This is a very different blog post to the sort I normally write; it represents some very hypothetical thinking and the purpose of writing it is to open it up to discussion. My hypothesis is that the reading skills outlined in the English Reading Test Framework for KS2 (and KS1) might be best taught in a particular order. I also hypothesise that when teaching particular skills (represented as being higher up the model pictured) teachers can guide children through how to use other skills (lower down the model) to arrive at a better ability to practice and use the skills that are higher up the model. First of all, here's the model I've put together to which I refer:
Skills (taken from English Reading Test Framework for KS2)
are listed in the order that they might best be taught. This suggested order is
based on the idea that some reading skills might be required prior to
developing others. The most basic skills are towards the bottom.
The inclusion of 2d (inference) may depend on the text type.
For example, in many non-fiction texts there is no requirement to infer
information, only to retrieve it. In these cases the 2d (inference)
step/building block can be skipped.
The only reading skill from the test framework which isn’t
included here is 2h (make comparisons within the text). It is possible that
texts can be compared at many different levels, for example, the vocabulary
used can be compared (2a), summaries of plot can be compared (2c) or structure
of the text can be compared (2f). The skill of making comparisons (2h) could be
seen as a ‘floating’ skill – one which could be applied in different ways
alongside other reading skills.
All of the following symbols and colours refer to the Reading
Roles, a system I designed to make the different skills memorable for children
and teachers. Read more about the Reading Roles here: http://thatboycanteach.blogspot.co.uk/2016/12/reading-roles-cognitive-domains-made.html
2d – Inference (this
one is lots of detail here: http://thatboycanteach.blogspot.co.uk/2016/10/scaffolding-inference-trialling.html)
In order for children to begin to make inferences they need
to at least be able to retrieve information in the text, and before this they
need to be able to understand what the words mean.
(2a) give/explain the meaning of words in context
(2b) retrieve and record information/identify key details from
fiction and non-fiction
(2d) make
inferences from the text/explain and justify inferences with evidence from the
text
2f and 2g are very interlinked as they are both about
meaning – one with a focus on word and phrase choice, and one with a focus on
content choice. It is possible that 2g and 2f should precede 2d in the teaching
sequence but if making inferences is one way in which we take information from
a text, then arguably we need that information to make meaning; we can then go
on to identify and explain how that meaning is enhanced through word choice and
how the content included contributes to the meaning. The fact that these skills
are not included in the KS1 test framework might suggest that this is correct,
and that these are more advanced skills than making inferences.
2g – Author’s purpose
(2a) give/explain the meaning of words in context
(2b) retrieve and record information/identify key details from
fiction and non-fiction
(2d) make
inferences from the text/explain and justify inferences with evidence from the
text
(2g) identify/explain how meaning is enhanced through choice of
words and phrases
2f – Language
structure and choice
(2a) give/explain the meaning of words in context
(2b) retrieve and record information/identify key details from
fiction and non-fiction
(2d) make
inferences from the text/explain and justify inferences with evidence from the
text
(2g) identify/explain how meaning is enhanced through choice of
words and phrases
(2f) identify/explain how information/narrative content is related
and contributes to meaning as a whole
Once children understand word meanings, can find and infer
information, explain how language has been used to communicate meaning and, as
a result, can understand the meaning of a whole piece of text, then they can
begin to summarise the text, or make predictions based on their understanding.
It might not be necessary to summarise a text before making a prediction, and
the ability to summarise a text should not rely on the ability to make
predictions based on it. These two skills are both included in the KS1 test
framework, but children at this stage summarise and make predictions based only
on word meaning, information retrieval and inference (missing out 2f and 2g) –
summaries and predictions at this stage might be at a simpler level. It is
probably true that in KS2 similar summaries and predictions could be made,
without paying heed to 2g and 2f.
2c - Summarising
(2a) give/explain the meaning of words in context
(2b) retrieve and record information/identify key details from
fiction and non-fiction
(2d) make
inferences from the text/explain and justify inferences with evidence from the
text
(2g) identify/explain how meaning is enhanced through choice of
words and phrases
(2f) identify/explain how information/narrative content is related
and contributes to meaning as a whole
(2c) summarise main ideas from more than one paragraph
2e – Predicting
(2a) give/explain the meaning of words in context
(2b) retrieve and record information/identify key details from
fiction and non-fiction
(2d) make
inferences from the text/explain and justify inferences with evidence from the
text
(2g) identify/explain how meaning is enhanced through choice of
words and phrases
(2f) identify/explain how information/narrative content is related
and contributes to meaning as a whole
(2e) predict what might happen from details stated and implied
The model suggests that an understanding of word meaning is
core to all reading – this model assumes that children already have the skills
of decoding, sight recognition and phonological awareness. The model only
includes reading skills outlined by the test framework and does not include
factors such as the necessity of activating prior background and literacy
knowledge when reading.
The model also suggests that there is a hierarchy of reading
skills and that children might benefit from having some reading skills taught
before others.
It also suggests that when requiring a child to work on a
skill which is ‘higher up’ the model that they work through a sequence of
skills usage in order to initially scaffold their ability to exercise the
‘higher’ skill. For example, if requiring a child to summarise a passage, they
might first answer questions about the vocabulary used, the information
contained within (given both literally and inferentially) and what the authors
purpose was with regards to structure and language choices.
This model focuses on the following strands of Scarborough’s
reading rope: vocabulary, verbal reasoning and language structures:
I hope I have made my thinking clear in this blog post and I would really appreciate any thoughts about what I have proposed. If you can back any of your comments either with research or with case studies from experience then even better!
If you would like Aidan to work with you on developing reading at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.
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