1. Introduction to the Reading Assessment Guidelines © Swaledale Alliance 2015

2. Assessing English in the New Curriculum  Our Aims:  a) the assessment structure had an element of familiarity;  b) the assessment guidelines would support teachers in getting to grips with the NC obj;  c) they had multiple uses and could be used for daily guided reading sessions as well as gathering evidence for a half termly/termly assessment across a wider range of genres and skills.  d) they linked to TT;  e) the assessment highlights gaps in pupil’s learning;  f) the guidelines would give us a framework and starting point for moderation as a cluster. © Swaledale Alliance 2015

3. HEALTH WARNING!!!!! FIRST DRAFT PROFESSIONAL JUDGEMENT ESSENTIAL © Swaledale Alliance 2015

4. Back to ‘the rule of exposure…’  Grids are designed predominantly to support guided reading. Therefore, they should be tailored to the needs/book band of your children so that gaps can be plugged and extension can be made.  HOWEVER…when reading objectives are being taught to a whole class, the main teaching should be aimed at the year group objectives e.g. band 5 for year 5. Subsequent work should be differentiated as appropriate. © Swaledale Alliance 2015

5. The structure of the grids  The sheets are based on the North Yorkshire guided reading guidelines and combine their statements with those from the NC, Target Tracker and the NAHT.  All key performance indicators (suggested by the NAHT, Target Tracker and other sources) are in bold.  As already mentioned, they follow the school coloured book bands. © Swaledale Alliance 2015

6. The structure of the grids Key Stage 1  the two columns of objectives represent the different areas which children need to meet: word reading and comprehension skills.  Band 1 spans blue, green, orange and turquoise and Band 2 is turquoise, purple, gold and white. Key Stage 2  all objectives relate to reading comprehension as it is assumed that pupils have a secure range of strategies to decode and read with fluency by the time they complete the white book band.  left hand column is NC statements and right hand is supplementary statements from NY grids.  following each band in Key Stage 2, there are associated word reading objectives general expectations for that band. © Swaledale Alliance 2015

7. Using the grids  For guided reading – this is where the majority of teacher assessments are made.  For planning – could be used for planning however the Target Tracker statements on one sheet may be more useful.  Another consideration – children will still require a more formal assessment to independently apply comprehension skills. WARNING! © Swaledale Alliance 2015

8. Making a judgement  Due to the change in expectations across year groups, these reading sheets are ambitious to match the National Curriculum.  Pre KS1 – continue to use the NY grids as they are. They link to the ELG and Phonics phases.  KS1 - Key Stage 1 sheets start at blue book band as the beginning of band 1. It is down to the professional judgement of teachers to decide whether children are beginning or beginning +. © Swaledale Alliance 2015

9. Making a judgement – movement between Bands  There is an element of overlap between bands. Old Curriculum _______________________________________ 1c 1b 1a 2c 2b 2a 3c 3b etc New NC: _________ Band 1 __________ Band 2 __________ Band 3__________ Band 4 ___________ Band 5 __________ Band 6  Orange has been suggested as secure band 1 but to aid transition between year 1 and year 2 the orange/turquoise grid has been produced where the same objectives are applied but across a higher level text. This is repeated at the end of year 2 but professional judgement is vital. © Swaledale Alliance 2015

10. Making a judgement  KS2 - has been organised in a similar way with less objectives spanning a wider range of books. The sheets have been split into band 3, 4, 5 and 6 with two book bands to each sheet but care must be taken when assessing. Children must be able to complete the assessment objectives across both text complexities. Working towards/ Beginning/working within Meeting expectations/ Working within/secure Exceeding expectations Secure/mastery Reading - comprehen sion Inference Understand what they read, in books they can read independently, by: drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence. With support, pupil can draw straightforward inferences from their independent reading of age-appropriate texts and is beginning to explain thinking, returning to text to support opinions when prompted: e.g. Tom is not very truthful because every time he agrees to stop fooling around he actually just carries on doing it. Pupil is beginning to draw inferences from their independent reading of ageappropriate texts, often correct but not always fully supported by reference to the text: e.g. Aunt Fidget Wonkham- Strong hates it when Tom fools around because she thinks it isn't useful, so she threatens Tom. She thinks he will hate playing against the captain and it will teach him a lesson and stop him fooling around. I know because she says boys don't forget it in a hurry. She wants to change his behaviour. Pupil can almost always draw inferences from their independent reading of age-appropriate texts and justify opinions with evidence from the text: e.g. The writer shows us Tom doing all the things children do when he is fooling around. He might mean it when he agrees to stop but I think he is just being a child really and doesn't know how to stop himself. Aunt Fidget Wonkham-Strong says it looks like playing to her so there's no way she can stop him because playing is what children do © Swaledale Alliance 2015

11. Have a look…  Discuss the guidelines…questions and collaboration time  Next steps © Swaledale Alliance 2015