Transcript APP_reading - Birmingham Grid for Learning

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.
APP Timeline
January
2009
July 2009
July
2010
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?
Formative
How might I need
to review and
modify my
planning in light of
the next steps
identified?
Review
teaching plan –
go back to the
Framework
Plan learning
objectives from
the Framework
Julia
Assess – using
evidence gathered
complete Reading
Assessment
Guideline Sheet
Day to day teaching
and learning.
Gathering evidence
for all assessment
focuses.
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 meaning
Strand: 5, 6, 7, (8)
AF2: Understand, describe, select or retrieve information, events or ideas from texts and use
quotation and reference to text
Strand: 7, (8)
AF3: Deduce, infer or interpret information, events or ideas from texts
Strand: 7, 8
AF4: Identify and comment on the structure and organisation of texts, including grammatical
and presentational features at text level
Strand: 7, (8)
AF5: Explain and comment on the writer’s use of language, including grammatical and literary
features at word and sentence level
Strand: 7, (8)
AF6: Identify and comment on writers’ purposes and viewpoints and the overall effect of a text
on the reader
Strand: 8
AF7: Relate texts to their social, cultural and historical contexts and literary traditions
Strand: 8
STRANDS
1. Speaking
Speak and listen for
a wide range of
purposes in
different contexts.
}
2. Listening and responding
3. Group discussion and interaction
4. Drama
5. Word recognition: decoding and encoding
6. Word structure and spelling
Read and write for
a range of purposes
on paper and on
screen.
}
7. Understanding and interpreting texts
8. Engaging with and responding to texts
9.
Creating and shaping texts
10. Text structure and organisation
11. Sentence structure and punctuation
12. Presentation
(R, Y1, Y2)
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 Assessment
The 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
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 nonfiction 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.
Evidence
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).
Approach to
assessment
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?
Planning
Circles
Phase 1
Phase 1 to 2
Phase 2
Phase 2 to 3
Phase 3
The Reading Curriculum includes;
• shared reading
• guided reading
• regular independent reading
- individual
- group and paired
Independent Reading – easy
text, 95%-100% accuracy.
Guided Reading – instructional
text, 90%-94% accuracy.
Shared Reading – a hard text,
80%-89% accuracy
• 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.
Reading Strategies:
Book-Talk
Guided Reading
Reciprocal Reading
Session 2
The extended opportunity
to use talk to explore pupils
personal and collective
response to text as readers
This publication is available
for download from:
www.standards.dcsf.gov.uk
www.teachernet.gov.uk/publications
Copies may be available
from:
DCSF Publications
Tel: 0845 60 222 60
Fax: 0845 60 333 60
Textphone: 0845 60 555 60
e-mail: [email protected]
Ref:00607-2008PCK-EN
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.
© Pie Corbett 2008. Used with kind permission
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 he
had not known for a long while. ‘At last,’ he
said aloud, letting the paddles rest as he
drifted on through the rushes.
‘Matty,’ said Miss Jenkins, shaking her
bubbly blonde hair towards the passenger
in the front seat. ‘I have to know that you
are 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 targets
exemplify 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
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.
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.
Name
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?’
Does your current Guided
Reading Practice and
Record Keeping provide you
with this sort of evidence?
What
might theGuidelines
next stepsLevel
be for1-2.
your pupil?
Use
the Reading
Use
the
Gathering
Evidence
for
Reading
Sheet
one pupil
and
their responses
to
CanChoose
you identify
which
of note
the descriptors
you
AFsevidence
did
the
teacher
using?
questioning
in see
the
Evidence
box.
ReferWhich
to Strands
7-8you
from
the
Primary
Framework
have
gathered
towards?
Jot examples
of an
the
questions
asked.
Compare
findings
about
pupils.
to
identify
objective.
What
level
is your
your
pupil
working
atdifferent
in those
AFs?
Monday
Eagles
Follow up
Tuesday
Reading
journals
& Home
Readers
Wednesday
Research
Reading
Topic based
ICT
Thursday
Friday
Prepare for
GR
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 Publications
Tel: 0845 60 222 60
Fax: 0845 60 333 60
Textphone: 0845 60 555 60
e-mail: [email protected]
Ref: DFES 1311-2005
Reciprocal Teaching/Reading
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
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
Activity
As you watch the clip, one person from each table will need to consider
one of the following;
1.
2.
3.
4.
5.
6.
The teachers role/How the teacher sets the scene for reading
The learners role
How learners gain understanding of the strategies
How comprehension is fostered
How self-monitoring is encouraged
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 time
for discussion
Quality First Teaching
Book Talk
Guided Reading
Reciprocal Reading
Reading outcomes
Writing
Discussions – Peer and Teacher
Internet Research
Context of Activity
e.g. group/guided/supported/other
Shared/guided
Guided
Groups/independent
Range e.g. genre/cross curricular
Fiction/non-fiction/multi-modal/
cross curricular
Fiction/non-fiction/cross curricular
Fiction/non-fiction/cross curricular
PROCESS
STRATEGIES
Familiarisation with
AFs & Standard files
Planning for supporting
Reading opportunities
across the curriculum
Practice in levelling
Standard files using
APP guidelines
Evidence gathering
Marking
Record keeping
Assessment using
sample pupils
Moderation
PROFESSIONAL
DEVELOPMENT
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’ Progress
Guidance for planning and supporting in-school
standardisation and moderation
PROCESS
STRATEGIES
Familiarisation with
AFs & Standard files
Planning for supporting
Reading opportunities
across the curriculum
Practice in levelling
Standard files using
APP guidelines
Evidence gathering
Marking
Record keeping
Assessment using
sample pupils
Moderation
PROFESSIONAL
DEVELOPMENT
APP Timeline
Autumn
2009
Spring
2010
Summer
2009
Where do you want to be by Spring 2010?
APP Timeline
Autumn
2009
Summer
2009
Spring
2010
APP in place for
Reading.. Reciprocal reading in
all KS2 classes.
Where will you need to be in Autumn 2009 to reach
your 2010 target?
APP Timeline
Autumn
2009
Summer
2009
Spring
2010
APP in place for
Reading.. Reciprocal reading in
all KS2 classes.
Add your standardisation CPD to the timeline.
Prioritise development of teaching strategies
APP Timeline
Autumn
2009
Summer
2009
Spring
2010
APP in place for
Reading.. Reciprocal reading in
all KS2 classes.
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.