Bridging the gap - reading - Derbyshire Schools Net · P-Scales Bridging the gap End of Year 1...

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SSSEN Bridging the Gap Materials - Reading

Guidance Notes – February 2016

Using these materials

Please be aware there is no local or national guidance to schools on tracking progress for children working below age relatedexpectations and/or between P-Scales and National Curriculum Expectations.

They are not intended as a curriculum to be worked through but as suggestions for learning steps that will help to bridge the gapbetween P-Scales and Y1 end of year National Curriculum expectation assessment criteria.

These materials are intended only to support schools in developing their own learning, assessment and tracking systems.

The suggestions are intended as a starting point and not necessarily a finite list.

Where appropriate these materials have been colour coded to link with the 2016 Interim teacher assessment framework for pupilsworking below the test standard; Pre-key stage 1 and Pre-key stage 2.https://www.gov.uk/government/publications/pre-key-stage-1-pupils-working-below-the-test-standard

https://www.gov.uk/government/publications/pre-key-stage-2-pupils-working-below-the-test-standard

In the ‘Statement on the interim recommendations of the Rochford Review’ published December 2015 one of the next steps statedis to;

“Review P scales and consider whether any changes are required to ensure consistency with the new national curriculum and

with broader statutory assessment arrangements.”

Which may provide national guidance on progress, assessment and attainment between the current P8 and Y1 of the National

Curriculum.

https://www.gov.uk/government/publications/rochford-review-interim-recommendations

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https://www.gov.uk/government/publications/rochford-review-interim-recommendations


ENGLISH – Reading

Links to interim Pre-Key Stage 2 Standards

Foundations for the expected standard (also KS1 growing development of the expected standard)

Early development of the expected standard

Growing development of the expected standard

P-Scales Bridging the gap End of Year 1 Expectation

P8 Descriptor: Pupils understand that words, symbols and pictures convey meaning o They recognise or read a growing repertoire of familiar words or symbols, including their own names o They recognise at least half the letters of the alphabet by shape, name or sound They associate sounds with patterns in rhymes, with syllables, and with words or symbols.

WORD READING

Associate sounds with patterns in rhymes, with syllables and with words or symbols.

o Hears and says the initial sound in words (I spy)

o Letters and Sounds Phase 1 o Letters and Sounds Phase 2

Apply phonic knowledge and skills as the route to decode words. Pupil can, with support apply phonic knowledge to decode words: o Letters and Sounds phase 3 e.g. ship, car,

germ o Letters and Sounds phase 4 e.g. plump,

street, joint

Apply phonic knowledge and skills as the route to decode words. Pupil can apply phonic knowledge and skills to decode words: o Phase 5 Letters and Sounds e.g.

screw, cloud, least.

Recognise at least half the letters of the alphabet by shape, name or sound.

Respond with the correct sound to graphemes. o All letters of the alphabet by shape and

sound. o All letters of alphabet, sh, ch, th, ng, nk, one

representation of each long vowel sound. o Respond with the correct sound to the

Respond speedily with the correct sound to graphemes for all 40+ phonemes, including where applicable, alternative sounds for graphemes. o Phase 5 Letters and Sounds.

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graphemes for one representation of all 40+ phonemes.

Read by blending sounds in words containing GPCs that have been taught. o Pupil is able to blend phonemes to read VC

words and some CVC words e.g. at, am, cat, rum

o Oral blending of CVC words Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught. o Pupil can identify initial and final sounds in

unfamiliar words. o Pupil can read by blending sounds in

unfamiliar words containing GPCs that have been taught with occasional adult support:

o CVC words – short vowel/long vowel o CCVC/CVCC words – short

vowel/long vowel o CCVCC words – short vowel/long

vowel

Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught. o Phase 5 Letters and Sounds.

Recognise or read a growing repertoire of words or symbols including their own names. o Reads 6 common exception words from

Phase 2 Letters and Sounds and a range of decodable VC and CVC words.

Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. o 10 common exception words and decodable

VC and CVC words with the expectation that many are known on sight @ 50 words in total.

o Pupil can read 18 common exception words from Phase 3 Letters and Sounds.

o Pupil can read 32 common exception words

Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. o Pupil can read most words from Y1

list and some from Y2 list (New NC English Appendix 1 p 53/55)

o & 60 common exception words at Phase 5 Letters and Sounds.

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from Phase 4 Letters and Sounds.

Read words containing taught GPCs and –s, -es, -ing, -ed, -er, -ing, -ed, -er, and –est endings: o Pupil can read some of the common suffixes

listed in Appendix 1 New NC e.g. -s, -er, -ing, -ed

Read words containing taught GPCs and –s, -es, -ing, -ed, -er, -ing, -ed, -er, and –est endings: o Pupil can read all common suffixes

listed in Appendix 1 New NC e.g. –s, -es, -ing, -ed, -er and –est endings.

Reading other words of more than one syllable that contain taught GPC. o Pupils can listen to and blend syllables to

say words of more than one syllable e.g. wind + mill = windmill, cat + a +pult = catapult

o Pupil can read most multi-syllable words containing taught GPC at Phase 3 Letters and Sounds or equivalent e.g. jacket, zigzag, liquid, longer.

o Pupil can read most multi-syllable words containing taught GPC at Phase 4 Letters and Sounds or equivalent e.g. lunchbox, champion, handstand.

Reading other words of more than one syllable that contain taught GPC. o Pupils can read most multi-syllable

words containing taught GPC at Phase 5 Letters and Sounds or equivalent e.g. December, measurement.

Reading words with contractions and understand that the apostrophe represents the omitted letter(s). o Pupil begins to read common words with

contractions and shows some awareness of the use of apostrophe to represent omitted letters.

Reading words with contractions and understand that the apostrophe represents the omitted letter(s). o Pupil reads contractions and

understands the use of the apostrophe to represent omitted letters e.g. I’m, we’ll, can’t.

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Read aloud accurately books that are consistent with their developing phonic knowledge and do not require them to use other strategies to work out words. o Can point to the correct word when ‘reading’

simple texts from memory. o Knows text runs from left to right and top

downwards in English. o Pupil can read aloud phonically decodable

texts at age-appropriate levels with 90%+ accuracy: Red book band (reading age 5)

o Pupil can read aloud phonically decodable texts at age-appropriate levels with 90%+ accuracy: o Yellow book band (reading age 5-5.5) o Blue book band (reading age 5.5-6) o Green book band (reading age 5.5 – 6)

Read aloud accurately books that are consistent with their developing phonic knowledge and do not require them to use other strategies to work out words. o Pupil can read aloud phonically

decodable texts at age-appropriate levels with 90%+ accuracy:

o Orange book band (reading age 6-6.5)

o Turquoise book band (reading age 6.5 – 7)

o Book Band Purple RA 7 – 7.5 for Y1 Exceeding.

Re-read these books to build up their fluency and confidence in word reading. Assessments will be made through all previous criteria.

Developing pleasure in reading, motivation to read, vocabulary and understanding by:

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

poems, stories and non- fiction. o Pupil sometimes contributes relevant ideas

to discussion e.g. we had another story with skateboards in.

o Answers simple questions related to the text.

o Enjoys an increasing range of books.

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

of poems, stories and non-fiction. o Contributes relevant ideas and

thoughts to discussion e.g. There’s a monkey on a skateboard in this story but in the last story a boy went on the skateboard.

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o Shows curiosity about the content in stories by asking or answering basic questions about the story e.g. what, why, how.

o Follows a story without pictures or props. o Listens and responds to ideas expressed by

others in conversation or discussion.

Being encouraged to link what they read or hear read to their own experiences: o Begins to identify basic similarities and

differences between their own experience and that of story characters after adult modelling e.g. I’ve got two cats just like Fat Cat and Kitty Cat, have you got any cats or other Pets?

Being encouraged to link what they read or hear read to their own experiences: o Identifies basic similarities and

differences between their own experience and that of story characters and demonstrates understanding through talk or role play e.g. I’ve got a cat/teddy too, I’ve been to a hospital/park, I went on a picnic with my Mummy.

Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics: o Uses vocabulary and forms of speech that

are increasingly influenced by their experience of books e.g. Once upon a time …. And they all lived happily ever after…

o Takes part in role play about stories with confidence.

o Say who was in the story and one thing that happened in the story.

o Recalls some basic features of age-appropriate key stories, fairy stories and traditional tales through the use of pictures

Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics: o Recalls a few basic features of age-

appropriate key stories, fairy stories and traditional tales, retelling them in order and identifying some characteristics e.g. what typically happens to good/bad characters, differences between story settings.

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or props e.g. retell a story using a story sack, wooden characters or pictures with limited adult prompting e.g. what happened next? What did X do next?

Recognising and joining in with predictable phrases: o Completes an action on the teacher’s

cue of a repetitive refrain and tries to join in.

o Anticipates key events and repetitive refrains in rhymes and stories.

Recognising and joining in with predictable phrases: o Identifies the predictable phrases in a text

and sometimes join in with saying them aloud with the class after being shown the first few in a book or text e.g. ‘Run, run as fast as you can, you can’t catch me I’m the Gingerbread Man.’

Recognising and joining in with predictable phrases: o Identifies the predictable phrases in a

text and usually enjoys saying them aloud with the class e.g. ‘Run, run as fast as you can, you can’t catch me I’m the Gingerbread Man.’

Learning to appreciate rhymes and poems, and to recite some by heart: o Pupil demonstrates enthusiasm for

listening and responding to familiar short rhymes and poems – e.g. Supplies a rhyming word at the end of a well-known nursery rhyme.

o Continues a rhyming string.

Learning to appreciate rhymes and poems, and to recite some by heart: o Pupil demonstrates enthusiasm for listening

and responding to familiar short rhymes and poems – e.g. supplies the rhyming words at the end of familiar rhyming couplets … and Hercules Morse as big as a … (horse) (from Hairy Maclary).

Learning to appreciate rhymes and poems, and to recite some by heart: o Shows enthusiasm for listening and

responding to rhymes and poems – e.g. Comments on rhymes, word choice, humour, favourite poem, usually joins in with reciting some by heart.

Discussing word meaning, linking new meanings to those already known: o Pupil can sometimes draw on their existing

vocabulary to guess the meaning of new words and explain the link they have noticed – e.g. reads a book about frogs and encounters the word ‘toad’ next to a picture and says ,‘ Oh that must be a kind of frog’.

Discussing word meaning, linking new meanings to those already known: o Pupil can usually draw on their

existing vocabulary to guess the meaning of new words and explain the link they have noticed – e.g. knows the meaning of hair and brush and reads compound word hairbrush, deducing its meaning.

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Understand both the books they can already read accurately and fluently and those they listen to by:


Pupils understand that words, symbols and pictures convey meaning. o Can gain simple meaning by using

illustrations, when not yet able to read the text.

o Pupil can answer ‘how’ and ‘why’ questions about the pictures in a book.

o Knows information can be retrieved from books and computers.

Drawing on what they already know or on background information and vocabulary provided by the teacher with some adult support: o Pupil can answer a range of questions

including ‘how’ and ‘why’ questions about what they have read:

o Yellow book band (reading age 5-5.5)

o Blue book band (reading age 5.5-6)

o Green book band (reading age 5.5 – 6)

Drawing on what they already know or on background information and vocabulary provided by the teacher: o Ask and answer ‘how’ and ‘why’

questions about what they have read and know where to look for the information e.g. pupil asks ‘Why do birds make nests? How long do eggs take to hatch?’ and can find pages in a non-fiction book to answer own questions:

o Orange book band (reading age 6-6.5)

o Turquoise book band (reading age 6.5 – 7)

Checking that the text makes sense to them as they read and correcting inaccurate reading: o Pupil can check that the text makes

sense to them as they read and correct inaccurate reading.

o Yellow book band (reading age 5-

5.5)

o Blue book band (reading age 5.5-

6)

o Green book band (reading age 5.5

– 6)

Checking that the text makes sense to them as they read and correcting inaccurate reading: o Pupil can usually check that the text

makes sense to them as they read and goes back to self-correct inaccurate reading e.g. Pupil reads ‘He wents a biscuit’ and then self-corrects ‘wents’ to ‘wants’.

o Orange book band (reading age 6-

6.5)

o Turquoise book band (reading age

6.5 – 7)

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Discussing the significance of the title and events: o Pupil can talk about the pictures on the

book cover and predict what the book might be about with adult support.

Discussing the significance of the title and events: o Pupil can discuss the link between

events and the text title – e.g. when discussing the title and events around the book ‘Hairy Maclary’, pupil might comment, ‘It is a good title because it rhymes and the story has lots of rhymes and the dog has lots of hair’.

Making inferences on the basis of what is being said and done: o Can make simple inferences based on

picture illustrations e.g. Why do you think he had the dog on a lead?

o Can infer meaning at a basic level; e.g. Big Bear is kind because he keeps getting more light when Little Bear is scared of the dark.

Making inferences on the basis of what is being said and done: o Infers simple meaning: e.g. Pupil notices

that Big Bear is getting a bit fed up that Little Bear isn’t going to sleep because at first he asks ‘can’t you sleep’ then he grunts it then he groans it.

Predicting what might happen on the basis of what has been read so far: o Can use pictures to predict what is

happening in a story. o Is beginning to use the meaning of

simple unfamiliar stories to make predictions e.g. suggest how a story might end.

o Pupil can, with support, make suggestions about what will happen next in the story based on what has happened so far, sometimes linked to text or own experience: e.g. I think Big Bear will get into bed with Little Bear.

Predicting what might happen on the basis of what has been read so far o Pupil can usually predict what might

happen with responses linked closely to the story characters, plot and language read so far: e.g. Charlie is pretending to see Lola’s pretend friends and doing things for them, but every time he helps one of her friends she finds another just so she doesn’t have to go to bed yet!’

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Participate in discussion about what is read to them, taking turns and listening to what others say:

o o Can put 3 – 4 pictures of the important parts of a story in order with a talking partner.

o Can briefly retell an event in the story or information from a non-fiction text.

o Sometimes contributes ideas to discussion; with prompts, remembers significant events/key information; and, with support, follows the rules for effective discussion.

o Contribute ideas and thoughts to discussion, remembers significant events/key information and usually follows the agreed rules for effective discussion with a partner or in threes without support: e.g. some simple comments about preferences, sometimes with reasons.

Explain clearly their understanding of what is read to them:

o o Has some favourite stories and story characters and says what they like/dislike about the stories or characters in simple way e.g. the wolf is bad, the fairy is kind, I like the story because it has a happy ending.

o Expresses simple views about events or characters in the story and answers questions about why things happen: e.g. The boat tipped because all the animals started to be bad, and the children, too.

o Expresses views about events or characters in the story and explain clearly their understanding of what is read to them: e.g. the skeletons were mean because they wanted to frighten people but I’m glad they couldn’t because everyone was in bed, instead, they had to frighten each other.

Book Banding is widely adopted in many schools. The colour bands above are those referred to in Book Bands for Guided Reading 4th Edition (Institute of Education), your school may have adopted different colours to those listed above, in which case check colour bands

with the reading ages they refer to.

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Bridging the gap - reading - Derbyshire Schools Net · P-Scales Bridging the gap End of Year 1...

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