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Session 3 Gathering Evidence for Reading APP

Session 3 Gathering Evidence for Reading APP. Aims. To revisit reading assessment focuses To look at and evaluate ways of gathering evidence against the assessment focuses To reflect on own practice. The Reading Curriculum includes; shared reading guided reading

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Session 3 Gathering Evidence for Reading APP

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  1. Session 3Gathering Evidence for ReadingAPP

  2. Aims • To revisit reading assessment focuses • To look at and evaluate ways of gathering evidence against the assessment focuses • To reflect on own practice

  3. 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

  4. 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

  5. Activity One Match up the Assessment Focuses with the descriptors and consider the keys skills that the AFs are trying to develop

  6. 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)

  7. 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).

  8. Gathering evidence from reading on screen

  9. What might this film short be about?

  10. What might this bird be thinking? What might this bird be saying?

  11. Does this story remind you of anything?Another story perhaps?

  12. Which of the reading Assessment Focuses could we gather evidence for by doing these activities?

  13. Supporting judgements by looking critically at a range of evidence

  14. Objective – Year 3, Strand 7 Objective – 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.

  15. 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.

  16. Zones of Relevance Board Can describe when a character is feeling anxious or delighted. Can read silently and demonstrates perseverance. Can identify adverbs in the text.

  17. 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?

  18. This publication is available for download from: www.standards.dcsf.gov.uk www.teachernet.gov.uk/publications Copies may be available from: DCSF Publications Tel: 0845 60 222 60 Fax: 0845 60 333 60 Textphone: 0845 60 555 60 e-mail: dcsf@prolog.uk.com Ref: DFES 1311-2005

  19. APP Video Ways of recording and observing evidence for reading and writing

  20. 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.

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