Using APP to Raise Standards in Reading

Summer 2009

Aims for the day

• To reflect on and review your school’s current timescale in APP for reading.

• To explore how APP supports the identification of effective strategies and practices in teaching and learning.

• To identify and prioritise professional development needs and next steps.

July 2009 July 2010

January 2009

APP Timeline

Where are you now?

• What are the strengths in reading in your school?

• What are the issues in reading?

• How is reading currently assessed?

Reflect and review on Reading in your school

Where would you like to be with reading by end of Spring term 2010?

Review teaching plan – go back to the

Framework

Plan learning objectives from the Framework

Day to day teaching and learning.

Gathering evidence for all assessment

focuses.

Assess – using evidence gathered complete Reading

Assessment Guideline Sheet

Formative

How might I need to review and

modify my planning in light of

the next steps identified?

Julia

The APP approach

For level 1: ticks at level 1 for AF1 and AF2 and some highlighting at level 1 for AF3.

For level 2: ticks at level 2 for AF1 and AF2 and some highlighting at level 2 for AF3.

For level 3: ticks at level 3 for AF2 and AF3 and one other tick at level 3.

For level 4: ticks at level 4 for AF2 and AF3 and at least one other tick at level 4.

Using the Guideline Summary to support the review and modifying of planning

Here are some questions to consider with your staff when planning the next steps.

• What strands do you need to look at?• What will your next unit be?• How will you gather your assessment

evidence?• What teaching strategies will be most effective

for you to gather the evidence?

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

STRANDS

1. Speaking

2. Listening and responding

3. Group discussion and interaction

4. Drama

5. Word recognition: decoding and encoding (R, Y1, Y2)

6. Word structure and spelling

7. Understanding and interpreting texts

8. Engaging with and responding to texts

Speak and listen for a wide range of purposes in different contexts.

Read and write for a range of purposes on paper and on screen. 9. Creating and shaping texts

10. Text structure and organisation

11. Sentence structure and punctuation

12. Presentation

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Using the Guideline Summary to support the review and modifying of planning

Here are some questions to consider with your staff when planning the next steps.

• What strands do you need to look at?• What will your next unit be?• How will you gather your assessment

evidence?• What teaching strategies will be most effective

for you to gather the evidence?

Assessment:Y2 – Explanations

Year 2 Non-Fiction - Unit 2 - Building assessment into teaching

Assessing pupils' progress

The suggested outcome for this unit is the creation of the children's own flow charts or diagrammatic presentations based on cross-curricular work e.g. Science or D.T. There are possibilities for pupils to present work using PowerPoint. A suggested multi-modal text would be March of the Penguins .The teaching of this unit should support the collection of evidence against reading AF4 (Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level)

reading AF5 (Explain and comment on the writer’s use of language, including grammatical and literary features at word and sentence level) and reading AF6 (Identify and comment on writers’ purposes and viewpoints and the overall effect of a text on the reader).

Opportunities for AssessmentThe following are examples selected from the teaching content for this unit of work that will support planning for effective assessment as an integrated part of the teaching and learning process. Evidence gathered during this on-going work will contribute to the periodic assessment of children’s progress.

Learning Outcomes Examples of teaching content and assessment opportunities

Evidence Approach to assessment

Children can read a range of non-fiction texts, identifying organisational features of the text, including index pages, glossary and title pages.

In guided reading, compare two non-fiction texts. Follow up work could require pupils to use a venn diagram to find similarities and differences between 2 different texts. During the plenary these responses are shared, discussed and collated. They are used by the teacher to form the beginnings of a working wall for use throughout the unit.

Children’s oral responses in shared and guided reading session and in other subject areas e.g. a diagram of a circuit (feedback collated on large pieces of paper for the working wall).

Teacher questioning, teacher observation, self- and peer-review.

Assessment:Y5 – Dramatic Conventions

Year 5 Narrative - Unit 5 - Building assessment into teaching

Assessing pupils' progress

The suggested outcome for this unit is the creation of children's own versions of The Piano by Aidan Gibbons. This can then be extended to create a multimodal presentation of this version of the narrative to include images, voice-over, soundtrack and written text. The teaching of this unit should support the collection of evidence against reading AF3 (deduce, infer or interpret information, events or ideas from texts), reading AF6 (identify and comment on writers' purposes and viewpoints and the overall effect of the text on the reader) and writing AF6 (write with technical accuracy of syntax and punctuation in phrases, clauses and sentences).

Using the Guideline Summary to support the review and modifying of planning

Here are some questions to consider with your staff when planning the next steps.

• What strands do you need to look at?• What will your next unit be?• How will you gather your assessment

evidence?• What teaching strategies will be most

effective for you to gather the evidence?

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Planning Circles

Phase 3

Phase 1

Phase 1 to 2

Phase 2

Phase 2 to 3

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

Reading Strategies:

Book-Talk

Guided Reading

Reciprocal Reading

The extended opportunity to use talk to explore pupils

personal and collective response to text as readers

Session 2

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:00607-2008PCK-EN

© Pie Corbett 2008.  Used with kind permission

Coral Ocean stood on the edge of the playground and waited. No one came near. All the other kids seemed to be absorbed in their own games. She gazed out through the railings and pretended to notice something interesting in the distance. Blinking back tears, she roughly rubbed her eyes and hoped that no one would notice.

“What’s up?” A tall boy had come across and stood bouncing a tennis ball against the wall.

“Clear off,” snapped Coral, turning away from him.

Instant response

• Likes

• Dislikes

• Puzzles

• Patterns

• Questions

• I think that because … ?

Three step process:

Step 1: Eliciting response:

After careful reading of a shared text the teacher initiates ‘book-talk with very open ended invitations such as:

‘Tell me about…’ ‘What came into your mind when you read…’ ‘Have you come across anything like this before?’

Step 2: Extending response:

The teacher focuses on extending children’s responses with prompts such as:

‘Tell me about…’‘What led you to think that?’‘Can you extend/unpack that idea for us?’

Step 3: Encouraging critique:

Frequently groups of children can be supported and encouraged to feed off each other’s thinking and talking, with prompts such as:

‘Do you agree?’‘Did anyone have a different response to the story/paragraph/sentence/word?’

Col sat quietly, grabbed by a peace that hehad not known for a long while. ‘At last,’ hesaid aloud, letting the paddles rest as hedrifted on through the rushes.

‘Matty,’ said Miss Jenkins, shaking herbubbly blonde hair towards the passengerin the front seat. ‘I have to know that youare going to try hard.’

© Pie Corbett 2008. Used with kind permission

Talk for Writing – ‘Book-talk’

Key points to model:

• Teacher models before the class tries• At all stages verbalise/make explicit the writer’s thinking• Not just about ‘spotting grammar’• Key question: what effect is the writer creating? (text level

paramount)• Key follow-up: how is he/she achieving this? (may involve some

word/sentence-level-thinking – but always in the context of the effect created)

• Identify key features – appropriate to the age of the class• Personal response, not a list of ‘comprehension’ questions• Open prompts/questions/invitations• Critical/evaluative thinking (‘real’ comprehension)• Can’t be wrong – but should be prepared to

change/adapt/amend in response to others• Building group dialogue

The Pupil writing targetsexemplify how to use Book-talk within the teaching sequence

There are also suggestions for how to use the other

Talk for Writing strategies

Key Questions:

Is this strategy currently used in your school? If so where? If no…

How effectively is it being/could it be used to develop learning?

How would you support staff to adapt this strategy for different ages and stages?

The Teaching Sequence

1. Decide on the objectives for the group.

2. Select an appropriate text.

Plan your questioning using AFs

3. Introduce the book/strategy check.

4. Independent reading.

5. Return to the text.

6. Respond to the text.

7. Next steps.

Question Name Name Name Name Name Name

Who is driving the train? AF2

Why does the driver let the elephant on the train? What do you think the author wants us to think about cutting tusks off elephants? AF6

Why does the driver let the seal on to the train? What does the author want us to think about people? AF6

Why does the bird want to come on the train? What does the author think about humans draining water from the marshes? Why do you think that? AF6

Why is the tiger allowed on the train? What are the humans doing to his environment and what does the author think about this? AF6

Follow up - Choose 1 animal and draw a poster to show how the author wants humans to treat animals.

Oi! Get off our Train

Assessment Code

Can answer question at expected response level.

Goes beyond expectations of response level.

? Needed support to answer question.

Gathering Evidence in practice

• When planning Guided Reading sessions identify one or two AFs for which you want to gather evidence.

• Jot some questions you might ask ( these might change during the session depending on the responses you get.

• Keep the appropriate assessment guidelines close at hand until you get to know them.

Gathering Evidence in context

Early Reading CPD Resource DCSF ref:00053-2008DVD-EN

‘Have you Got Everything Colin?’

Use the Gathering Evidence for Reading SheetWhich AFs did you see the teacher using?

Jot examples of the questions asked.

Choose one pupil and note their responses to questioning in the Evidence box.

Compare your findings about different pupils.

Use the Reading Guidelines Level 1-2.Can you identify which of the descriptors you have gathered evidence towards?What level is your pupil working at in those AFs?

What might the next steps be for your pupil?

Refer to Strands 7-8 from the Primary Framework to identify an objective.

Does your current Guided Reading Practice and

Record Keeping provide you with this sort of evidence?

  Monday Tuesday Wednesday Thursday Friday

Eagles Follow up Reading journals& Home Readers

ResearchReadingTopic basedICT

Prepare for G R

Work with Teacher

Key Questions:

Is this strategy currently used in your school? If so where? If no…

How effectively is it being/could it be used to develop learning?

How would you support staff to adapt this strategy for different ages and stages?

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

Involves:

• Predicting – Making a judgement about what the text is about from a quick scan of the text

• Clarifying – Gives opportunities to the reader to reflect on any puzzles or difficulties in understanding

• Question Generating – Questions can be asked that will deepen understanding of the text

• Summarising – Identifies key information in the overall text

Reciprocal Teaching/Reading

Structure of Reciprocal Teaching/Reading

1. Group Activity

2. Teacher leads and models the process initially

3. Teacher trains pupils to lead the process

4. Pupils take turns to lead the process

ActivityAs you watch the clip, one person from each table will need to consider one of the following;

1. The teachers role/How the teacher sets the scene for reading2. The learners role3. How learners gain understanding of the strategies4. How comprehension is fostered5. How self-monitoring is encouraged6. The range of interactions

What good reading practice does it foster? Please jot your thoughts down

Benefits of Reciprocal Reading

• Externalises the reading process

• Encourages talk around text

• Leads to an internal dialogue around reading

• Fosters independence

• Broadens understanding of types of texts and sources

Key Questions:

Is this strategy currently used in your school? If so where? If no…

How effectively is it being/could it be used to develop learning?

How would you support staff to adapt this strategy for different ages and stages?

Meet Julia!

Year 1 – Low Level 2

Year 2 – Secure Level 3

Activity

Take a look at Julia’s Reading Standards Files.Please consider;

1. Other effective teaching and assessment strategies the teacher has used. Record on the grid. Would they work for your school?

2. Julia’s Assessment Summaries. What are the next steps in her learning? How has the teacher planned for progression?

Complete the recording grid, but we do encourage you to take timefor discussion

Quality First Teaching

Book Talk

Guided Reading

Reciprocal Reading

Context of Activity

e.g. group/guided/supported/other

Shared/guided

Guided

Groups/independent

Reading outcomes

Writing

Discussions – Peer and Teacher

Internet Research

Range e.g. genre/cross curricular

Fiction/non-fiction/multi-modal/

cross curricular

Fiction/non-fiction/cross curricular

Fiction/non-fiction/cross curricular

PROCESS

Familiarisation with AFs & Standard files

Practice in levelling Standard files using APP guidelines

Evidence gatheringMarkingRecord keeping

Assessment using sample pupils

Moderation

STRATEGIES

Planning for supportingReading opportunities across the curriculum

PROFESSIONALDEVELOPMENT

Standardisation

In-school standardisation• Purpose - to check the consistency of teachers’ judgements

BEFORE they assess pupils in their class to ensure they are in line with national standard.

Possible suggestions… • Teachers assess a small sample of pupils’ work from the school

and/or use a training standards file (of no more than two pupils) and standardise their judgements using the APP materials

• Any variations in judgements need to be identified and discussed. Differences need to be resolved before teachers make assessment of their pupil.

Suggested formats for recording standardisation can be found in…

Assessing Pupils’ ProgressGuidance for planning and supporting in-school

standardisation and moderation

PROCESS

Familiarisation with AFs & Standard files

Practice in levelling Standard files using APP guidelines

Evidence gatheringMarkingRecord keeping

Assessment using sample pupils

Moderation

STRATEGIES

Planning for supportingReading opportunities across the curriculum

PROFESSIONALDEVELOPMENT

Summer 2009

Spring 2010

APP Timeline

Autumn 2009

Where do you want to be by Spring 2010?

Summer 2009

Spring 2010

APP Timeline

APP in place for Reading.. Reciprocal reading in

all KS2 classes.

Autumn 2009

Where will you need to be in Autumn 2009 to reach your 2010 target?

Summer 2009

Spring 2010

APP Timeline

APP in place for Reading.. Reciprocal reading in

all KS2 classes.

Autumn 2009

Add your standardisation CPD to the timeline.

Prioritise development of teaching strategies

Summer 2009

Spring 2010

APP Timeline

APP in place for Reading.. Reciprocal reading in

all KS2 classes.

Autumn 2009

Add your teaching strategy CPD to the timeline.

Key Messages.

• Understanding and using the standardisation materials is essential for all teachers.

• Good quality first teaching of reading is the starting point for AfL, evidence gathering and use of APP.

• The review of evidence gathered for reading from focus pupils, should always lead you back to planning for all pupils’ from the Renewed Framework.

• Actioning and reviewing your timeline at each mile stone is essential for measuring impact.