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Contains 12 high quality extracts from modern children's stories. Perfect preparation for ensuring children develop the skills needed for the KS2 SATs and 11+ Reading Comprehension papers.
Developing Reading Comprehension Skills Years 5-6: Classic Poetry is a flexible teaching resource designed to give children a greater understanding of poems, and to increase their confidence in answering questions about poems in the KS2 SATs. It introduces children in upper Key Stage 2 to carefully selected classic poems, which have stood the test of time. Their meaning is universal and timeless: as true now as it was when they were first written. The resource will help pupils to develop a love of poetry by introducing them to a world where playing with language is the norm and there are a multitude of right answers. Through exploring the language and themes of the poems, pupils will find out more about themselves and the world around them. The activities help to guide children through the poems, providing them with opportunities to understand the poet's choice of vocabulary, widen their knowledge of synonyms, develop understanding of challenging language devices and practise their reading comprehension skills. All the activities are linked to the eight question types for the reading content domain that appear in the KS2 Reading SATs papers: vocabulary, retrieval, summary, inference, prediction, text meaning, author's use of language and compare and contrast. Through working through the activities, pupils will develop an understanding of the type of answer required for each question type and will become more confident at answering these types of question. The flexibility of this resource means that you can choose to use it in many different ways. Whether you choose to use it for whole class sessions, smaller teacher-led sessions or for independent tasks, you can be sure that pupils will be learning some wonderful classic poems and improving their comprehension skills. The book contains the following classic poetry: Night Clouds by Amy Lowell An Autumn Evening by Lucy Maud Montgomery In Flanders Fields by John McCrae Leisure by W.H. Davies In the Bleak Midwinter by Christina Rossetti The Way Through the Woods by Rudyard Kipling "Hope" is the Thing with Feathers by Emily Dickinson The Highwayman by Alfred Noyes The Listeners by Walter de la Mare North of Time by Rachel Field The Tyger by William Blake A Musical Instrument by Elizabeth Barrett Browning This book is the second book in a series of 8 Developing Reading Comprehension Skills through ... and a companion for Classic Children's Literature, Years 5-6 The other books will be: Classic Children's Literature, Years 3-4 Classic Poetry, Years 3-4 Contemporary Children's Literature, Years 5-6 Contemporary Children's Literature, Years 3-4 Non-fiction, Years 5-6 Non-fiction, Years 3-4
Years 5-6: Non-fiction contains 12 high quality authentic non-fiction passages and is perfect preparation for introducing children to the skills needed for the KS2 SATs and 11+ Reading Comprehension papers.
Developing Reading Comprehension “In recent years the debate about teaching young children to read has tended to focus upon equipping them with the crucially important knowledge and skills they need to read words accurately in and out of context, that is to say, teaching them how the alphabet works for reading and spelling. While such knowledge and skills are essential, more is required for children to become literate, fluent readers who understand what they read. In short, the goal of reading is comprehension. This book scrupulously examines the obstacles to reading comprehension and exemplifies what can be done to help children overcome them. It is an important and timely contribution to securing high-quality teaching of the range of attributes children need to become fully-fledged readers.” Sir Jim Rose, CBE “The studies by Professors Charles Hulme and Maggie Snowling and their team over two decades based around the Reading Intervention Programme are the most sustained, comprehensive and rigorous research series on reading yet conducted in the UK. Their increasing focus on children who experience the most difficulty in reading is exactly where attention should be directed. This volume summarises the team’s achievements to date, and is most eagerly awaited.” Greg Brooks, Emeritus Professor of Education, University of Sheffield, Member of European High Level Group of Experts on Literacy “Developing Reading Comprehension presents a landmark study from the top research team in the UK on how to improve reading comprehension. It’s an exemplary masters-level textbook written with undergraduate-level lucidity and approachability.” Colin Harrison, Emeritus Professor of Literacy Studies in Education, University of Nottingham A significant minority of children aged 7–11, despite being able to read fluently and accurately, have difficulty extracting meaning from text. This detailed guide offers three evidence-based intervention programmes, drawn from the cutting edge of educational psychology, for improving the reading skills of children in this group. It includes a definitive introduction to the characteristics of the ‘poor comprehender profile’, and explains how to monitor and assess students’ experiences and learning outcomes. With invaluable strategies for teachers, psychologists and special educational needs coordinators, the book will help professionals to support learners in their efforts to explore the full richness of language and to read with real understanding.
Developing Reading Comprehension “In recent years the debate about teaching young children to read has tended to focus upon equipping them with the crucially important knowledge and skills they need to read words accurately in and out of context, that is to say, teaching them how the alphabet works for reading and spelling. While such knowledge and skills are essential, more is required for children to become literate, fluent readers who understand what they read. In short, the goal of reading is comprehension. This book scrupulously examines the obstacles to reading comprehension and exempli Fies what can be done to help children overcome them. It is an important and timely contribution to securing high-quality teaching of the range of attributes children need to become fully-fledged readers.” Sir Jim Rose, CBE “The studies by Professors Charles Hulme and Maggie Snowling and their team over two decades based around the Reading Intervention Programme are the most sustained, comprehensive and rigorous research series on reading yet conducted in the UK. Their increasing focus on children who experience the most dif Ficulty in reading is exactly where attention should be directed. This volume summarises the team’s achievements to date, and is most eagerly awaited.” Greg Brooks, Emeritus Professor of Education, University of Sheffield,Member of European High Level Group of Experts on Literacy “Developing Reading Comprehension presents a landmark study from the top research team in the UK on how to improve reading comprehension. It’s an exemplary masters-level textbook written with undergraduate-level lucidity and approachability.” Colin Harrison, Emeritus Professor of Literacy Studies in Education, University of Nottingham A signi&ficant minority of children aged 7–11, despite being able to read fluently and accurately, have difficulty extracting meaning from text. This detailed guide offers three evidence-based intervention programmes, drawn from the cutting edge of educational psychology, for improving the reading skills of children in this group. It includes a de Finitive introduction to the characteristics of the ‘poor comprehender pro File’, and explains how to monitor and assess students’ experiences and learning outcomes. With invaluable strategies for teachers, psychologists and special educational needs coordinators, the book will help professionals to support learners in their efforts to explore the full richness of language and to read with real understanding.
Radically change the way students learn from texts, extending beyond comprehension to critical reasoning and problem solving. Is your reading comprehension instruction just a pile of strategies? There is no evidence that teaching one strategy at a time, especially with pieces of text that require that readers use a variety of strategies to successfully negotiate meaning, is effective. And how can we extend comprehension beyond simple meaning? Bestselling authors Douglas Fisher, Nancy Frey, and Nicole Law propose a new, comprehensive model of reading instruction that goes beyond teaching skills to fostering engagement and motivation. Using a structured, three-pronged approach—skill, will, and thrill—students learn to experience reading as a purposeful act and embrace struggle as a natural part of the reading process. Instruction occurs in three phases: Skill. Holistically developing skills and strategies necessary for students to comprehend text, such as monitoring, predicting, summarizing, questioning, and inferring. Will. Creating the mindsets, motivations, and habits, including goal setting and choice, necessary for students to engage fully with texts. Thrill. Fostering the thrill of comprehension, so that students share their thinking with others or use their knowledge for something else. Comprehension is the structured framework you need to empower students to comprehend text and take action in the world.
Early literacy instruction typically emphasizes foundational skills--often at the expense of engaging young children in reading and supporting their comprehension of different types of texts. This book explains the essential elements of comprehension and shares a wealth of classroom-tested instructional practices. It presents developmentally informed strategies for scaffolding comprehension skills, using content to promote engagement, and implementing high-level discussions and writing tasks. Ways to teach and assess English learners and other diverse students are highlighted throughout. The book features explicit links to the Common Core State Standards (CCSS) as well as helpful reproducible forms. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.
Students in grades 3–6 need to use increasingly sophisticated comprehension skills and strategies as they read and build knowledge across disciplinary content areas. Grounded in research, this book presents effective practices for integrating literacy instruction with literature, science, and social studies. Chapters address text selection, vocabulary development, strategy instruction, discussion formats, writing to express and expand comprehension, assessment, and more. Ways to meet the needs of emergent bilingual and culturally diverse students are highlighted throughout. Ideal for preservice and inservice teachers and professional staff development, the book includes classroom vignettes, text boxes with easy-to-read instructional procedures, and curriculum resources. Helpful reproducible forms can be downloaded and printed in a convenient 8 1/2" x 11" size. See also the authors' related book on the primary grades: Developing Reading Comprehension: Effective Instruction for All Students in PreK-2.
"Reading fluency drills improve reading speed, accuracy, and comprehension, as well as writing skills. This system can be used with an adult working with a single student, and adult and a small reading group, or even by an older student or adult on their own."--Page [i].
