching Strategies to Promote Comprehension
Strategies to support comprehension achievement.
Page 30: Components of a Reading Curriculum
Elements of effective reading curriculum include:
Shared reading
Guided reading
Independent reading
Home/school reading.
Page 31: Utilizing Quizzes in Context
Quizzes as an effective assessment for learning (AfL).
Page 32: Reading Instruction Quiz
Questions regarding shared and guided reading definitions and practices.
Page 33: Definitions of Shared and Guided Reading
Clarifications on what constitutes shared vs guided reading experiences.
Page 34: Detailed Aspects of Guided Reading
Characteristics of guided reading approaches, including group dynamics.
Page 35: Group Dynamics in Guided Reading
Group composition considerations for effective guided reading.
Page 36: Guided Reading Strategies
Activities to activate prior knowledge and encourage engagement in texts.
Page 37: Guided Reading Visual Aids
Strategies for visual representation in reading instruction.
Page 38: Varied Reading Activity Suggestions
Diverse methods for demonstrating reading understanding.
Page 39: Vocabulary Strategies for Reading
Techniques for developing vocabulary as part of reading comprehension.
Pages 40-45: Interactive Teaching Strategies
Engaging examples and ideas for interactive activities that enhance reading and comprehension skills.
Pages 46-83: Structured Approaches to Teaching Guided Reading and Writing
Indicative planning approaches for guided reading sessions including activities and assessments to gauge progress.
Pages 84-166: In-depth Strategies and Techniques for Writing Development
Comprehensive lists of techniques to encourage writing within varied contexts, emphasizing grammar and punctuation integration.
Importance of student engagement and ownership of language learning.
Steps for effective English lesson planning and reflective practices.