app - assessing pupils' progress for primary literacy

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The new resources in the Rigby Star Toolbox have been developed specifically to slot in to existing classroom practices. This means: there is no need to go and buy new assessment books you can gather evidence on children’s reading through existing guided reading lessons, and periodic one-on-one reading sessions the new resources enhance what you are already doing! The Rigby Star Toolbox makes Assessing Pupils Progress (APP) easy – and it’s free! Assess Gather evidence on a child’s reading, by making use of existing Rigby Star books and the new, FREE, assessment resources. Diagnose Add the reading evidence from Rigby Star reading sessions straight to your Reading Assessment Guidelines for each child, to diagnose their next-steps in reading progression. Plan Find books to fill the gaps in their learning, by using the new, FREE, planning documents for Rigby Star.

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Check out our Rigby Star Toolbox- our new resource to help you deliver APP (Assessing Pupils' Progress) in your classroom. This APP resource is specifically aimed at Primary Literacy Teachers (KS2 Literacy).Our new APP resources (Rigby Star Toolbox) have been specifically designed to fit in with your existing classroom practices. - So there is no need to buy new Pupil Assessment books- You can gather evidence on children's reading through existing guided reading lessons and periodic one-to-one reading sessions.-These new APP resources simply enhance what you already have.AND BEST OF ALL, THEY ARE FREE!!!!!To find out more about our Primary Literacy APP resources simply visit us here http://www.pearsonschoolsandfecolleges.co.uk/Primary/GlobalPages/RigbyStarFamilyAPP/RigbyStarFamliyAPPHome.aspx

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Page 1: APP - Assessing Pupils' Progress for Primary Literacy

The new resources in the Rigby Star Toolbox have been developed specifically to slot in to existing classroom practices. This means:

there is no need to go and buy new assessment books

you can gather evidence on children’s reading through existing guided reading lessons, and periodic one-on-one reading sessions

the new resources enhance what you are already doing!

The Rigby Star Toolbox makes Assessing Pupils Progress (APP) easy – and it’s free!

AssessGather evidence on a child’s

reading, by making use of existing Rigby Star books and the new,

FREE, assessment resources.

DiagnoseAdd the reading evidence from Rigby Star reading sessions straight to your Reading Assessment Guidelines for

each child, to diagnose their next-steps in reading progression.

Plan Find books to fill the gaps in their learning, by using the new, FREE,

planning documents for Rigby Star.

Page 2: APP - Assessing Pupils' Progress for Primary Literacy

Turn your existing Rigby Star books into benchmark books by supplementing them with the new assessment resources, provided for free at www.heinemann.co.uk/rigbystartoolbox

1. AssessGather evidence with easy-to-use Running Record sheets as well as Levelling Guidance sheets, which slot alongside your existing Teaching Versions within Rigby Star Guided.

Rigby Star Guided Running Record

Name: Date:

Story: RW = 100A Ball Called Sam

© Pearson Education Ltd 2009

Reading SymbolsNo errors Miscues/errors✓ = correct T = told wordSC = self-corrected O = omitted word ^ = inserted word Write any incorrect word over target word.

3 Sam said, “Can I play?”

“No,” said the girls, “you are too big.”

4 “Get your own ball!” said the boys and girls.

5 Sam was sad. He didn’t have a ball.

6 Just then, a ball came over the wall.

7 “It has my name on it,” said Sam.

8 “I can play with this ball,” said Sam.

9 But it wasn’t his ball.

11 Just then, Sam saw a girl. She looked sad.

12 The girl said, “I’ve lost my ball.”

13 “Is this your ball?” asked Sam.

14 “Yes!” said the girl. “My name is Samatha,

but I get called Sam.”

“My name is Sam, too!” said [Sam].

Miscue total 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Accuracy rate 99% 98% 97% 96% 95% 94% 93% 92% 91% 90% 89% 88% 87% 86% 85%

Accuracy Rate = The accuracy rate indicates how well the pupil uses a range of strategies, including accurate decoding of text, to read. Use the accuracy rate as evidence towards AF1.

Next steps: Refer to the Teaching Version of A Ball Called Sam for comprehension questions in order to gather evidence about how well the pupil can read for meaning, including gathering other AF evidence, eg. AF3.

Find the number of miscues in the top row of this table to find the corresponding accuracy rate in the bottom row.

Miscues total:

Page Story text to record child’s reading Strategies used

Blue Level

Reading StrategiesPh = phonicG = graphicS = syntacticC = contextual

95% or greater = comfortable level for independent reading. 94% or below = frustration level for independent reading.

Running Record sheets for Rigby Star Guided titles give diagnostic information about a pupil’s reading strengths and weaknesses. Use periodically to identify gaps in pupil’s learning and to inform planning and teaching.

© Pearson Education Ltd 2009

Book title: Charlie the Bridesmaid (White Level)

Reading group names: Date:

The following is based on the Reading Assessment Guidelines: Levels 2 and 3. Children reading White Level are working towards Level 3.

Main Assessment Focus: AF3 (deduce, infer or interpret information, events or ideas from texts)

Questions (from Teaching Version) Exemplified Responses Reference Notes

Page 4: Why do you think she didn’t “Because she did not like the dress… she likes to wear jeans not dresses.” Level 2 / bullet 1 want to be a bridesmaid? “Because she is not a ‘girlie’ girl… she likes to do boy things Level 3 / bullet 2 and being a bridesmaid is not a boy thing.” Page 13: How do you think Charlie feels? “Charlie is embarrassed.” Level 2 / bullet 2 “Charlie is embarrassed because it says she ‘blushed’.” Level 3 / bullet 1

Page 23: Why do you think the woman “Because she is kind.” Level 2 / bullet 2 bought it for her? “Because she knew Charlie felt embarrassed about giving Level 3 / bullet 2 the dress away and she wanted to help Charlie.”

Questions to Gather Evidence for Other Assessment Focuses: AF4, AF5, AF7, AF2Questions (from Teaching Version) Assessment Focuses Notes

Title page: Where can we find the author’s AF4 (identify and comment on the structure and illustrator’s names? and organisation of texts, including grammatical and presentational features at text level)

Page 4: Can you find a phrase that tells us AF5 (explain and comment on writers’ use of how Charlie felt? language, including grammatical and literary features at word and sentence level)

Page 11: What is a jumble sale? AF7 (relate texts to their social, cultural and historical traditions)

Page 19: Where does Charlie see the dress? AF2 (understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text)

Exemplified responses matched to levels of attainment are provided as a guide. As always, professional judgement must be used when assessing pupils’ learning progression and a range of evidence should be gathered for each AF.

Levelling Guidance sheets help to capture evidence against specific AFs during guided reading lessons, and exemplify different levelled answers for easy-transfer to the Reading Assessment Guidelines. Provided for every Book Band of Rigby Star Guided titles.

Written by

Anne Derry,

Primary

Strategy

Consultant

Page 3: APP - Assessing Pupils' Progress for Primary Literacy

Find your FREE Rigby Star resources on our website at

www.heinemann.co.uk/rigbystartoolbox

O732

New Rigby Star resources link directly to the APP materials from the Primary National Strategies.

2. DiagnoseUse this gathered evidence to support Assessing Pupil Progress, by transferring the evidence straight to the Reading Assessment Guidelines for each child. This will highlight the areas for ‘next-steps’.

QCA © Crown copyright 2008

Reading Assessment Guidelines: Levels 2 and 3

Pupil name Class/Group Date

AF1 – use a range ofstrategies, includingaccurate decoding oftext, to read for meaning

AF2 – understand,describe, select orretrieve information,events or ideas from textsand use quotation andreference to text

AF3 – deduce, infer orinterpret information,events or ideas from texts

AF4 – identify andcomment on thestructure andorganisation of texts,including grammaticaland presentationalfeatures at text level

AF5 – explain andcomment on writers’ useof language, includinggrammatical and literaryfeatures at word andsentence level

AF6 – identify andcomment on writers’purposes and viewpoints,and the overall effect ofthe text on the reader

AF7 – relate texts to theirsocial, cultural andhistorical traditions

In most reading range of strategies used

mostly effectively to readwith fluency,understanding andexpression

In most reading simple, most obvious

points identified thoughthere may also be somemisunderstanding, e.g.about information fromdifferent places in the text

some comments includequotations from orreferences to text, but notalways relevant, e.g. oftenretelling or paraphrasingsections of the text ratherthan using it to supportcomment

In most reading straightforward inference

based on a single point ofreference in the text, e.g.‘he was upset because itsays “he was crying”’

responses to text showmeaning established at aliteral level e.g. ‘“walkinggood” means “walkingcarefully”’ or based onpersonal speculation e.g. aresponse based on whatthey personally would befeeling rather than feelingsof character in the text

In most reading a few basic features of

organisation at text levelidentified, with little or nolinked comment, e.g. ‘ittells about all the differentthings you can do at thezoo’

In most reading a few basic features of

writer’s use of languageidentified, but with little orno comment, e.g. ‘thereare lots of adjectives’ or‘he uses speech marks toshow there are lots ofpeople there’

In most reading comments identify main

purpose, e.g. ‘the writerdoesn’t like violence’

express personal responsebut with little awareness ofwriter’s viewpoint or effecton reader, e.g. ‘she wasjust horrible like my nan issometimes’

In most reading some simple

connections betweentexts identified, e.g.similarities in plot, topic,or books by sameauthor, about samecharacters

recognition of somefeatures of the context oftexts, e.g. historicalsetting, social or culturalbackground

In some reading range of key words read

on sight unfamiliar words decoded

using appropriate strategies, e.g. blending sounds

some fluency andexpression, e.g. takingaccount of speech marks,punctuation

In some reading some specific,

straightforward informationrecalled, e.g. names ofcharacters, main ingredients

generally clear idea ofwhere to look forinformation, e.g. aboutcharacters, topics

In some reading simple, plausible inference

about events and information, using evidence from text e.g. how a character is feeling, what makes a plant grow

comments based on textual cues, sometimesmisunderstood

In some reading some awareness of use of

features of organisation,e.g. beginning and endingof story, types of punctuation

In some reading some effective language

choices noted, e.g.‘“slimy” is a good word there’

some familiar patterns oflanguage identified, e.g.once upon a time; first,next, last

In some reading some awareness that

writers have viewpoints andpurposes, e.g. ‘it tells youhow to do something’, ‘shethinks it’s not fair’

simple statements aboutlikes and dislikes inreading, sometimes withreasons

In some reading general features of a few

text types identified, e.g.information books, stories, print media

some awareness thatbooks are set in differenttimes and places

Level 3

Level 2

BL

IE

Overall assessment (tick one box only) Low 2 Secure 2 High 2 Low 3 Secure 3 High 3

Key: BL – Below level IE – Insufficient evidence

The National Strategies, Primary Framework for literacy and mathematics

3. PlanFind books to support each child’s ‘next-steps’ by using detailed book-information on over 500 titles within the Rigby Star family. Find a book by genre or by learning objective, and find links to Assessment Focuses, for filling in the gaps revealed during the diagnosis.

Find a book in the Rigby Star family by searching by genre.

New Rigby Star planning documents provide all the information you need to pick the right book for the right child or group.

Find details of Learning Objectives through to Assessment Focuses.