0 session 3 gathering evidence for reading app. 1 aims to revisit reading assessment focuses to look...
TRANSCRIPT
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Session 3
Gathering Evidence for ReadingAPP
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Aims
• To revisit reading assessment focuses
• To look at and evaluate ways of gathering evidence against the assessment focuses
• To reflect on own practice
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The Reading Curriculum includes;• shared reading
• guided reading
• regular independent reading
- individual
- group and paired
• home/school reading
• hearing books read aloud on a regular basis
• selecting their own choice of texts
• reading whole texts and on screen
• making close links between reading and writing
• reading in other subject areas
• reading in the community
All of these are essential because they offer different opportunities to develop fluent, enthusiastic and critical readers.
Independent Reading – easy text, 95%-100% accuracy.
Guided Reading – instructional text, 90%-94% accuracy.
Shared Reading – a hard text, 80%-89% accuracy
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Reading Assessment Focuses (number/s refers to the most relevant strand from the Renewed Framework/number in brackets refers to the strand having some relevance)
AF1: Use a range of strategies, including accurate decoding of text, to read for meaningStrand: 5, 6, 7, (8)
AF2: Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to textStrand: 7, (8)
AF3: Deduce, infer or interpret information, events or ideas from textsStrand: 7, 8
AF4: Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text levelStrand: 7, (8)
AF5: Explain and comment on the writer’s use of language, including grammatical and literary features at word and sentence levelStrand: 7, (8)
AF6: Identify and comment on writers’ purposes and viewpoints and the overall effect of a text on the readerStrand: 8
AF7: Relate texts to their social, cultural and historical contexts and literary traditionsStrand: 8
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Reading
• These focuses are based on the national curriculum level descriptions and cover areas for assessment, both in tests and teacher assessment.
• When judging pupils’ progress day to day, look for evidence of 1 or 2 relevant focuses
• The choice of focus varies with the type of text and the purpose of reading
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Activity One
Match up the Assessment Focuses with the
descriptors and consider the keys skills that the AFs are trying to develop
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Points to remember when using the reading AFs:
• AFs are not hierarchical, age or ability related, and they define broad areas in which evidence can be examined in order to determine how well pupils are progressing
• Readers use a range of strategies to decode texts (AF1) which become more automatic with experience, as listening to pupils read throughout Key Stage 2 demonstrates
• Reading involves making meaning from content, structured and language (AFs 2 – 5)
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• To develop as readers who can make sense of a wide range of texts, pupils need to be secure on AF3. Securing AF3 is a vital underpinning for progress through level 4 and above.
• The AFs which highlight evaluation and analysis (AFs 4 – 7) build on the skills in AFs 1 – 3.
• In exploring a text, readers respond to specific aspects (AFs 4 – 5) and to the text as a whole (AF6) and consider how the text relates to their wider reading and experience (AF7).
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Gathering evidence from
reading on screen
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What might this film short be about?
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What might this
bird be saying?
What might this bird be thinking?
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Does this story remind you of anything?
Another story perhaps?
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Which of the reading Assessment Focuses could we gather evidence for
by doing these activities?
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Supporting judgements by looking critically at a range of evidence
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Objective – Year 3, Strand 7Objective – Year 3, Strand 7
•Infer characters’ feelings in fiction and consequences in logical explanations
AF3
•Deduce, infer or interpret information, events or ideas from texts.
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Activity 2:
Look at the individual pieces of evidence that the teacher has collected. Use the Zones of Relevance board to order the evidence (green = most relevant, red = least/not relevant). Consider:
• What is being assessed? Think about the objective.
• How relevant is the evidence to the AF 3?
Now place the evidence in the appropriate colour zone
Be prepared to outline your decisions to the rest of the group.
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Can describe when a character is feeling anxious or delighted.
Can read silently and demonstrates perseverance.
Can identify adverbs in the text.
Zones of Relevance Board
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Now take another look at your pupils’ evidence, focusing on their ‘barriers to reading’. Repeat the Zones of Relevance activity with your evidence.
Consider the nature of the evidence – both range and quality
•Is there enough evidence to support a judgement in the chosen AFs?
•Has planned work enabled pupils to demonstrate what is being looked for?
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This publication is available for download from:
www.standards.dcsf.gov.uk
www.teachernet.gov.uk/publications
Copies may be available from:
DCSF PublicationsTel: 0845 60 222 60Fax: 0845 60 333 60
Textphone: 0845 60 555 60e-mail: [email protected]
Ref: DFES 1311-2005
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APP Video
Ways of recording and observing evidence for reading and
writing
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Key Messages:• A balanced Reading Curriculum is fundamental
to gathering evidence through APP.
• There is a range of methods for gathering evidence. Questioning is one of the most useful for gathering evidence across the range of AFs.
• Evidence of skills must be collected from a range of contexts across the curriculum to ensure sound judgements.
• Guided Reading is part of the whole reading curriculum, but must be seen as the central tool in both teaching and assessing reading.