Several of our Master Readers Schools are working to ensure they give pupils the best chance they can to achieve Age Related Expectations in the SATs. Here are a few considerations:
For schools who have an established Master Readers approach
For schools who have an established Master Readers approach, continue to deliver the excellence after phonics teaching. In the journey from stepping out of phonics, you will have taken pupils through several books and have ensured they are well read. Pupils have studied books, read a variety of genres and spent time digging deep into the words authors have committed to pages. This reading milage sets pupils up for success.
As you step into the Summer Term, use old SATs papers as reading material for pupils. This will familiarise pupils with the layout, story length and feel of a SATs paper. Follow the Master Readers cycle for each section of a paper. This will help them. They’ll be confident and ready to succeed.
If needed, you might want to double the number of Master Readers lessons during the 3 weeks leading to SATs. One lesson in the morning and a second straight after lunch (Keep rotating through the teaching steps).
For schools who are in their first year of Master Readers
For schools who are in their first year of Master Readers your approach will require a different strategy.
Consider the following:
When looking at internal data, how many pupils are going to reach Age Related Expectation?
If the answer is below 90%, then pupils need additional opportunity. This might show that pupils have not done enough reading from stepping out of phonics teaching. Wherever in the year you are, I’d double up the number of reading lessons. I’d let teachers deliver two Master Readers lessons a day until the end of the Spring Term. Still follow the Master Readers cycle, but complete two in a week.
Monday a.m. – Introduce the chapter
Monday p.m. – Book Club lesson
Tuesday a.m. – Following the Wednesday lesson teaching steps
Tuesday p.m. – Follow the Thursday lesson teaching steps
Wednesday a.m. – Introduce the next chapter
Wednesday p.m. – Book Club lesson
Thursday a.m. – Follow the Wednesday lesson teaching steps
Thursday p.m.- Follow the Thursday lesson teaching steps
Friday a.m. – Review and respond lesson
This strategy has been used by a few schools in Surrey and Hampshire who are seeing pupils leap forward in internal assessments. So much so that I thought it would be worth sharing with the wider Master Readers community.
Why is this important? Why 90%?
Have a read of the article below. We want our pupils to be included in the number who are ready for KS3.
Comentários