Presentation on theme: "Reading Will talk you through how the children are currently assessed in reading and give examples of the types of questions they will be asked. These."— Presentation transcript:
1 ReadingWill talk you through how the children are currently assessed in reading and give examples of the types of questions they will be asked.These type of questions can be adapted to any text, i.e. whatever the children may be reading at home.Reading is assessed through understanding of the text, what they can infer, points of view and being able to refer to the text for evidence.
2 Which of these animals live in Antartica? Assessment Focus 2Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.Which of these animals live in Antartica?penguins polar ponies sealsbearsHigher the assessment focus, higher level questions.NOT A MEMORY TEST!Basic comprehension questions about text.Can they locate the information – not asking them to give any other knowledge. All answers are in text.
3 Deduce, infer or interpret information, events or ideas from texts. Assessment Focus 3Deduce, infer or interpret information, events or ideas from texts.Whose letter was most likely to annoy Norman?Explain why, referring to the letter in your answer.Why do you think her attitude towards Norman changed?Looking further beyond the text – hidden messages.Using the text to infer from.Facts about characters? Inferences? Using evidence to support views.
4 Assessment Focus 4Identify and comment on the structure and organisation of texts including grammatical and presentational features at text level.Look at the diary entry for Sunday. Why does Lizzie put ‘very fast’ in brackets?Looking at the layout of the text, particularly in non-fiction.Use of arrows?Boxes?Bullet points?Why information has been displayed the way it has.
5 Assessment Focus 5Explain and comment on the writers’ use of language, including grammatical and literary features at word and sentence level..Why is ‘dotted’ a good word to describe where the people are in Antartica?
6 Why do you think the writer has included this fact? Assessment Focus 6Identify and comment on the writers’ purposes and viewpoints and the overall effect of the text on the reader.It says in the text that Antartica is about 60 times larger than the United Kingdom.Why do you think the writer has included this fact?Reading at home – encouraging chn to read for enjoyment.Read aloud to your chn at home, not punishing them because they can read.Reading aloud models use of punctuation, expression, emphasis of particular words etc.Aiden Chambers questions.
8 Level 2Simple, plausible inference about events and information, using evidence from the textE.g. how a character is feeling, what makes a plant grow
9 Level 3Straightforward inference based on a single point of reference in the textE.g. ‘he was upset because it says “ he was crying”’
10 Level 4Comments make inferences based on evidence from different points of the text.E.g. interpreting a character’s motive from their actions at different points
11 Writing: the expectations and how to achieve them 11
12 Word Level Work Aim- To use a range of vocabulary Discuss the meaning of new words and record them for future useWhen watching TV discuss alternative and new languageWhen reading different genres talk about how the language differsEncourage the use of a thesaurus
13 SpellingAim- To be confident to sound words out and to be familiar with common word prefixes and suffixesLook at the difference between commonly misspelt words, such as practise and practice, which and witch etcDuring homework tasks encourage the children to use a dictionary to check their spellingsWhen reading with your child note connections between words, for example the beginnings and endings
14 Sentence Level WorkAim- To use a wide range of punctuation, sentence types and connectives and openersCheck the tense and person is consistent throughout all writingEncourage them to use their reading books to confirm where and when punctuation should be usedDiscuss with them where it is appropriate to use connectives and openers within their writingPrompt them to think about the type of writing they are creating and how different sentence types can create different moods within their writing
15 Level 2 In some forms of writing · some variation in sentence openings,e.g. not always starting with name or pronoun.· mainly simple sentences with ‘and’used to connect clauses.· past and present tense generally consistentLevel 3In most writing· reliance mainly on simply structured sentences,variation with support, e.g.some complex sentences.· ‘and’, ‘but’, ‘so’ are the most common connectives,· some limited variation in use oftense and verb forms, not always secure.
16 Text Level WorkAim- To have a clear idea of the direction of a piece of writing, considering their audienceBeing able to plan a piece of writingParagraphing consistently and with links between paragraphsWriting within a particular genre showing an awareness of the features for that genreWhen reading different text types they should be thinking about who their audience isShowing imagination, relating their writing to personal experiences and drawing on ideas from books
17 Handwriting Aim- To use clear and joined handwriting Constant reminders to join their lettersDiscuss where letters should sit on the lineConsistent size and spacingSpeed of writing
19 The seven strands Using and Applying Counting and Understanding Number Knowing and Using Number FactsCalculatingUnderstanding ShapeMeasuringHandling Data19
20 Speaking and Listening There is an emphasis on speaking and listeningTalking helps reinforce learningUsing mathematical languageTalk partnersParents could ask questions and encourage children to explain what they are doing.
21 StrategiesWhy are children taught different strategies to solve calculations?For understandingUse most efficient method e.g. mental calculationsSchool calculation policy
22 Practical ActivitiesWherever appropriate practical activities are included in a lesson :Using equipment supports and develops the ability to visualise laterWe aim to make maths fun when possible.
23 Differentiation Different levels of ability Tasks differentiated Adult support for targeted childrenExtension– more open-ended tasks – e.g.Zak has more than 10 counters and fewer than 20 counters. When he groups them in threes no counters are left over.How many counters could Zak have?
24 Assessment Questioning Observing Marking Written tests Children’s progress is continually assessed to enable the teacher to plan lessons at the appropriate levelTeacher assessmentQuestioningObservingMarkingWritten testsSelf assessmentExpected level of progress is two sub levelsBy the end of Year 3 children should be working at a level 2a/3cBy the end of year 4 children should be working at a level 3c/3b
26 Level 2begin to understand the place value of each digit; use this to order numbers up to 100, e.g.– know the relative size of numbers to 100– use 0 as a placeholder
27 Level 3 understand place value in numbers to 1000, e.g. – represent/compare numbers using number lines, 100-squares,–– use understanding of place value to multiply/divide whole numbers by 10 (whole number answers)· use place value to make approximations
28 Level 4use place value to multiply and divide whole numbers by 10 or 100
30 It’s played on a CD and takes approximately 20 minutes. Tables Tests:To begin with the class will study a table for the week, which will be the focus of the test. Later, the weekly test will take the form of a mixed tables test. Finally tests will include division facts as well.Mental maths tests:We regularly give timed tests which focus on mental calculation and the ability to apply knowledge at speed.Some questions will be investigated as a class either before or after a test to develop understanding.It’s played on a CD and takes approximately 20 minutes.
31 How can you support the children’s learning? By encouraging the children to speak and explain the strategies they are using and why.To ensure they have an excellent knowledge of basic number facts including their number bonds/tablesTake opportunities to pose questions for them to solve e.g. calculating the change from shopping, working out how long their favourite programme is,