Search

Herts for Learning

Blogs for Learning

Category

Fluency

Early findings from the KS2 Reading Fluency Project

With 150 pupils across Hertfordshire now involved in HfL’s KS2 Reading Fluency Project, Penny Slater reflects on what has been learned from the project so far.

Continue reading “Early findings from the KS2 Reading Fluency Project”

researchED 2017 workshop 1: exploring the complexities of reading comprehension difficulties

In the first of a two part blog, Martin Galway shares his thoughts on presenting a pair of workshops (one on grammar and, here, a late-notice addition on reading comprehension) at this year’s researchED  conference.

Continue reading “researchED 2017 workshop 1: exploring the complexities of reading comprehension difficulties”

If print be the food of love, read on!

End of summer hols? Survived the motorway? Survived nagging guilt to work on the beach?! Settle back with Kirsten Snook, English Teaching and Learning Adviser, and start visualising your new class of Reception-age children, classroom, ethos etc. Set out now with a ‘no excuses’ culture that’ll free Reception teachers, reassure young pupils and fire up your energy-levels for the new school year.

Continue reading “If print be the food of love, read on!”

Trusting the texts in guided reading

Alison Dawkins considers how choosing quality books, broadly matched to children’s current reading competencies, can take the stress out of planning for guided reading.

First, a thank you to Sinéad Gaffney (@shinpad1) for her recent article at tes.com https://www.tes.com/news/school-news/breaking-views/whats-best-path-take-your-primary-reading-strategy where she considers the different strengths that both whole class reading and grouped guided reading can offer. Because of course, let’s have both. Let’s have all the reading we can.

Continue reading “Trusting the texts in guided reading”

From Riches to Rags: an analysis of the 2017 reading paper

Penny Slater unpicks the 2017 reading paper and concludes that despite the concepts within the texts being more easily accessible for most children, the challenge of the reading test remains high.

Following last week’s SATs, we now have two tests that we can analyse in order to gain a better understanding of what the DFE mean by ‘greater challenge’. What follows is an attempt to unpick this year’s reading test, and gain a better understanding of where those elusive assessment goal posts now stand.

Continue reading “From Riches to Rags: an analysis of the 2017 reading paper”

Flexing Fluency Muscles with Great Texts (Oh…and they are free too!)

In this short blog, Penny Slater points to some texts that may prove useful in the last few weeks leading up to this year’s SATS.

Let’s cut to the chase…It’s early summer term. You are a Y6 teacher. You have a couple of weeks left before the 2017 Reading SATs paper. What you are probably looking for are some great texts that will give your pupils a final push to prepare for the challenge ahead? Oh…and you probably need those texts to be free and easily accessible. If so, read on….

Continue reading “Flexing Fluency Muscles with Great Texts (Oh…and they are free too!)”

Guided reading – whole class or guided groups?

In this blog, Alison Dawkins takes a look at the ways in which guided reading is organised and shares some reflections on the benefits of guiding reading in groups.  To explore some earlier ideas from Alison in relation to streamlining the more traditional reading carousel,  you may want to read Guided Reading – Where next? 

Both in and out of school at the moment, I’m meeting increasing numbers of people talking about trying ‘whole class guided reading’ in KS2. They mention the children’s enthusiasm, the opportunity to engage with a whole text, the deepened questioning, and the release from the burden of planning a range of ‘activities’.

Continue reading “Guided reading – whole class or guided groups?”

Modelling early literacy

Kirsten Snook is a Teaching and Learning Adviser for English at Herts for Learning

We tend to think that children are intrinsically motivated to write much later than they are to read. But why? It has, however, been suggested that very young children are more motivated by a shared writing episode than a shared reading one, due to an emerging sense of self and place in the world.

Continue reading “Modelling early literacy”

As Easy as A B FluenCy!

Penny Slater, Deputy Lead Adviser for Primary English shares some class-based exploration of reading fluency.

There is definitely a buzz in the air about fluency at the moment! And quite rightly so…

Continue reading “As Easy as A B FluenCy!”

Blog at WordPress.com.

Up ↑