Reading

** __ Term 1 __ ** ** __ Fluency __ ** Students in 3M will be concentrating on Reading fluency throughout Term 1. The fluency texts will be aimed at a lower reading level in order to teach the concept of fluency effectively. The texts will include a range of different topics in order to build general knowledge and vocabulary.

__ Structure __
 * **Friday** || **Monday** || **Tuesday** || **Wednesday** || **Thursday** ||
 * **Teacher to introduce the text.**
 * Teacher to model read.**
 * Clarify any unfamiliar words.** || **Teacher to explicitly teach focus.**
 * Teacher to model read.**
 * Students to choral read.**
 * Clarify** || **Teacher to remind students of**
 * focus.**
 * Students to choral read.**
 * Students to be placed in random** **pairs and read the text to a partner.**
 * (and vice versa)** || **Teacher to remind students of**
 * focus.**
 * Students to read to (randomly** **chosen) partner.**
 * Partner to give feedback based** **on the focus.**
 * (students swap roles)** || **Students to read to partner (randomly** **chosen) for 1 min.**
 * Partner to provide feedback.**
 * Then, students swap roles.**
 * Students record fluency on the number** **line on the sheet.** ||

__ Focus __ //They recognised when the teacher paused during the modeled reading of the texts and were able to state that we pause at comma's and full stops.// ||
 * Week || Focus || Completed / Evaluation ||
 * ** Week 3/4 ** || ** Reading the comma’s and full stops. ** || //Students settled in well to the structure of fluency sessions.//
 * ** Week 5/6 ** || ** Reading questions and exclamations – how does the voice change? ** || //Students were able to isolate that volume and inflection changes when we read questions and exclamations.// ||
 * ** Week 7/8 ** || ** Pausing for punctuation (revise) and pausing for Adverbial phrases **** and conjunctions ** || //Students now need to be moved on to more challenging texts// ||
 * ** Week 9/10 ** || ** Emphasising adjectives ** ||  ||
 * ** Week 11 ** || ** Emphasising BOLD/Capital letters ** ||  ||

__Fluency Texts__
 * **Week** || **Text Title****From Reading A-Z****Fluency** || **Completed** ||
 * 3 || Black holes || //Began:3/2 Finished:9/2// ||
 * 4 || Jane Goodall || //Began:10/2 Finished:16/2// ||
 * 5 || Tornadoes || //Began:17/2 Finished:23/2// ||
 * 6 || Blizzard || //Began:24/2 Finished:1/3// ||
 * 7 || Mars || //Began: 2/3 Finished: 8/3// ||
 * 8 || Soccer || //Began:9/3 Finished:// ||
 * 9 || Helicopters || //Began: Finished:22/3// ||
 * 10 || Light-Years || //Began 23/3 Finished// ||
 * 11 || Moons ||  ||

__ **Comprehension** __

During Term 1, we will be focusing on comprehending what is read and answering Literal and Inferential questions.
 * once a task is done I will highlight it.

Students in 3M can generally answer Literal questions, but it will be revised throughout the term.During this time students will be encouraged to look at the questions being asked and to highlight KEY words (This will be done using the fluency texts). Students will then be encouraged to look for those key words to answer the question being asked. Each day they will also be asked to look at a visual image and consider what clues they can use to determine what has happened in the picture. The link below leads to an inference with pictures page on Google. This will be a daily task for 3M during Term 1.

<span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">__ What is inference (and what isn't it)? __ <span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">Inference is using facts, observations, and logic or reasoning to come to an assumption or conclusion. It is not stating the obvious (__stating the obvious:__ that girl is wearing a fancy dress and carrying a bouquet of flowers. __inference__: that girl is a flower girl in a wedding). <span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">It is not prediction, though the two are definitely related. Remind your students that inference asks "What conclusions can you draw about what is happening now?" Prediction asks, "What will happen next?"

<span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">__Find ways to show how they infer things all the time.__ <span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">Here are some fun suggestions for demonstrating this idea:
 * <span style="color: #008080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-align: left;">Come to school in a T-shirt from an event such as a charity run, concert, or theater performance. Ask the students what they can infer from your clothing choice.
 * <span style="background-color: #ffff00; color: #008080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-align: left;">Ask Mr Hooke to come into your classroom holding onto sport equipment at a time that looks unexpected to your students. Have a short, whispered conversation off to the side, during which you point at the clock in your room. Ask students what inferences they can make by what happened.
 * <span style="color: #008080; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Have a student stand in front of the class and ask what the rest of the students could tell about him if they did not already know him, just by looking. For example, his eyesight is not very good (he is wearing glasses). He likes the Sea Hawks (he is wearing a Sea Hawks T-shirt). He walked in some mud on his way to school (there is some mud caked on his shoes).

<span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">__ Picture books / Comics __ <span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">Before reading a text, ask students what they can learn from the pictures. <span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">With comics, cut or block out the captions and speech bubbles. Ask students to discuss what they see.

<span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">__ Ask Questions __ <span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">Ask inference questions while reading aloud, both fiction and non-fiction selections. <span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">Teach students to use inference questions when reading independently.
 * <span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">What is my inference?
 * <span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">What information did I use to make the inference?
 * <span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">How good was my thinking?
 * <span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">Do I need to change my thinking?

<span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">__Make it a challenge__ <span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">Have students practice creating inferences as well as identifying them by issuing an Inference Challenge. (another way of teaching "Show don't tell.") <span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">Some examples of Inference Challenges:
 * <span style="background-color: #ffff00; color: #008080; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Create a character who is very smart without actually saying he or she is smart
 * <span style="color: #008080; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Write about a very cold afternoon without saying that it is cold
 * <span style="color: #008080; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Write about an old car without saying it is old
 * <span style="color: #008080; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Write about somewhere that is scary without saying that it is a scary place.

<span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">__Make it fun__ <span style="color: #008080; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: left;">

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