Delivering Effective Guided Reading and Assessment

1. Housekeeping: Fire Phones Loos Lunch Introductions:Housekeeping: Fire Phones Loos Lunch Introductions:

5. Warming up the word

6. Warming up the word What might you find in Superman�s pocket?

7. Warming up the word The raft floated�..

8. Warming up the word Get into twos PERSON A- Write 5 objects that you can see in the room PERSON B- Make a list of 5 verbs- actions that humans make e.g. GRIN, SHUFFLE, DREAM

10. Reading Rich Environment

11. SCHOOL ENVIRONMENT Extreme read Storytelling corners Reading baskets Photos of you reading? Parents invited in? Extreme read Storytelling corners Reading baskets Photos of you reading? Parents invited in?

12. RESOURCES

13. LIBRARY

14. TEACHING

15. POSSIBLE ISSUES

16. GUIDED READING SESSION

17. PLANNING

18. DELIVERY

19. RECORD KEEPING

20. FOLLOW UP WORK

21. Reading Assessment Focuses

22. Reading Assessment Focuses: 1.��� use a range of strategies, including accurate decoding of text, to read for meaning; 2.��� understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text; 3.��� deduce, infer or interpret information, events or ideas from texts;� 4.��� identify and comment on the structure and organisation of texts, including grammatical and presentation features at text level; 5.��� explain and comment on writers� use of language, including grammatical and literary features at word and sentence level; 6.��� identify and comment on writers� purposes and viewpoints and the overall effect of the text on the reader; 7. relate texts to their social, cultural and historical contexts and literary traditions

23. The Strands

24. How do the AFs link to the Framework strands? This is also available as a handout (Handout 6)This is also available as a handout (Handout 6)

25. Talk for Writing See notes in packSee notes in pack

26. Book Talk learning about a book by talking about it; talking to deepen understanding and critical appreciation; giving children time to think collectively and tentatively, proposing and reshaping their understanding; only worth doing if the book contains anything worth talking about! Talk that helps children to think like a writer It is most effective when it focuses on the intended effect on the reader Key Points : � Teacher models before the class tries � At all stages verbalise and make explicit the reader�s / writer�s thinking � �I think that ��, �The writer is showing�� � Not just about �spotting grammar� � Key Question: what effect is the writer creating? � Key follow-up: how is he/she achieving this? � Identify key features which could be used (appropriate for the teaching group)Talk that helps children to think like a writer It is most effective when it focuses on the intended effect on the reader Key Points : � Teacher models before the class tries � At all stages verbalise and make explicit the reader�s / writer�s thinking � �I think that ��, �The writer is showing�� � Not just about �spotting grammar� � Key Question: what effect is the writer creating? � Key follow-up: how is he/she achieving this? � Identify key features which could be used (appropriate for the teaching group)

27. Delegates turnDelegates turn

28. Delegates turnDelegates turn

29. Top tips from Pie Corbett

30. Writer Talk Talk that helps children think and behave like a writer. After reading as a reader, move on to read as a writer, problem-solving to see how texts are structured. Notice the effects. Consider how they are created. Writers are thieves � what can you use from this text? Talk that helps children to think like a writer It is most effective when it focuses on the intended effect on the reader Key Points : � Teacher models before the class tries � At all stages verbalise and make explicit the reader�s / writer�s thinking � �I think that ��, �The writer is showing�� � Not just about �spotting grammar� � Key Question: what effect is the writer creating? � Key follow-up: how is he/she achieving this? � Identify key features which could be used (appropriate for the teaching group)Talk that helps children to think like a writer It is most effective when it focuses on the intended effect on the reader Key Points : � Teacher models before the class tries � At all stages verbalise and make explicit the reader�s / writer�s thinking � �I think that ��, �The writer is showing�� � Not just about �spotting grammar� � Key Question: what effect is the writer creating? � Key follow-up: how is he/she achieving this? � Identify key features which could be used (appropriate for the teaching group)

31. Name opener Isolate main character & other characters busy doing other things. Short punch sentences to emphasise key points. Some stage direction used to show us how she is feeling. Name opener Isolate main character & other characters busy doing other things. Short punch sentences to emphasise key points. Some stage direction used to show us how she is feeling.

32. Name opener Isolate main character & other characters busy doing other things. Short punch sentences to emphasise key points. Some stage direction used to show us how she is feeling. Name opener Isolate main character & other characters busy doing other things. Short punch sentences to emphasise key points. Some stage direction used to show us how she is feeling.

34. PLANNING

35. COFFEE TIME

36. Gathering Evidence � opportunities throughout the curriculum � Independent / Guided reading � Making close links between reading and writing � Reading in other subject areas � Note making and planning in preparation for writing. For each piece of writing used as evidence, the level of support or independence should be noted. Use Gathering Evidence in Writing booklet for more ideasFor each piece of writing used as evidence, the level of support or independence should be noted. Use Gathering Evidence in Writing booklet for more ideas

37. ASSESSMENT FOCUSES

38. ASSESSMENT FOCUSES

39. Assessment Focus 1

40. Examples of evidence for AF1 This assessment focus is about the process of decoding text. For this reason, it is not assessed beyond L3. Teachers will need evidence of pupils using a range of strategies with an emphasis on phonic strategies in the early stages. Fluency and expression (including attention to punctuation), is also a key part of this AF. This assessment focus is about the process of decoding text. For this reason, it is not assessed beyond L3. Teachers will need evidence of pupils using a range of strategies with an emphasis on phonic strategies in the early stages. Fluency and expression (including attention to punctuation), is also a key part of this AF.

41. Assessment Focus 2

42. Examples of evidence for AF2 The key to this AF is identifying the relevant information and commenting upon it, using references and quotations to exemplify. This may involve retelling or paraphrasing information, events or ideas. At lower levels this may be by locating a piece of information; progression is shown by locating information from a variety of places in the text. Progression is also shown by the relevance of comments made and the evidence to support them.The key to this AF is identifying the relevant information and commenting upon it, using references and quotations to exemplify. This may involve retelling or paraphrasing information, events or ideas. At lower levels this may be by locating a piece of information; progression is shown by locating information from a variety of places in the text. Progression is also shown by the relevance of comments made and the evidence to support them.

43. Assessment Focus 3

44. Assessment Focus 3

45. Examples of evidence for AF3 This assessment focus is about how we derive meaning from a text. The key skill within this is that of inference. The ability to make inferences is, in simple terms, the ability to use two or more pieces of information from a text in order to arrive at a third piece of information that is implicit. Inference can be as simple as associating the pronoun �he� with a previously mentioned male person. Or, it can be as complex as understanding a subtle implicit message, conveyed through the choice of particular vocabulary by the writer and drawing on the reader�s own background knowledge. Progression is shown through the complexity of the inferences drawn, the complexity of the text (not just harder language but concepts) and also the clarity of children�s explanation and justification of their understandings. This assessment focus is about how we derive meaning from a text. The key skill within this is that of inference. The ability to make inferences is, in simple terms, the ability to use two or more pieces of information from a text in order to arrive at a third piece of information that is implicit. Inference can be as simple as associating the pronoun �he� with a previously mentioned male person. Or, it can be as complex as understanding a subtle implicit message, conveyed through the choice of particular vocabulary by the writer and drawing on the reader�s own background knowledge. Progression is shown through the complexity of the inferences drawn, the complexity of the text (not just harder language but concepts) and also the clarity of children�s explanation and justification of their understandings.

46. Assessment Focus 4

47. Examples of evidence for AF4 The key words in this AF are �identify� and �comment�. Teachers need to provide opportunities for children to engage with a range of different non-fiction, fiction and poetry texts with varying layouts and features. Children need to discuss both text type/genre and form. The main focus for this AF is structure and organisation at whole text level. Children need opportunities to discuss whole texts in terms of how they are organised and structured and the impact of this. The key words in this AF are �identify� and �comment�. Teachers need to provide opportunities for children to engage with a range of different non-fiction, fiction and poetry texts with varying layouts and features. Children need to discuss both text type/genre and form. The main focus for this AF is structure and organisation at whole text level. Children need opportunities to discuss whole texts in terms of how they are organised and structured and the impact of this.

48. Assessment Focus 5 Key words in this AF are �explain� and �comment�. Teachers need to create interesting and stimulating opportunities for pupils to analyse text at sentence and word level; identify examples of language features and articulate the effect. The texts that are used with the children must include a variety of fiction, non-fiction and poetry. Progression is shown by the quality of comments about the use of language and growing, explicit reference to authorial intent. Key words in this AF are �explain� and �comment�. Teachers need to create interesting and stimulating opportunities for pupils to analyse text at sentence and word level; identify examples of language features and articulate the effect. The texts that are used with the children must include a variety of fiction, non-fiction and poetry. Progression is shown by the quality of comments about the use of language and growing, explicit reference to authorial intent. Key words in this AF are �explain� and �comment�. Teachers need to create interesting and stimulating opportunities for pupils to analyse text at sentence and word level; identify examples of language features and articulate the effect. The texts that are used with the children must include a variety of fiction, non-fiction and poetry. Progression is shown by the quality of comments about the use of language and growing, explicit reference to authorial intent. Key words in this AF are �explain� and �comment�. Teachers need to create interesting and stimulating opportunities for pupils to analyse text at sentence and word level; identify examples of language features and articulate the effect. The texts that are used with the children must include a variety of fiction, non-fiction and poetry. Progression is shown by the quality of comments about the use of language and growing, explicit reference to authorial intent.

49. Examples of evidence for AF5 Key words in this AF are �explain� and �comment�. Teachers need to create interesting and stimulating opportunities for pupils to analyse text at sentence and word level; identify examples of language features and articulate the effect. The texts that are used with the children must include a variety of fiction, non-fiction and poetry. Progression is shown by the quality of comments about the use of language and growing, explicit reference to authorial intent. Key words in this AF are �explain� and �comment�. Teachers need to create interesting and stimulating opportunities for pupils to analyse text at sentence and word level; identify examples of language features and articulate the effect. The texts that are used with the children must include a variety of fiction, non-fiction and poetry. Progression is shown by the quality of comments about the use of language and growing, explicit reference to authorial intent.

50. Assessment Focus 6

51. Examples of evidence for AF6 This AF progresses from children expressing personal opinions and preferences to a growing awareness of the role and viewpoint of the author. A key element is the �overall effect� of the text which requires that children are able to talk about texts as a whole. This may involve many links with AF4. This AF progresses from children expressing personal opinions and preferences to a growing awareness of the role and viewpoint of the author. A key element is the �overall effect� of the text which requires that children are able to talk about texts as a whole. This may involve many links with AF4.

52. Assessment Focus 7

53. Examples of evidence for AF7 This AF is essentially about placing a text in a wider context which may be a genre or social/cultural/ historical. In the early stages it relates to making simple connections with other known texts. As children progress, they learn to make more sophisticated connections between texts including connections to the cultural context for both writer and reader. This AF is essentially about placing a text in a wider context which may be a genre or social/cultural/ historical. In the early stages it relates to making simple connections with other known texts. As children progress, they learn to make more sophisticated connections between texts including connections to the cultural context for both writer and reader.

54. Applying the assessment focuses in order:

55. Should be done for every child Notice the order of the AFs- meant to be like �Zooming out� AF5 and AF6= strand 11 (sentence structure and organisation) AF3 and AF4= strand 10 (text structure and organisation) AF1 and AF2 and AF7= strand 9 (creating and shaping texts) AF8= strand 5 and 6 (word recognition and word structure) Making a level judgement should be done 3x a year based on evidence of independent work Take note of the bullet points for progression Take note of the stem criteria Should be done for every child Notice the order of the AFs- meant to be like �Zooming out� AF5 and AF6= strand 11 (sentence structure and organisation) AF3 and AF4= strand 10 (text structure and organisation) AF1 and AF2 and AF7= strand 9 (creating and shaping texts) AF8= strand 5 and 6 (word recognition and word structure) Making a level judgement should be done 3x a year based on evidence of independent work Take note of the bullet points for progression Take note of the stem criteria

56. ASSESSMENT

66. ASSESSMENT

67. Progression

68. Making Judgements: Reading

69. QUALITY FIRST TEACHING

70. QUALITY FIRST TEACHING