Assessment and Progression in Reading Skills (Updated Feb 2009)

Lancashire Primary Strategy: Strategy: Literacy

Assessment and Progression in Reading Skills Revised February 2009

Produced by the Lancashire Literacy Team

A SSESSMENT A ND P PROGRESSION IIN R RE A DING S SK IL L S Some ideas ideas on how to use this bo oklet

This booklet has suggested guidelines for the guided reading sessions to help teacher monitor children’s progress through National Curriculum Curriculum levels and can help provide summative assessment. assessment. It is intended to give guidelines only and can be used to inform future short term planning. planning. It is a useful tool for target setting and and plotting the progress progress of groups of children. children. It would be recommended that reading and writing is linked and that the skills are not considered in isolation.



The booklet contains level descriptors taken from the National Curriculum Levels.



Each level has been differentiated to give some guidelines for progress within each level.



The purpose of this is to help teachers in their target setting for groups of children.



Teachers can use the information to assess assess the reading level of groups groups of children and from this develop the next next targets on which to base t heir teaching.



The guided guided sessions can be used used as as a focus for for this teaching, helping to move move children children through to the next level. level.



The information informatio n gained may also be used to inform shared reading and writing sessions.

A SSESSMENT A ND P PROGRESSION IIN R RE A DING S SK IL L S Some ideas ideas on how to use this bo oklet

This booklet has suggested guidelines for the guided reading sessions to help teacher monitor children’s progress through National Curriculum Curriculum levels and can help provide summative assessment. assessment. It is intended to give guidelines only and can be used to inform future short term planning. planning. It is a useful tool for target setting and and plotting the progress progress of groups of children. children. It would be recommended that reading and writing is linked and that the skills are not considered in isolation.



The booklet contains level descriptors taken from the National Curriculum Levels.



Each level has been differentiated to give some guidelines for progress within each level.



The purpose of this is to help teachers in their target setting for groups of children.



Teachers can use the information to assess assess the reading level of groups groups of children and from this develop the next next targets on which to base t heir teaching.



The guided guided sessions can be used used as as a focus for for this teaching, helping to move move children children through to the next level. level.



The information informatio n gained may also be used to inform shared reading and writing sessions.

Read i n g A s s es s m en t F Fo c u s

1.

use a range of of strategies, including accurate decoding decoding of text, to read for meaning;

2.

understand, describe, select select or retrieve retrieve information, information, events or ideas ideas from texts and use quotation and and reference to text;

3.

deduce, infer or interpret interpret information, information, events or ideas ideas from texts texts

4.

identify and comment on the structure and and organisation organisation of texts, texts, including grammatical and and presentational presentational features features at text level level

5.

explain and and comment on the writer’s writer’s use of language, language, including including grammatical grammatical and and literacy features at word word and sentence sentence level

6.

identify and comment on writer’s purposes purposes and viewpoints and the overall overall effect of the text on the reader

7.

relate texts to their social, social, cultural cultural and and historical historical contexts contexts and literacy traditions

Read i n g P Pr o m p t s

In the initial stages of reading children need to develop fluent and confident reading. Children will discuss the story / text at this level but the teacher’s role will be to ensure the children can decode at speed, using a variety of strategies. At this stage the children will be expected to talk about the text and show they understand what they read.

When fluent and confident reading is established the teacher will begin to focus more on developing the comprehension and higher order reading skills. Initially some children find it difficult to express their opinions about text and may need some prompts to support their responses. These prompts have been developed to encourage children in their responses and help them to develop their language skills.

The prompts can be used in a variety of ways. In the guided session the teacher may use the prompts to aid children in their responses. They may be available on the table and children can choose one to help them respond to the text they have read. Sometimes the children may use them as they read independently in the guided session and, as they read, the prompts aid their response as they read.

They may also be used in independent sessions to aid discussion between children or independent responses to texts. They may also form the basis to reading journal work.

There are prompts for each year group. They are linked to the objectives for each term. Children working below the expected level for their age may benefit from using those from a lower year group but the prompts often help children to respond at a level above their working level as they can scaffold their responses well.

Prompts for Decoding Reading

I can blend the sounds in order through the word


I can look at the picture

?

Read to the end – what fits

said

I can use letter sounds

Any words I know?

like my


ing

Think about the story

Can I see any patterns?

-ed ight

Leave a gap _________ and read on

When I am reading I can…

The progression of successful text reading through Key Stage 1 Band

National Curriculum Level

Colo ur

1

Working towards Level 1

PINK

2


RED

3

Working within Level 1

YELLOW

4


BLUE

5


GREEN

6


ORANGE

7


TURQUOISE

8


PURPLE

9


GOLD

10


WHITE

11


LIME

Majority of pupils secure at this level

Normal range of achievement

Year R/P1

Year 1/P2

Year 2/P3

Year 3 P4

Reading Ass essment and Prog ress Chart fo r Teaching, Monitor ing and As sessment

Year:

Names: Distinguish one sound from another. LINKING SOUNDS AND LETTERS

READING

Show interest in play with sounds, songs and rhymes. Repeat words or phrases from familiar stories. Have some favourite stories, rhymes, songs, poems or jingles.

Group:

22 - 36 months


Year:

Names: D N S G A R N I S E T K D T N I N E L U L O S

Enjoy rhyming and rhythmic activities. Show awareness of rhyme and alliteration. Recognise rhythm in spoken words. Listen to and join in with stories and poems, one-to-one and also. Begin to be aware of the way stories are structured. Suggest how the story might end.

G N I D A E R

Show interest in illustrations and print in books and print in the environment. Handle books carefully. Know information can be relayed in the form of print. Hold books the correct way up and turn pages. Understand the concept of a word.

Group:

30 - 50 months


Year:

Names: D N S G A R N I S E T K D T N I N E L U L O S

G N I D A E R

Continue a rhyming string. Hear and say the initial sound in words and know which letters represent some of the sounds. Enjoy an increasing range of books. Know that information can be retrieved from books and computers.

Group:

40 – 60 months

Reading Ass essment and Prog ress Chart fo r Teaching, Monitor ing and As sessment Year:

Names:

S D S N R U E T O S T E G L N I D K N N I A L

Hear and say sounds in words in the order which they occur. Link sounds to letters, naming and sounding the letters of the alphabet. Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words. Explore and experiment with sounds, words and texts. Use language to imagine and recreate roles and experiences. Retell narratives in the correct sequence, drawing on language patterns of stories.

G N I D A E R

Read a range of familiar and common words and simple sentences independently. Know that print carries meaning and, in English, is read from left to right and top to bottom. Show an understanding of the elements of stories, such as main character, sequence of events and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how.

Group:

Early Learning Goals


Year:

Group:

Reading Behaviours

Differentiate between text and illustration. 1 F A

Understands that print conveys meaning.

Holds a book correctly.

Recognise the front and back cover.

Has established left to right movement, top to bottom. 2 F A

Understands that books/texts are created by writers

Recite rhymes and sing songs.

Enjoys sharing books with an adult.

Talk about stories.

Reading Level:

WTL1:

Names:

See Book Band 1: Pink


Year:

Group:

Reading Behaviours

Tell a story from the pictures. Describe pictures.

1 F A

Is beginning to understand what a letter and a word are. Name some letters. Recognise some capitals and lower case letters. Recognise own first name. Turns the pages from front to back. Sequence a simple story or event.

2 F A

Use gesture and action to act out a story, event or rhyme. Make predictions based on illustrations, story content and title. Chooses to look at books.

Reading Level:

WTL1: See Boo k Band 2: Red

Names:


Group:

Reading Behaviours

1 F A

Distinguish between a word, a letter and a space Use picture clues to help in reading simple text Make 1 to 1 correspondence between written and spoken words Blend phonemes to read CVC words Use phonic knowledge to attempt unknown words Read, on sight, high frequency words from NLS appendix list 1

2 F A

Listen attentively to a story at the appropriate interest level Say how they feel about stories and poems Recall the main points of a recount in the correct sequence Use the structure of a simple story when reenacting and retelling

3 F A

4 F A

6 F A

Talk about the themes of simple texts, e.g. good over evil Use knowledge of simple sentences structures and repeated patterns to make predictions and check reading Use the patterns and structures of text when retelling and reciting Understand, and use correctly, terms referring to conventions of print: book, cover, beginning, end, page, word, letter, line. Return to favourite books, songs, rhyme to be re-read and enjoyed.

Reading Level:

1c

See Book Band 3: Yellow

Names:


Year:

Group:

Reading Behaviours Read on sight words from NLS appendix list 1 Recognise familiar words in simple texts 1 F A

Blend phonemes to read CCVC and CVCC words Continue to use phonic knowledge to attempt unknown words Expect written text to make sense

2 F A

Identify main events or key points in texts Answer literal retrieval questions about the text Make simple deductions with prompts and help from the teacher

3 F A

4 F A

6 F A

Begin to make predictions about the characters. Begin to talk about the differences between fiction and non-fiction Identify print effects, e.g. bold, italic, capitalisation, etc. Choose and talk about a favourite book from a selection

Reading Level:

1b

See Book Band 4: B lue and 5: Green

Names:


Year:

Group:

Reading Behaviours Read on sight words from NLS appendix list 1 1 F A

Blend and segment sounds in consonant clusters and use this knowledge in reading Show awareness of the grammar of a sentence to help decipher new or unfamiliar words

2 F A

Talk about the main events in a text Pick out relevant information

3 F A

Express opinions about main event and characters in stories. E.g. good and bad characters Understand the difference between fiction and non-fiction

4 F A

Understand the way that information texts are organised and use this when reading simple texts Understand the sequence of a story

6 F A

Continue to choose and talk about a favourite book from a selection

Reading Level:

1a

Refer to Book Band 6: Orange and 7: Turquo ise

Names:


Year:

Group:

Reading Level:

2c

Names: Reading Behaviours Use a range of decoding strategies Blend and segment sounds in consonant clusters and long vowel phonemes and use

1 F this knowledge in reading A

Read on sight words from NLS appendix list 1 Use the grammar of a sentence to decipher new or unfamiliar words Identify and discuss the main events or key 2 points in a text F A

Locate specific information in the text to find answers to simple questions Use an understanding of the story to make predictions

3 F Relate story settings and incidents to own A

experience

Compare stories and identify common themes Identify and discuss the way information texts 4 are organised and use this in reading simple F texts A

Discuss the structure of a narrative 6 Continue to choose and talk about a favourite F A book from a selection

See Book Bands 8: Purple


Group:

Reading Behaviours Read aloud with intonation and expression, taking account of the punctuation, e.g. speech marks and exclamation marks Read on sight a range of high frequency words

1 F from NLS appendix 2 A

Identify syllables in order to read polysyllabic words Blend and segment long vowel phonemes Make predictions using experience of reading books written by the same author or based on similar themes 2 Generate questions before reading and use F bibliographic knowledge to help retrieve A specific information Use an understanding of the structure of nonchronological reports and explanations to make predictions Go beyond own experience or general 3 impression and refer to text to explain meaning F A

Make simple inferences about thoughts and feelings and reasons for actions

Evaluate the usefulness of the information in a particular text for answering questions 4 Understand how to use alphabetically ordered F A texts to retrieve information Discuss and comment on the structure of a narrative 5 F Identify how vocabulary choice affects meaning A 6 Make choices about which texts to read based

Reading Level:

2b Names:

See Book Band 9: Gold


Year:

Group:

Reading Level:

2a

See Boo k Band 10: White

Names: Reading Behaviours Recognise a range of prefixes and suffixes to 1 construct the meanings of words in context F A Read fluently with intonation, expression and regard

for punctuation. Retell a story clearly and with appropriate detail.

2 F A Extract information from the text and discuss orally

with reference to the text. Identify key themes and discuss reasons for events in stories. 3 Be aware of underlying themes and ideas within a F A text.

Begin to understand the effects of different words and phrases, e.g. to create humour, images and atmosphere Make comparisons between books, noting similarities and difference, e.g. layout theme, characters and 4 setting F A Gain an overall impression of a text by making

predictions about content/subject of a book by skim reading, title, contents, illustrations. 5 Identify and comment on vocabulary and literary F A features 6 Continue to make choices about which texts to read F based on prior reading experience and bibliographic


Year:

Group:

Reading Level:

3c

Names: Reading Behaviours Read independently, using known strategies appropriately to establish meaning. 1 Recognise the functions of punctuation including F apostrophe for omission and use appropriate A intonation and expression. Recognise the full range of consonant diagraphs e.g. kn,wr,ph Show understanding of main points with reference to the text. 2 Recognise the main differences between fiction F A and non-fiction texts.

Extract information from the text and make notes using quotation and reference to the text. Explore underlying themes and ideas make clear reference to the text. Make plausible predictions based on knowledge of 3 the text F A Discuss the actions of the main characters and justify views using evidence from the text. Summarise the main points from a passage or a text. 4 Identify the features of different text-types. F A

Understand the purpose of the paragraph. 5 Identify where language is used to create mood or F A build tension.

See Book Band 11: Lim e


Year:

Group:

Reading Level:

Names: Reading Behaviours

1 F A

2 F A

Read independently using a range of strategies Understand how simple and complex sentences influence meaning. Identify and discuss issues locating evidence in the text. Recognise the main differences between fiction and non-fiction texts. Identify the language used to create moods and build tension.

3 F A

Infer reasons for actions and events based on evidence from the text. Continue to make plausible predictions based on knowledge of the text Make use of non-fiction features to find information from the text.

4 F A

Identify the features of different text-types. Understand how paragraphs are used to order and build up ideas.

5 F A

Comment on the choice of language to create moods and build tension.

6 F A

Evaluate specific texts with reference to texttypes.

3b


Year:

Group:

Reading Level:

Names: Reading Behaviours Read a range of appropriate texts fluently and accurately 1 Re-read and read ahead to look for clues to F A determine meaning.

Use features to locate information. e.g. contents; indices; subheadings etc. Justify predictions by referring to the text.

2 F A Locate information using skimming, scanning and

text marking. Distinguish between fact and opinion. Infer meaning using evidence from the text.

3 F Use clues from action, dialogue and description to A

establish meaning.

Make reasoned judgements on characters’ actions. 4 Identify features of different fiction genres. F A Identify structures and grammatical features of

non-fiction. 5 F Comment upon the use of author’s language A 6 F Comments identify the author’s main purpose. A

3a


Group:

Reading Level:

Names: Reading Behaviours Select and read a range of appropriate texts fluently and accurately Use contextual knowledge to determine meaning. 1 Skim and scan to identify key ide as. F A Use knowledge of text structure to locate

2 F A

3 F A

information. Understand how the meaning of sentences is shaped by punctuation, word order or connectives. Justify opinions and elaborate by referring to the text. Show understanding of significant ideas, themes, events and characters. Empathise with different characters’ points of view. Infer meaning using evidence from the text and wider experiences. Use clues from action, dialogue and description to interpret meaning. Identify features of different fiction genres.

4 F Compare, contrast and evaluate different non A

fiction texts.

5 F A

Comment upon the use and effect of author’s language Find and comment on examples of how authors express different moods, feelings and attitudes.

6 Expresses personal response with little F awareness of the writers viewpoint or the effect on A

the reader

4c


Group:

Reading Level: Names:

Reading Behaviours 1 F A

2 F A

Use knowledge of word derivations and word formation to construct the meaning of words in context. Refer to the text to support predictions and opinions. Skim, scan and text-mark to research quickly and efficiently. Identify implicit and explicit points of view.

3 F A

Discuss messages, moods, feelings and attitudes using inference and deduction. Identify key points when reading an appropriate text. Recognise texts that contain features from more than one genre. e.g. persuasive playscript.

4 F A

Identify genre-specific phrases. Understand how paragraphs are linked. Use structural and organisational features of a range of text-types to support understanding. Identify and describe the styles of individual writers and poets.

5 F A

6 F A

Identify and comment on expressive, figurative and descriptive language to create effect in poetry and prose Use language features of a range of non-fiction text-types to support understanding. Recognise ways in which writers present issues and points of view in fiction and non-fiction. Comments show some awareness of the

4b


Year:

Group:

Reading Level:

Names: Reading Behaviours 1 F A

2 F A

3 F A

4 F A

5 F A

6 F A

Read fluently, using punctuation to establish meaning and inform intonation. Secure use of skimming, scanning and text-marking so that research is fast and effective. Refer to the text to support predictions and opinions (Point + Evidence) Explain and comment on implicit and explicit points of view Describe, with examples, how the author has chosen a range of vocabulary to convey different messages, moods, feelings and attitudes. Use structural and organisational features of a range of text-types to sustain understanding over extended texts. Identify the style of individual writers and poets and provide examples from a range of texts. Use the language features of a range of non-fiction text-types to sustain understanding over extended texts. Comments show an awareness of the writer’s viewpoint and respond to this by e.g. re-telling from a different point of view.

4a


Group:

Reading Level: Names:

Reading Behaviours 1 F A

Use connectives as signposts to indicate a change of tone.

2 F A

Use the skills of skimming, scanning and text-marking to identify the gist. Refer to the text to support predictions and opinions (Point + Evidence + Explanation) Compare and contrast implicit and explicit points of view.

3 F Analyse how the author has chosen a A

range of vocabulary to convey different messages, moods, feelings and attitudes.

4 F A

Explain the structural devices the author has used to organise the text. Comment on the genre-specific language features the author has used to convey information in a non-fiction text. Compare and contrast the styles of individual writers and poets providing examples.

5 F A Analyse how the author has chosen a range of vocabulary to convey different messages, moods, feelings and attitudes. 6 F A

The writer’s main purpose is clearly identified through a general overview. Comments on the overall impact of poetry and prose with reference to features, e.g. development of themes. Identify the key features of a range of texts.

7 F A

Identify different character types across a range of texts. Identify themes across a range of texts.

5c


Group:

Reading Level:


2 F A

Use the skills of skimming, scanning and text-marking to identify key ideas.

Explore the text to support and justify predictions and opinions (Point + Evidence + Explanation + Evaluation) Identify the techniques the author has used 3 to create moods, feelings, messages and F A attitudes

4 F A

Comment on the structural choices the author has made when organising the text.

Comment and compare the language choices the author has made to convey information over a range of non-fiction texts. 5 Compare, contrast and explore the styles F of writers and poets, providing evidence A and explanations. 6 F A

The viewpoint in the text clearly identified with some, often limited explanation.

Declare and justify personal preferences for writers and types of text. Explain the key features, themes and characters across a range of texts. 7 Explain character profiles over a range of F A texts. Explain themes over a range of texts. (Social, cultural and historical)

5b


Year:

Group:

Reading Level:

Names: Reading Behaviours 2 F A

Retrieve and collate key ideas from a range of sources.

3 F A

Identify and evaluate the techniques the author has used to create moods, feelings, messages and attitudes.

4 F A

5 F A

Explore how the structural choices support the writer’s theme and purpose. Explore how the language choices support the writer’s theme and purpose in nonfiction texts. Describe and evaluate the styles of individual writers and poets, providing evidence and justifying interpretations. Identify and discuss irony and its effect. Have a general awareness of the effect of

6 text with some explanation. F Articulate personal responses to literature, A

identifying how and why the texts affects the reader. Compare and contrast the key features of a range of appropriate texts. 7 Compare and contrast characters across a F range of appropriate texts. A Compare and contrast themes across a range of appropriate texts. (Social, cultural and historical)

5a


Year:

Group:

Reading Level:


Begin to recognise familiar objects/signs/ symbols. s t h g i l h c r a e S

Identifies meaning from objects/symbols. Derives some meaning from text/symbols/ signs represented in a familiar way. Uses pictorial cues when sharing a book or ‘reading’, e.g. points to a picture and uses this to re-tell part of the story.

e s n o p s e R

Responds to questions about familiar text showing curiosity about the content at a simpler level.

P5


Year:

Group:

Reading Level:


Can select and recognise own name. s t h g i l h c r a e S

Can select and recognise key words and objects in school home context. Anticipates words, signs or symbols in a familiar story. Recognises when a significant word, sign or symbol is omitted from a familiar story.

e s n o p s e R

Aware of the sequence of a familiar story.

P6


Year:

Group:

Reading Level:

Names: Reading Behaviours t n i r p f o g n i d n a t s r e d n U

s t h g i l h c r a e S

Begins to choose and share books.

Begins to understand the convention of print.

Can distinguish between print and pictures in text. Is able to predict words, symbols or signs and/or phrases in a familiar text. Can recognise some words by shape or sound.

P7


Year:

Group:

Reading Level:

Names: Reading Behaviours g n i d t n i n a r Looks at t s r f direction e o d n U

book and turns pages recognising of print.

Is focused on expressing the meaning of a story rather than reading the words accurately. s t h g i l h c r a e S

Demonstrates some knowledge of letter sound relationship, i.e. the sound represented by the initial and most salient letters in words. Can recognise some familiar words/symbols/ signs. Recognises letters of the alphabet by shape and sound and can name them.

P8

Assessment and Progression in Reading Skills (Updated Feb 2009)

Recommend Documents