Assessment and Progression in Reading Skills · Reading Assessment Focus 1. use a range of...
Transcript of Assessment and Progression in Reading Skills · Reading Assessment Focus 1. use a range of...
Assessment and Progression in Reading Skills
Revised February 2009
Lancashire Primary Strategy: Literacy
Produced by the Lancashire Literacy Team
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Some ideas on how to use this booklet
This booklet has suggested guidelines for the guided reading sessions to help teacher monitor children’s progress through
National Curriculum levels and can help provide summative assessment. It is intended to give guidelines only and can be used
to inform future short term planning. It is a useful tool for target setting and plotting the progress of groups of 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 the reading level 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 to the next level.
The information gained may also be used to inform shared reading and writing sessions.
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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 presentational features at text level
5. explain and comment on the writer’s use of language, including grammatical and literacy features at word and sentence level
6. identify and comment on writer’s purposes and viewpoints and the overall effect of the text on the reader
7. relate texts to their social, cultural and historical contexts and literacy traditions
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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 look at the picture Read to the end – what fits
I can use letter sounds
Any words I know? said
like my
?
Prompts for Decoding Reading
Think about the story
Leave a gap _________ and read on
Can I see any patterns?
ing
-ed
ight
When I am reading I can…
The progression of successful text reading through Key Stage 1
Band National Curriculum Level Colour Year R/P1 Year 1/P2 Year 2/P3 Year 3 P4
1 Working towards Level 1 PINK
2 Working towards Level 1 RED
3 Working within Level 1 YELLOW
4 Working within Level 1 BLUE
5 Working within Level 1 GREEN
6 Working towards Level 2 ORANGE
7 Working towards Level 2 TURQUOISE
8 Working within Level 2 PURPLE
9 Working within Level 2 GOLD
10 Working towards Level 3 WHITE
11 Working within Level 3 LIME
Majority of pupils secure at this level
Normal range of achievement
A wider range of achievement in text reading may well occur within a class. The challenge for schools is to make special provision for children falling above and below the ranges indicated, if necessary, on an individual basis.
Book Band Colours – Learning Opportunities
BAND 1 PINK
Working
towards L1
• Locate title • Open front cover • Turn the pages • Understand left page before right • Understand that print is read from left to right • Match spoken word to written word • Locate familiar words and use them to check own reading • Use meaning of text together with language patterns (syntax) • Predict storyline and some vocabulary, aided by the illustrations
BAND 6 ORANGE Working towards L2
• Get started on fiction after briefer introductions and without relying so heavily on illustrations
• Read longer phrases and more complex sentences • Attend to a greater range of punctuation and text layout • Cross-check information from meaning, syntax and print on the run • Search for and use familiar syllables within words to read longer words • Infer meaning from text • Check information in text with illustrations and comment on content • Begin to use appropriate terminology when discussing different types of
text
BAND 2
RED Working
towards L1
• Locate title • Locate and recall title • Consolidate secure control of 1:1 matching • Use known words to check and control reading • Start to read more rhythmically or use phrasing while maintaining track
of print • Repeat words, phrases or sentences to check, confirm or modify own
reading • Predict from meaning, syntax and print to solve new words
BAND 7 TURQUOISE Working towards L2
• Extract meaning from the text while reading with less dependence on illustrations
• Approach different genres with increasing flexibility • Use punctuation and text layout to read with a greater range of
expression and control • Sustain reading through longer sentence structures and paragraphs • Tackle a higher ratio of more complex words
BAND 3 YELLOW Working within L1
• Follow print with eyes, pointing only at points of difficulty • Take more note of punctuation • To support the use of grammar and oral language rhythms • Cross check all sources of information more quickly while reading • Note familiar words and letter clusters and use to get to unknown
words, e.g. look, took • Search for information in print to predict, confirm or attempt new words
while reading • Notice relationships between one text and another • Predict in more detail
BAND 8 PURPLE Working within L2c BAND 9 GOLD Working within L2b
• Look through a variety of texts with growing independence to predict content, layout and story development
• Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences
• Solve unfamiliar words on the run • Adapt to fiction, non-fiction or poetic language with growing flexibility • Take more conscious account of literary effects used by writers • Begin to make more conscious use of reading to extend speaking and
writing vocabulary and syntax
BAND 4 BLUE
Level 1
• Move through text attending to meaning, print and sentence structure flexibly
• Self-correct more rapidly on the run • Re-read to enhance phrasing and clarify precise meaning • Solve new words using print information along with attention to
meaning • Use analogy with known vocabulary to solve new words • Manage a greater variety of text types • Discuss content of the text in a manner which indicates precise
understanding
BAND 10 WHITE Working at L2a or towards L3
• Look through a variety of texts with growing independence to predict content, layout and story development
• Read silently most of the time • Sustain interest in longer text, returning to it easily after a break • Use text more fully as a reference and as a model • Search for, and find information in texts more flexibly • Notice the spelling of unfamiliar words and relate to known words • Show increased awareness of vocabulary and precise meaning • Express reasoned opinions about what is read and compare texts • Offer and discuss interpretations of text
BAND 5 GREEN Level 1
• Read fluently with attention to punctuation • Solve new words using print detail while attending to meaning and
syntax • Track visually additional lines of print without difficulty • Manage effectively a growing variety of texts • Discuss and interpret character and plot more fully
BAND 11 LIME Level 3
• Use experience of reading a variety of material to recognise text-type and predict layout and general content
• Read silently most of the time, adjusting speed of reading to suit material and monitoring the precise meaning
• Rerun to make different interpretations of dialogue, more complex sentences, unfamiliar language, etc
• Sustain interest in longer texts, returning easily to them after a break • Make use of blurbs, chapter headings, glossaries, indexes and
procedural texts to search for and locate information quickly and accurately
• Take note and devise ways to remember the meaning and spelling of unfamiliar words
• Express reasoned opinions about what is read, and compare texts • Investigate and identify the styles and voice of a range of texts types
including plays, poetry, narrative, procedural and explanatory texts
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
22 - 36
months
Names:
Distinguish one sound from another.
Show interest in play with sounds, songs and rhymes.
LINKING SOUNDS AND LETTERS
Repeat words or phrases from familiar stories.
READING Have some favourite stories, rhymes, songs, poems or jingles.
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
30 - 50 months
Names:
Enjoy rhyming and rhythmic activities.
Show awareness of rhyme and alliteration.
LIN
KIN
G
SOU
ND
S A
ND
LE
TTER
S
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.
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.
REA
DIN
G
Understand the concept of a word.
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
40 – 60 months
Names:
Continue a rhyming string.
LIN
KIN
G
SOU
ND
S A
ND
LE
TTER
S
Hear and say the initial sound in words and know which letters represent some of the sounds.
Enjoy an increasing range of books.
REA
DIN
G
Know that information can be retrieved from books and computers.
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Names:
Hear and say sounds in words in the order which they occur.
Link sounds to letters, naming and sounding the letters of the alphabet.
LIN
KIN
G S
OU
ND
S A
ND
LET
TER
S
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.
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.
REA
DIN
G
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.
Year:
Group:
Early Learning Goals
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group: Reading Level: WTL1: See Book Band 1: Pink
Names: Reading Behaviours
Differentiate between text and illustration.
AF1
Understands that print conveys meaning.
Holds a book correctly.
Recognise the front and back cover.
Has established left to right movement, top to bottom.
Understands that books/texts are created by writers
Recite rhymes and sing songs.
Enjoys sharing books with an adult.
AF2
Talk about stories.
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group: Reading Level: WTL1: See Book Band 2: Red
Names: Reading Behaviours
Tell a story from the pictures.
Describe pictures.
Is beginning to understand what a letter and a word are.
Name some letters.
Recognise some capitals and lower case letters.
AF1
Recognise own first name.
Turns the pages from front to back.
Sequence a simple story or event.
Use gesture and action to act out a story, event or rhyme.
Make predictions based on illustrations, story content and title.
AF2
Chooses to look at books.
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
Reading Level: 1c See Book Band 3: Yellow
Names: Reading Behaviours
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
AF1
Read, on sight, high frequency words from NLS appendix list 1
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 re-enacting and retelling
AF2
Talk about the themes of simple texts, e.g. good over evil
AF3
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
AF4
Understand, and use correctly, terms referring to conventions of print: book, cover, beginning, end, page, word, letter, line.
AF6
Return to favourite books, songs, rhyme to be re-read and enjoyed.
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
Reading Level: 1b See Book Band 4: Blue and 5: Green
Names: Reading Behaviours
Read on sight words from NLS appendix list 1
Recognise familiar words in simple texts
Blend phonemes to read CCVC and CVCC words
Continue to use phonic knowledge to attempt unknown words
AF1
Expect written text to make sense
Identify main events or key points in texts
AF2
Answer literal retrieval questions about the text
Make simple deductions with prompts and help from the teacher
AF3
Begin to make predictions about the characters.
Begin to talk about the differences between fiction and non-fiction
AF4
Identify print effects, e.g. bold, italic, capitalisation, etc.
AF
6 Choose and talk about a favourite book from a selection
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
Reading Level: 1a Refer to Book Band 6: Orange and 7: Turquoise
Names: Reading Behaviours
Read on sight words from NLS appendix list 1
Blend and segment sounds in consonant clusters and use this knowledge in reading
AF1
Show awareness of the grammar of a sentence to help decipher new or unfamiliar words
Talk about the main events in a text
AF2
Pick out relevant information
AF3
Express opinions about main event and characters in stories. E.g. good and bad characters
Understand the difference between fiction and non-fiction
Understand the way that information texts are organised and use this when reading simple texts
AF4
Understand the sequence of a story
AF
6 Continue to choose and talk about a favourite book from a selection
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
Reading Level: 2c See Book Bands 8: Purple
Names: Reading Behaviours
Use a range of decoding strategies Blend and segment sounds in consonant clusters and long vowel phonemes and use this knowledge in reading
Read on sight words from NLS appendix list 1
AF1
Use the grammar of a sentence to decipher new or unfamiliar words
Identify and discuss the main events or key points in a text
AF2
Locate specific information in the text to find answers to simple questions
Use an understanding of the story to make predictions
Relate story settings and incidents to own experience A
F3
Compare stories and identify common themes Identify and discuss the way information texts are organised and use this in reading simple texts
AF4
Discuss the structure of a narrative
AF6
Continue to choose and talk about a favourite book from a selection
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
Reading Level: 2b See Book Band 9: Gold
Names: 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 from NLS appendix 2
Identify syllables in order to read polysyllabic words
AF1
Blend and segment long vowel phonemes Make predictions using experience of reading books written by the same author or based on similar themes
Generate questions before reading and use bibliographic knowledge to help retrieve specific information
AF2
Use an understanding of the structure of non-chronological reports and explanations to make predictions
Go beyond own experience or general impression and refer to text to explain meaning
AF3
Make simple inferences about thoughts and feelings and reasons for actions Evaluate the usefulness of the information in a particular text for answering questions Understand how to use alphabetically ordered texts to retrieve information A
F4
Discuss and comment on the structure of a narrative
AF5
Identify how vocabulary choice affects meaning
AF6
Make choices about which texts to read based on prior reading experience and bibliographic knowledge
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year: Group: Reading Level: 2a See Book Band 10: White
Names:
Reading Behaviours
Recognise a range of prefixes and suffixes to construct the meanings of words in context
AF1
Read fluently with intonation, expression and regard for punctuation.
Retell a story clearly and with appropriate detail.
AF2
Extract information from the text and discuss orally with reference to the text.
Identify key themes and discuss reasons for events in stories.
Be aware of underlying themes and ideas within a text. A
F3
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 setting
AF4
Gain an overall impression of a text by making predictions about content/subject of a book by skim reading, title, contents, illustrations.
AF5
Identify and comment on vocabulary and literary features
AF6
Continue to make choices about which texts to read based on prior reading experience and bibliographic knowledge
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
Reading Level: 3c See Book Band 11: Lime
Names: Reading Behaviours
Read independently, using known strategies appropriately to establish meaning. Recognise the functions of punctuation including apostrophe for omission and use appropriate intonation and expression.
AF1
Recognise the full range of consonant diagraphs e.g. kn,wr,ph Show understanding of main points with reference to the text. Recognise the main differences between fiction and non-fiction texts. A
F2
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 the text Discuss the actions of the main characters and justify views using evidence from the text. A
F3
Summarise the main points from a passage or a text.
Identify the features of different text-types.
AF4
Understand the purpose of the paragraph.
AF5
Identify where language is used to create mood or build tension.
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
Reading Level: 3b
Names: Reading Behaviours
Read independently using a range of strategies
AF1
Understand how simple and complex sentences influence meaning. Identify and discuss issues locating evidence in the text.
AF2
Recognise the main differences between fiction and non-fiction texts. Identify the language used to create moods and build tension. Infer reasons for actions and events based on evidence from the text. A
F3
Continue to make plausible predictions based on knowledge of the text
Make use of non-fiction features to find information from the text.
Identify the features of different text-types. AF4
Understand how paragraphs are used to order and build up ideas.
AF5
Comment on the choice of language to create moods and build tension.
AF6
Evaluate specific texts with reference to text-types.
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year: Group: Reading Level: 3a
Names: Reading Behaviours
Read a range of appropriate texts fluently and accurately Re-read and read ahead to look for clues to determine meaning. A
F1
Use features to locate information. e.g. contents; indices; subheadings etc.
Justify predictions by referring to the text.
AF2
Locate information using skimming, scanning and text marking.
Distinguish between fact and opinion. Infer meaning using evidence from the text. Use clues from action, dialogue and description to establish meaning. A
F3
Make reasoned judgements on characters’ actions.
Identify features of different fiction genres.
AF4
Identify structures and grammatical features of non-fiction.
AF5
Comment upon the use of author’s language
AF6
Comments identify the author’s main purpose.
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year: Group: Reading Level: 4c
Names:
Reading Behaviours
Select and read a range of appropriate texts fluently and accurately
Use contextual knowledge to determine meaning.
Skim and scan to identify key ideas. Use knowledge of text structure to locate information. A
F1
Understand how the meaning of sentences is shaped by punctuation, word order or connectives.
Justify opinions and elaborate by referring to the text.
AF2
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.
AF3
Use clues from action, dialogue and description to interpret meaning. Identify features of different fiction genres.
AF4
Compare, contrast and evaluate different non-fiction texts.
Comment upon the use and effect of author’s language
AF5
Find and comment on examples of how authors express different moods, feelings and attitudes.
AF6
Expresses personal response with little awareness of the writers viewpoint or the effect on the reader
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year: Group: Reading Level: 4b
Names: Reading Behaviours
AF1
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.
AF2
Skim, scan and text-mark to research quickly and efficiently. Identify implicit and explicit points of view. Discuss messages, moods, feelings and attitudes using inference and deduction.
AF3
Identify key points when reading an appropriate text.
Recognise texts that contain features from more than one genre. e.g. persuasive playscript.
Identify genre-specific phrases.
Understand how paragraphs are linked.
AF4
Use structural and organisational features of a range of text-types to support understanding.
Identify and describe the styles of individual writers and poets.
Identify and comment on expressive, figurative and descriptive language to create effect in poetry and prose
AF5
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.
AF6
Comments show some awareness of the writer’s viewpoint.
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
Reading Level: 4a
Names: Reading Behaviours
AF1
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.
AF2
Refer to the text to support predictions and opinions (Point + Evidence)
Explain and comment on implicit and explicit points of view
AF3
Describe, with examples, how the author has chosen a range of vocabulary to convey different messages, moods, feelings and attitudes.
AF4
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.
AF5
Use the language features of a range of non-fiction text-types to sustain understanding over extended texts.
AF6
Comments show an awareness of the writer’s viewpoint and respond to this by e.g. re-telling from a different point of view.
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
Reading Level: 5c
Names: Reading Behaviours
AF1
Use connectives as signposts to indicate a change of tone.
Use the skills of skimming, scanning and text-marking to identify the gist.
AF2
Refer to the text to support predictions and opinions (Point + Evidence + Explanation) Compare and contrast implicit and explicit points of view.
AF3
Analyse how the author has chosen a range of vocabulary to convey different messages, moods, feelings and attitudes.
Explain the structural devices the author has used to organise the text.
AF4
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.
AF5
Analyse how the author has chosen a range of vocabulary to convey different messages, moods, feelings and attitudes.
The writer’s main purpose is clearly identified through a general overview.
AF6
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. Identify different character types across a range of texts.
AF7
Identify themes across a range of texts. (Social, cultural and historical)
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
Reading Level: 5b
Names: Reading Behaviours
Use the skills of skimming, scanning and text-marking to identify key ideas.
AF2
Explore the text to support and justify predictions and opinions (Point + Evidence + Explanation + Evaluation)
AF3
Identify the techniques the author has used to create moods, feelings, messages and attitudes
Comment on the structural choices the author has made when organising the text.
AF4
Comment and compare the language choices the author has made to convey information over a range of non-fiction texts.
AF5
Compare, contrast and explore the styles of writers and poets, providing evidence and explanations.
The viewpoint in the text clearly identified with some, often limited explanation.
AF6
Declare and justify personal preferences for writers and types of text. Explain the key features, themes and characters across a range of texts. Explain character profiles over a range of texts. A
F7
Explain themes over a range of texts. (Social, cultural and historical)
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
Reading Level: 5a
Names: Reading Behaviours
AF2
Retrieve and collate key ideas from a range of sources.
AF3
Identify and evaluate the techniques the author has used to create moods, feelings, messages and attitudes.
Explore how the structural choices support the writer’s theme and purpose.
AF4
Explore how the language choices support the writer’s theme and purpose in non-fiction texts.
Describe and evaluate the styles of individual writers and poets, providing evidence and justifying interpretations.
AF5
Identify and discuss irony and its effect. Have a general awareness of the effect of text with some explanation.
AF6
Articulate personal responses to literature, identifying how and why the texts affects the reader.
Compare and contrast the key features of a range of appropriate texts. Compare and contrast characters across a range of appropriate texts.
AF7
Compare and contrast themes across a range of appropriate texts. (Social, cultural and historical)
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
Reading Level: P5
Names: Reading Behaviours
Begin to recognise familiar objects/signs/ symbols.
Identifies meaning from objects/symbols.
Derives some meaning from text/symbols/ signs represented in a familiar way.
Sear
chlig
hts
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.
Res
pons
e Responds to questions about familiar text showing curiosity about the content at a simpler level.
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
Reading Level: P6
Names: Reading Behaviours
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.
Sear
chlig
hts
Recognises when a significant word, sign or symbol is omitted from a familiar story.
Res
pons
e
Aware of the sequence of a familiar story.
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
Reading Level: P7
Names: Reading Behaviours
Begins to choose and share books.
Und
erst
andi
ng o
f prin
t
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.
Sear
chlig
hts
Can recognise some words by shape or sound.
Reading Assessment and Progress Chart for Teaching, Monitoring and Assessment
Teacher Notes: 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.
Year:
Group:
Reading Level: P8
Names: Reading Behaviours
Und
erst
andi
ng
ofpr
int
Looks at book and turns pages recognising direction of print.
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. Se
arch
light
s
Recognises letters of the alphabet by shape and sound and can name them.