Stanley Grove Primary Academystanleygrove.manchester.sch.uk/wp-content/uploads/2013/06/B… · Web viewReading Behaviours Names: Word Recognition Apply their growing knowledge of

Assessment and Progression In Reading Skills

Bright Futures Education Trust

Assessment and Progression

In Reading Skills

Stanley Grove Primary Academy 2016


ASSESSMENT AND PROGRESSION IN READING SKILLS

Structure

The booklet contains descriptors taken from the National Curriculum. Each year is broken down into specific criteria against which reading can be assessed. Teachers use the information to assess the reading ability of groups of children and from this develop the next targets on

which to base their teaching. The guided sessions can be used as a focus for this teaching, helping to move children through age related expectations.

How to use the Criterion Scale

The assessment system is straightforward. Columns are not necessarily completed at one session. Boxes can be ticked when behaviours are observed and teaching

points noted. Behaviours should be observed more than once before you make the decision that they are secure. At each assessment, total the marks accumulated and use the scoring system to decide on a stage using the BFET Primary

Tracker Grid. Remember that assessing reading is inevitably subjective. So it is important that teachers regularly compare and discuss

for moderation and consistency.

Using the criterion scale to set targets for future teaching

When assessing writing samples for an individual or a group, take note of which criteria are missing. Then decide on priorities for next steps in learning and teaching.


Assessment and Progression In Reading SkillsBFET Primary Assessment Tracker

Working Below

These are the pupils who are working more than 1 year group below. These are the pupils who will have case studies.

Working TowardsThese are pupils who are working within the KPI statements for the year below their chronological age i.e. 1 year behind.

Working WithinThese are the pupils who are working within the KPI statements for their year, or working at in the case of years 2 and 6.

Working AtThese are the pupils who have all KPI statements, or working at in the case of years 2 and 6.

Working in Greater

Depth

1 2 3 4 5 6 7 8 9Less than 50% of KPI statements from the year below. In the case of Y2 and Y6 this may also include the Working towards statements for their year.

Between 50% and 75% of KPI statements from the year below. In the case of Y2 and Y6 this may also include the Working towards statements for their year.

More than 75% of KPI statements from the year below. In the case of Y2 and Y6 this may also include the Working towards statements for their year.

All working KPI from the previous year plus less than 50% of KPIs statements for their year.

Between 50% and 75% of KPI statements

More than 75% of KPI statements

All KPI statements

Now working confidently in all KPI statements

The pupil now has all the statements from their year group, KPIs and additional non highlighted statements.In the case of years 2 and 6 these may be gold in colour.

Using this system you can track progress by numbering year groups and having a decimal point showing where they lie within that year:Year 1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9Year 2 2.1 2..2 2.3 2.4 2.5 2.6 2.7 2.8 2.9Year 3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9Year 4 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9Year 5 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9Year 6 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9

This table shows the progression across the years. Highlighted boxes indicate points at which pupils in different years are working on the same KPIs.Rec 1 2 3Y1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9Y2 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9Y3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9Y4 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9Y5 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9Y6 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9


These children are using the KPIs for their year group

These children are using the KPIs for the year group below


Content DomainsThe content domain sets out the relevant elements from the national curriculum programme of study (2014) for English that are assessed in the English reading test. The tests will, over time, sample from each area of the content domain.

The English reading tests will focus on the comprehension elements of the national curriculum.

The KS1 Reading Content Domains: The KS2 Reading Content Domains:

Content domain reference Content domain reference

1a draw on knowledge of vocabulary to understand texts 2a give / explain the meaning of words in context

1b identify / explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information

2b retrieve and record information / identify key details from fiction and non-fiction

1c identify and explain the sequence of events in texts 2c summarise main ideas from more than one paragraph

1d make inferences from the text 2d make inferences from the text / explain and justify inferences with evidence from the text

1e predict what might happen on the basis of what has been read so far

2e predict what might happen from details stated and implied

2f identify / explain how information / narrative content is related and contributes to meaning as a whole

2g identify / explain how meaning is enhanced through choice of words and phrases

2h make comparisons within the text

Whilst the Content Domains are based on the National Curriculum they do not include the national curriculum programme of study for reading in its entirety, and therefore it is essential that teachers still plan their lessons using the national curriculum.


Assessment and Progression In Reading SkillsGuided Reading Prompts for Key Stage 1:

1a: Draw on knowledge of vocabulary to understand texts: What does this… word/phrase/sentence… tell you about… character/setting/mood etc? Highlight a key phrase or line. By using this word, what effect has the author created? In the story, 'x' is mentioned a lot. Why? The writer uses words like … to describe …. What does this tell you about a character or setting? What other words/phrases could the author have used? The writer uses …words/phrases…to describe … How does this make you feel? How has the writer made you and/or character feel …happy /sad/angry/ frustrated/lonely/bitter etc? Can you find those words? Which words and /or phrases make you think/feel…?

1e: Predict what might happen on the basis of what has been read so far: Look at the cover/title/first line/chapter headings…what do you think will happen next? How have the cover/title/first line/chapter headings…helped you come up with this idea? What do you think will happen to the goodie/baddie/main character? Why do you think this? What will happen next? Why do you think this? Are there any clues in the text? Can you think of another story, which has a similar theme; e.g. good over evil; weak over strong; wise over foolish? Do you think this story will go the same way? Which stories have openings like this? Do you think this story will develop in the same way? Why did the author choose this setting? How will that effect what happens next? How is character X like someone you know? Do you think they will react in the same way?

1c: Identify and explain the sequence of events in texts: What happens first in the story? Use three sentences to describe the beginning, middle and end of this text? You’ve got ‘x’ words; sum up this story. Sort these sentences/paragraphs/chapter headings from the story Make a table/chart to show what happens in different parts of the story Why does the main character do ‘x’ in the middle of the story? How does the hero save the day in the story?

1d: Make inferences from the text: What makes you think that? Which words give you that impression? How do you feel about…? Can you explain why…? I wonder what the writer intended? I wonder why the writer decided to…? What do these words mean and why do you think the author chose them?



1b: Identify and explain key aspects of fiction and nonfiction texts, such as characters, events, titles and information: Where/when does the story take place? What did s/he/it look like? Who was s/he/it? Where did s/he/it live? Who are the characters in the book? Where in the book would you find…? What do you think is happening here? What happened in the story? What might this mean?

Through whose eyes is the story told? Which part of the story best describes the setting? What part of the story do you like best? What evidence do you have to justify your opinion? Find, it. Prove it. How do the title/contents page/chapter headings/glossary/index… help me find information in this book? Which part of the text should I use to find…? Why has the author organised the information like this?

Guided Reading Prompts for Key Stage 2:

2a: Give/explain the meaning of words in context :

What does this… word/phrase/sentence… tell you about… character/setting/mood etc?

Highlight a key phrase or line. By writing a line in this way what effect has the author created?

In the story, 'x' is mentioned a lot. Why? The writer uses words like … to describe …. What does this tell you about a

character or setting? What other words/phrases could the author have used? The writer uses …words/phrases…to describe … How does this make you

feel? How has the writer made you and/or character feel …happy /sad/angry/

frustrated/lonely/bitter etc?

2b: Retrieve and record information/identify key details from fiction and non-fiction:

Where does the story take place? When did the story take place? What did s/he/it look like? Who was s/he/it? Where did s/he/it live? Who are the characters in the book? Where in the book would you find…? What do you think is happening here? What happened in the story? What might this mean? Through whose eyes is the story told? Which part of the story best describes the setting? What words and /or phrases do this? What part of the story do you like best? What evidence do you have to justify your opinion?

2c: Summarise main ideas from more than one paragraph What’s the main 2d: Make inferences from the text/explain and justify inferences with evidence


Assessment and Progression In Reading Skillspoint in this paragraph?

Can you sum up what happens in these three/four/five… paragraphs? You’ve got ‘x’ words; sum up these paragraphs. Sort the information in these paragraphs. Do any of them deal with the

same information? Make a table/chart to show the information in these paragraphs. Which is the most important point in these paragraphs? How many times is

it mentioned?

from the text: What makes you think that? Which words give you that impression? How do you feel about…? Can you explain why…? I wonder what the writer intended? I wonder why the writer decided to…? What do these words mean and why do you think the author chose them?

2e: Predict what might happen from details stated and implied: Can you think of another story, which has a similar theme; e.g. good over

evil; weak over strong; wise over foolish? Do you think this story will go the same way?

Do you know of another story which deals with the same issues; e.g. social; moral; cultural? Could this happen in this story?

Which other author handles time in this way; e.g. flashbacks; dreams? Which stories have openings like this? Do you think this story will develop in

the same way? Why did the author choose this setting? Will that influence how the story

develops? How is character X like someone you know? Do you think they will react in

the same way?

2f: Identify/explain how information/narrative content is related and contributes to meaning as a whole Explain why a character did something:

Explain a character's different/changing feelings throughout a story. How do you know?

What are the clues that a character is liked/disliked/envied/feared/loved/hated etc…?

What is similar/different about two characters? Why is 'x' (character/setting/event) important in the story? What is the story (theme) underneath the story? Does this story have a

moral or a message? Why do you think the author chose to use a…

question/bullet/subheading/table etc to present the information? How does the title/layout encourage you to read on/find information? Where does it tell you that…? Why has the writer written/organised the text in this way? In what ways do the illustrations support the instructions? How could these instructions/information/illustrations be improved? Who do you think this information is for?



2g: Identify/explain how meaning is enhanced through choice of words and phrases:

What does the word 'x' tell you about 'y'? Find two or three ways that the writer tells you 'x'. What does this… word/phrase/sentence… tell you about…

character/setting/mood etc? Highlight a key phrase or line. By writing a line in this way what effect has

the author created? In the story, 'x' is mentioned a lot. Why? The writer uses words like … to describe …. What does this tell you about a

character or setting? What other words/phrases could the author have used? The writer uses …words/phrases…to describe … How does this make you

feel? How has the writer made you and/or character feel …happy /sad/angry/

frustrated/lonely/bitter etc? Has the writer been successful in their purpose or use of language? What do you think the writer meant by… 'x'? Which words do you think are most important? Why? Which words do you like the best? Why? The author makes an action/description 'like' something else. Why? The author states that 'x' is something it isn't. What is the effect of this?

Why have they done this?

2h: Make comparisons within the text: Describe different characters' reactions to the same event in a story. How is it similar to …? How is it different to …? Is it as good as …? Which is better and why? Compare and contrast different character/settings/themes in the text What do you think about the way information is organised in different parts

of the text? Is there a reason for why this has been done?



P LevelsGroup: BK: BK: BK:

Date: BK: BK: BK:

Reading Behaviours Names:

P5 Sear

chlig

hts

Begin to recognise familiar objects/signs/ symbols. 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.

Resp

onse Responds to questions about familiar text

showing curiosity about the content at a simpler level.

P6

Sear

chlig

hts

Can select and recognise own name.

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.

Resp

onse

Aware of the sequence of a familiar story.


Assessment and Progression In Reading SkillsP8

Und

erst

andi

ng

of P

rint

Begins to choose and share books.

Begins to understand the convention of print.

Sear

chlig

hts

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.

P9

Und

erst

andi

ng

of P

rint Looks at book and turns pages recognising

direction of print.

Sear

chlig

hts

Is focused on expressing the meaning of a story rather than reading the words accurately. 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.



Pre reading: Lilac

Group: BK: BK: BK:

Date: BK: BK: BK:

Reading BehavioursNames:

Pre-

read

ing

Skill

s

Enjoys sharing a book with an adult.

Has some favourite books.

Joins in with alliterative and rhythmic activities.Fills in with repeated refrains and missing parts of a song or story e.g. “Humpty Dumpy sat on a ______”.

Joins in with songs and rhymes.

Working with Phase 1 Letters and Sounds activities and is beginning to access Phase 2 activities.

Can repeat a familiar refrain in a story

Can name some characters in a book.

Initi

al S

ound

s

Can recognise own name

Beginning to learn some letter sounds (might say “My name begins with …”

Knows some ‘Phase 2’ letter sounds

Can talk about a key event in a familiar story

Can talk about their favourite part of the book/story e.g. when asked, might reply “The Wolf!”


Assessment and Progression In Reading SkillsCV

C W

ords

Can recognise and name many Phase 2 letter soundsIs beginning to blend letters together to read wordsCan recall parts of a familiar story using props/puppets/picturesThey take an interest in books and look at books independently

CVC

Wor

ds/S

impl

e Ph

rase

s

Can recognise and name most Phase 2 letter sounds

Can read CVC words

Can recall a familiar story using props/puppets/pictures

Can read a simple phase 2 phrase

Can read the early ‘Jelly and Bean’/phonic based books



EYFS/Towards Year 1BB 1:PinkBB 2:Red

BB 3:Yellow

Group: BK: BK: BK:

Date: BK: BK: BK:


30-5

0 m

onth

s

Link

ing

Soun

ds

and

Lett

ers Enjoys rhyming and rhythmic activities

Shows awareness of rhyme and alliteration

Recognises rhythm in spoken words

Read

ing

Listens to and joins in with stories and poems, one-to-one and also in small groupsJoins in with repeated refrains & anticipated key events & phrases in rhymes/storiesBeginning to be aware of the way stories are structured

Suggest how the story might end

Listens to stories with increasing attention and recallDescribe main story settings, events and principal charactersShows interest in illustrations and print in books and print in the environmentRecognises familiar words and signs such as own name and advertising logos

Read

ing

Looks at books independently

Handles books carefullyKnows information can be relayed in the form of printHolds books the correct way up and turns pagesKnows that print carries meaning & in English, is read from left to right top to bottom


Assessment and Progression In Reading Skills40

-60

mon

ths

LS&

L Continues a rhyming string

Hears and says the initial sound in words

Read

ing

Can segment the sounds in simple words and blend them together and knows which letters represent some of themLinks sounds to letters, naming and sounding the letters of the alphabetBegins to read words and simple sentences

Uses vocabulary and forms of speech that are increasingly influenced by their experiences of booksEnjoys an increasing range of booksKnows that information can be retrieved from books and computers

ELG

Link

ing

Soun

ds a

nd

Lett

ers

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.

Read

ing

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. 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.



Y1 BB4:BlueY1 BB5: GreenY1 BB6:Orange

Y1 BB7: TurquoiseY1 BB 8: Purple

Group: BK: BK: BK:

Date: BK: BK: BK:

Reading Behaviours

Names:

Wor

d Re

cogn

ition

Apply phonic knowledge and skills as the route to decode words

Respond speedily with the correct sound to graphemes for all 40+ phonemes, including, where applicable, alternative sounds for graphemes

Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word

Read words containing taught GPCs and –s, -es, -ing, -ed, -er and -est endings

Read other words of more than one syllable that contain taught GPCs

Read words with contractions (e.g., I’m, I’ll, we’ll) and understand that the apostrophe represents the omitted letter(s)

Read aloud accurately books that are consistent with their phonic knowledge and that do not require them to use other strategies to work out words

Re-read these books to build up their fluency and confidence in word reading

The Green statements are End of KS1 Towards Statements to be completed by end of Y2.



Reading Behaviours

Names:

Com

preh

ensio

n

Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently

Being encouraged to link what they read or hear read to their own personal experiences

Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics Recognising and joining in with predictable phrases

Learning to appreciate rhymes and poems, and able to recite some by heart

Discussing word meanings, linking new meanings to those already known

Drawing on what they already know or on background information and vocabulary provided by the teacher

Checking that the text makes sense to them as they read and correcting inaccurate reading

Discussing the significance of the title and events

In discussion with the teacher make inferences on the basis of what is being said and done Predicting what might happen on the basis of what has been said so farParticipate in discussion about what is read to them, taking turns and listening to what others sayExplain clearly their understanding of what is read to them

The Green statements are End of KS1 Towards Statements to be completed by end of Y2.



Y2 BB 8: PurpleY2 BB 9: Gold

Y2 BB 10: White

Group: BK: BK: BK:

Date: BK: BK: BK:


Wor

d Re

cogn

ition

Continue to apply phonic knowledge and skills to decode words until automatic decoding has become embedded and reading is fluent

Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes

Read accurately words of two or more syllables that contain the same graphemes as above

Read words containing common suffixes

Read further common exception words, noting unusual correspondences between spelling and sound where these occur in the word

Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered

Read most words quickly and accurately, without overt sounding and blending, over 90 words per minuteRead aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation

Re-read these books to build up their fluency and confidence in word reading




Com

preh

ensio

n

Listen to, discuss & express views about a wide range of contemporary & classic poetry, stories & non-fiction at a level beyond that at which they can read independently

Discussing the sequence of events in books and how items of information are related

Becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales

Being introduced to non-fiction books that are structured in different ways

Recognising simple recurring literary language in stories and poetry

Discussing and clarifying the meanings of words, linking new meanings to known vocabulary; discussing their favourite words and phrases

Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear Drawing on what they already know or on background information and vocabulary provided by the teacher

In a familiar book check that the text makes sense to them as they read and correcting inaccurate readingIn a familiar book answer questions and make inferences on the basis of what is being said and doneIn a book they are reading independently make inferences on the basis of what is being said and doneIn a book they are reading on their own predict what might happen on the basis of what has been read so farParticipate in discussion about books, poems & other works that are read to them & those that they can read for themselves, taking turns & listening to what others sayExplain and discuss and make links in their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.



Y3 BB11: Lime Y3 BB12: Copper Y3 BB13 Topaz Y3 BB14 Ruby

Group: BK: BK: BK:

Date: BK: BK: BK:


Wor

d Re

cogn

ition

Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words they meet Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

Com

preh

ensio

n: D

evel

op p

ositi

ve a

ttitu

des t

o re

adin

g an

d un

ders

tand

ing

of w

hat t

hey

read

by:

Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference or text books

Reading books that are structured in different ways and reading for a range of purposes

Using a dictionary to check the meaning of words that they have read

Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally

Identifying themes and conventions in a wide range of books

Preparing simple poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

Discussing words and phrases that capture the reader’s interest and imagination

Recognising some different forms of poetry (e.g. free verse, narrative poetry)




Com

preh

ensio

n: U

nder

stan

d w

hat t

hey

have

read

, in

book

s the

y ca

n re

ad in

depe

nden

tly b

y:

Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context

Asking questions to improve their understanding of a text

Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions

Justifying inferences with evidencePredicting what might happen from details stated and implied

Identifying main ideas drawn from more than one paragraph and summarise these

Identifying how language contributes to meaning

Identifying how structure and presentation contribute to meaningRetrieve and record information from non-fiction Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say



Y4 BB15: Emerald Y4 BB 16: Sapphire Y4 BB 17: Diamond

Group: BK: BK: BK:

Date: BK: BK: BK:


Wor

d Re

cogn

ition

Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words they meet

Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

Com

preh

ensio

n: D

evel

op p

ositi

ve a

ttitu

des t

o re

adin

g an

d un

ders

tand

ing

of w

hat t

hey

read

by:

Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference or text books


Using a dictionary to check the meaning of words that they have read

Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally

Identifying themes and conventions in a wide range of books

Preparing simple poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

Discussing words and phrases that capture the reader’s interest and imagination

Recognising some different forms of poetry (e.g. free verse, narrative poetry)




Com

preh

ensio

n: U

nder

stan

d w

hat t

hey

have

read

, in

book

s the

y ca

n re

ad in

depe

nden

tly b

y:

Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context

Asking questions to improve their understanding of a text

Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions

Justifying inferences with evidence

Predicting what might happen from details stated and implied

Identifying main ideas drawn from more than one paragraph and summarise these

Identifying how language contributes to meaning

Identifying how structure and presentation contribute to meaningRetrieve and record information from non-fiction

Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say



Y5 BB17 DiamondGroup: BK: BK: BK:

Date: BK: BK: BK:


Wor

d Re

cogn

ition

Apply their knowledge of root words, prefixes & suffixes (morphology & etymology) both to read aloud & to understand the meaning of new words that they meet

Com

preh

ensio

n: M

aint

ain

positi

ve a

ttitu

des t

o re

adin

g an

d un

ders

tand

ing

of w

hat t

hey

read

by:

Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks


Increasing familiarity with a wide range of books, inc myths, legends & trad stories, modern fiction, fiction from our literary heritage & from other cultures & traditions

Recommending books that they have read to their peers, giving reasons for their choices

Identifying and discussing themes and conventions in and across a wide range of writing

Making comparisons within and across books

Learning a wider range of poetry by heart

Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.




Com

preh

ensio

n: U

nder

stan

d w

hat t

hey

have

read

, in

book

s the

y ca

n re

ad in

depe

nden

tly b

y:

Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

Asking questions to improve their understanding Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence


Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas

Identifying how language, structure and presentation contribute to meaning

Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader Distinguish between statements of fact and opinion Retrieve, record and present information from non-fiction Participate in discussions about books read to them & those they can read for themselves, building on their own & others’ ideas & challenging views courteouslyExplain/discuss their understanding of what they have readParticipate in formal presentations/debates, maintain a focus on the topic/using notes where necessaryProvide reasoned justifications for their views



Y6 BB 17: Diamond & Whole Novels

Group: BK: BK: BK:

Date: BK: BK: BK:

Reading BehavioursNames:

Wor

d Re

cogn

ition

Work out the meaning of words from the context

Com

preh

ensio

n:

Mai

ntai

n po

sitive

atti

tude

s to

read

ing

and

unde

rsta

ndin

g of

w

hat t

hey

read

by:

Read age-appropriate books with confidence and fluency (including whole novels)

Make comparisons within and across books Read aloud with intonation that shows understanding

Com

preh

ensio

n: U

nder

stan

d w

hat t

hey

have

read

, in

boo

ks th

ey c

an re

ad in

depe

nden

tly b

y:

Explain and discuss their understanding of what they have read, drawing inferences and justifying these with evidence


Summarise main ideas, identifying key details and using quotations for illustrations

Evaluate how authors use language, including figurative language, considering the impact on the reader Retrieve information from non-fiction



Key stage 1 reading:Foundations for the expected standardONLY USED BY Y2 STAFF AT END OF KS1

Group BK: BK: BK:

Date BK: BK: BK:

Reading Behaviours:Names:

Respond speedily by saying or communicating the correct sound for all the letters of the alphabet.

Blend the sounds for all letters of the alphabet into words.

Sound out words accurately in a book closely matched to the known grapheme-phoneme correspondences (GPCs).

Answer literal questions about a familiar book that is read to them.

Th



Pre Expected standard Key stage 2 reading:ONLY USED BY Y6 STAFF AT END OF KS2

Group BK: BK: BK:

Date BK: BK: BK:

Reading Behaviours:

Names:

Foun

datio

ns fo

r the

exp

ecte

d st

anda

rd

Respond speedily by saying or communicating the correct sound for all the letters of the alphabet.

Blend the sounds for all letters of the alphabet into words.

Sound out words accurately in a book closely matched to the known grapheme-phoneme correspondences (GPCs).

Answer literal questions about a familiar book that is read to them.

Early

dev

elop

men

t of t

he e

xpec

ted

stan

dard

read accurately words that contain the common graphemes for all 40+ phonemes* by blending the sounds If necessary read many common exception words* (e.g. including the, said, could and some).

In a

boo

k cl

osel

y m

atch

ed to

the

GP

Cs

as a

bove

, the

pup

il ca

n:

read aloud many words quickly and accurately without the need for overt sounding and blending

sound out many unfamiliar words accurately.

In discussion with the teacher, answer questions and make some inferences on the basis of what is being said and done in a familiar book that is read to them.


Assessment and Progression In Reading SkillsG

row

ing

deve

lopm

ent o

f the

expe

cted

sta

ndar

d.

Read accurately most words of two or more syllables.

Read most common exception words.

In books that are appropriate for the pupil’s developmental stage, and with an age-appropriate content, read words accurately and fluently, without the need for overt sounding and blending.

In a familiar book that they can already read accurately and fluently, make some inferences on the basis of what is being said and done

This


Documents

Stanley Grove Primary Academystanleygrove.manchester.sch.uk/wp-content/uploads/2013/06/B… · Web viewReading Behaviours Names: Word Recognition Apply their growing knowledge of