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Session 3

Gathering Evidence for ReadingAPP

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Aims

• To revisit reading assessment focuses

• To look at and evaluate ways of gathering evidence against the assessment focuses

• To reflect on own practice

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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

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Reading Assessment Focuses (number/s refers to the most relevant strand from the Renewed Framework/number in brackets refers to the strand having some relevance)

AF1: Use a range of strategies, including accurate decoding of text, to read for meaningStrand: 5, 6, 7, (8)

AF2: Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to textStrand: 7, (8)

AF3: Deduce, infer or interpret information, events or ideas from textsStrand: 7, 8

AF4: Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text levelStrand: 7, (8)

AF5: Explain and comment on the writer’s use of language, including grammatical and literary features at word and sentence levelStrand: 7, (8)

AF6: Identify and comment on writers’ purposes and viewpoints and the overall effect of a text on the readerStrand: 8

AF7: Relate texts to their social, cultural and historical contexts and literary traditionsStrand: 8

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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

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Activity One

Match up the Assessment Focuses with the

descriptors and consider the keys skills that the AFs are trying to develop

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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)

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• 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).

Gathering evidence from

reading on screen

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What might this film short be about?

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What might this

bird be saying?

What might this bird be thinking?

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Does this story remind you of anything?

Another story perhaps?

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Which of the reading Assessment Focuses could we gather evidence for

by doing these activities?

Supporting judgements by looking critically at a range of evidence

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Objective – Year 3, Strand 7Objective – 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.

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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.

Can describe when a character is feeling anxious or delighted.

Can read silently and demonstrates perseverance.

Can identify adverbs in the text.

Zones of Relevance Board

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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?

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This publication is available for download from:

www.standards.dcsf.gov.uk

www.teachernet.gov.uk/publications

Copies may be available from:

DCSF PublicationsTel: 0845 60 222 60Fax: 0845 60 333 60

Textphone: 0845 60 555 60e-mail: dcsf@prolog.uk.com

Ref: DFES 1311-2005

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APP Video

Ways of recording and observing evidence for reading and

writing

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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.