Guidance on Assessing Reading Performance

Education Bradford

Bradford Reading Record

Early Learning Goals toLevel Five2009

Introduction

This record will support teachers to make judgments in day to day assessment in relation to children’s reading performance which will feed into the Assessing Pupil Progress materials. The detailed information collected through observation of pupils in guided and independent reading can be used to inform periodic assessment using the materials, providing evidence of progress, and informing planning and provision.

The national APP approach aims to promote consistency and accuracy of teacher assessment. A range of evidence is needed to effectively inform the APP, including:

Phonics assessments and tracking information
Analysis of running records
Response to reading through journals
Observation of reading behaviours and habits and oral responses to reading through discussion and drama
Guided and individual reading assessment records

The BradfordReading Record has been based on a range of accredited assessment materials and trialled extensively in Bradford schools. The descriptors and behaviours outlined in the grids are based on National Curriculum level descriptors and QCA Assessment focuses.

The grids can be annotated when working with groups of pupils during guided reading sessions and independent reading. One or two pupils should be targeted for assessment in each session and the teacher should add the relevant information to the record. One record sheet for each group would be used over approximately a half term in order to build up patterns to indicate the range of skills and behaviours being demonstrated by pupils. Some pupils may have skills which overlap more than one record page so teachers will need to take this into account.

Notes:

High frequency words and phonics progression is from Letters and Sounds (PNS 2007)
The colours refer to Book Bands for Guided Reading (UK Reading Recovery National Network)
Numbers and letters in bold in the ELG statements refer to ages and stages in the EYFS and the scale points in the FSP
In AF1:
Phonics is used as a first strategy up to the end of Level 2. Other strategies are used to self-monitor and confirm comprehension.
At Level 3, the quality of ‘reading for meaning’ is ascertained more from the pupil’s fluency, expression and use of a range of self-monitoring strategies.
At Levels 4 and 5, pupils read confidently using knowledge of grammar and punctuation, word derivations, patterns, prefixes and suffixes and use of connectives to signal changes in tone.

Using the materials and deciding what to record – an explanation of each section of the record
Book Band White NC level 2a Class: Commenced: Completed:
Strand / Assessment Focus / Pupil / Pupil 1
Word reading skills and
Strategies. / AF1 / Use phonic knowledge and range of strategies including accurate decoding of text, to read for meaning. / Phonics knowledge – specific aspects of phonics which pupils handle successfully might be noted e.g. particular digraphs, endings that the pupil reads competently. This will help teachers to assess how wide the range of phonics knowledge is when referring to the APP guidelines. The information held on the phonics tracker, HF word checklists and other notes from teacher observation will also inform this strand in APP.
Reading for meaning – expecting the text to make sense / Reading: Fluency (F) Expression (E)
The fluency or phrasing and ‘flow’ of reading and use of voice expression appropriately – this gives an indication of how successfully the child is reading for meaning.
Self-monitoring:
Visual (V) – does the child attend closely to the print detail e.g. did they self-correct after noticing that in the centre of what they read as ‘house’ was ‘or’, a different digraph and the word should have been ‘horse’?
Context (C) – does the child self-monitor based on the context e.g. in the text being read about the farm and the structure of the text and illustrations to this point would ‘horse’ be more likely? The child might then decide to look more closely at the print to check.
Grammar (G) - does the child use any knowledge of sentence grammar to help check if they have decoded the word correctly? e.g. having decoded ‘house’ is it likely that this is the right word because it fits within the grammar of the sentence i.e. is the word likely to be a noun? This is about the sentence ‘sounding right’ which might not be a suitable prompt for children who do not have a secure grasp of grammar.
Strand / Assessment Focus / Pupil
Understanding and interpreting texts. / AF2 / Understand, describe, select or retrieve information, events or ideas, from texts and use quotation of reference to text. / Record the occasions where a child has shown evidence of this assessment focus.
Teachers may decide to use ticks or could use a triangle system using one side of the triangle to indicate ‘starting to’, a second side for ‘getting there’, and a third side for ‘got it’.
The pattern built up from the number of marks will give the evidence needed for attainment and any gaps which need to be addressed in the short term.
Teachers will gather further information about these assessment focuses in shared reading, observation of pupils’ independent reading habits and choices and reading activities across the whole curriculum.
AF3 / Deduce, infer and interpret information, events of ideas from texts
AF4 / Identify and comment on the structure and organisation of texts
AF5 / Explain and comment on the writer’s use of language, including vocabulary, grammatical and literary features.
Engaging with and responding to texts. / AF6 / Evaluate the writers’ purposes and viewpoints, and the overall effect on the reader. Respond imaginatively using different strategies to engage with texts.
AF7 / Relate texts to their social, cultural and historical traditions
An example of recording for one child in a group over a number of guided reading sessions
Book band White NC level 2a Class: Commenced: Completed:
Strand / Assessment Focus / Pupil / Mariah / David
Word reading skills and
Strategies. / AF1 / Use phonic knowledge and range of strategies including accurate decoding of text, to read for meaning. /

Reads fluently, taking into account punctuation and text features e.g. bold or italic print
Identifies syllables in order to read polysyllabic words
Recognises common prefixes and suffixes and regular verb endings to construct meaning of words
Reads on sight 300 HF words (recorded on teacher’s HF word list)

/ √ √ √ √
√ √ √ √ √ √
un ed ing
Phonics knowledge

Recognises a full range of alternative spellings of vowels and consonants

/ ai, ay, igh, oo, ue
ee, ow, a-e, ch in chemist
Reading for meaning – expecting the text to make sense / Reading: Fluency (F) Expression (E) / F F F F F F F
E E E
Self-monitoring: Visual (V) Context (C) Grammar (G) / C C C C C
Strand / Assessment Focus / Pupil / Mariyah
Understanding and interpreting texts. / AF2 / Understand, describe, select or retrieve information, events or ideas, from texts and use quotation of reference to text. /

Retells more complex stories clearly with appropriate detail and balance
Can discuss with reference to the text
Can generate questions before reading

/ √ √√√
√ √ √ √ √ √
√
AF3 / Deduce, infer and interpret information, events of ideas from texts /

identifies key themes and discusses reasons for events in stories
Makes confident inferences/ predictions based on wider reading experience

/ √ √
√ √ √ √
AF4 / Identify and comment on the structure and organisation of texts /

Makes comparisons between fiction and non fiction texts noting similarities and differences
Offers suggestions for organisational features

/ √
√ √
AF5 / Explain and comment on the writer’s use of language, including vocabulary, grammatical and literary features. /

Begins to identify voices in stories
Begins to discuss the effect of specific word or phrase choices on meaning e.g. to create humour, images and atmosphere

/ √
Engaging with and responding to texts. / AF6 / Evaluate the writers’ purposes and viewpoints, and the overall effect on the reader. Respond imaginatively using different strategies to engage with texts. /

Can respond by discussing preferences with reference to specific elements of the text
Can express opinion about how the author has presented the text

/ √ √ √
AF7 / Relate texts to their social, cultural and historical traditions /

Can identify general features of a few text types eginformation books, stories, print media
Show some awareness that books are set in different times and places

/ √

It is important to note that the statements are not learning objectives and need to be further broken down into smaller steps in learning based on the needs of a child or group for guided and individual reading sessions.

For example: or

Book Band 1 Pink ELG Class: Commenced: Completed:
Strand / Assessment Focus / Pupil
Word reading skills and
Strategies. / AF1 / Use phonic knowledge and range of strategies including accurate decoding of text, to read for meaning. /

Continues a rhyming stringLSL 40-60
Hears and says sounds in words in the order in which they occur LSL 40-60 SP5
Blends simple words orally LSL 40-60SP6
Begins to recognise some familiar wordsR SP3

Phonics knowledge

Links some sounds to letters LSL 40-60 SP4
Blends known phonemes to read VC and CV words LSL 40-60 SP6

Reading:
Fluency (F) Expression (E)
Self-monitoring:
Visual (V) Context (C) Grammar (G)
Strand / Assessment Focus / Pupil
Understanding and interpreting texts. / AF2
To AF5 /

Locates title
Opens front cover
Holds book the correct way up and turns pages appropriately R30-50
Understands that left page comes before right page
Understands that we read from left to right and top to bottom in English R 40-60 SP4
Begin to be aware of the way stories are structured R30-50
Understands the concept of a wordR30-50
Matches spoken word to printed word (1:1 correspondence)
Suggests how a story might end R30-50 Knows that information can be relayed in the form of print R 30-50 SP2
Knows that information can be retrieved from books and computersR40-60

Comments/questions about meaning of parts of text R30-50

Engaging with and responding to texts. / AF6 and AF7 / Has favourite books R22-36
Enjoys an increasing range of booksR40-60
Book Band 2/3 Red/Yellow ELG Class: Commenced: Completed:
Strand / Assessment Focus / Pupil
Word reading skills and
Strategies. / AF1 / Use phonic knowledge and range of strategies including accurate decoding of text, to read for meaning. /

Reads h/f words from Ph 2 &3 R40-60 SP6
May repeat words to check meaning

Phonics knowledge

Blends known phonemes, including digraphs, all through CVC words LSL40-60 SP 7
Uses phonic knowledge to attempt unknown words LSL40-60- SP7

Reading:
Fluency (F) Expression (E)
Self-monitoring:
Visual (V) Context (C) Grammar (G)
Strand / Assessment Focus / Pupil
Understanding and interpreting texts. / AF2 / Understand, describe, select or retrieve information, events or ideas, from texts and use quotation of reference to text. / With support:

recounts main events, themes and information R 40-60-SP7
locates some pages/sections of interest e.g. favourite characters/events/
informationR40-60 SP 5

AF3 / Deduce, infer and interpret information, events of ideas from texts /

shows an understanding of the elements of stories, R40-60 SP5
comments on characters, R40-60 SP5
recalls sequence of events R40-60 SP5
identifies openings R40-60 SP5
shows understanding of how information can be found in non fiction texts to answer questionsR40-60 SP8
retells narratives in correct sequence.R40-60 SP7
uses language to imagine and recreate roles and experiencesLCT SP7

AF4 / Identify and comment on the structure and organisation of texts /

follows print with eyes, finger pointing only at points of difficulty

comments on font styles, features of text e.g. captions, labels

AF5 / Explain and comment on the writer’s use of language, including vocabulary, grammatical and literary features. /

comments on obvious features of language, e.g. rhymes and refrains, significant words and phrasesLCT SP7

Strand / Assessment Focus / Pupil
Engaging with and responding to texts. / AF6 / Evaluate the writers’ purposes and viewpoints, and the overall effect on the reader. Respond imaginatively using different strategies to engage with texts. /

Returns to favourite books, songs, rhymes to be reread and enjoyed.
Listens with enjoyment and responds to stories, songs and other music, rhymes and poems and makes up their own stories, songs ,rhymes and poemsLCT SP4

AF7 / Relate texts to their social, cultural and historical traditions /

Identifies similarities with own experiences

Book Band 3/4 Yellow - Blue NC level 1C Class: Commenced: Completed:
Strand / Assessment Focus / Pupil
Word reading skills and
strategies. / 1 / Use phonic knowledge and range of strategies including accurate decoding of text, to read for meaning. /

Makes 1 to 1 correspondence between written and spoken words
Reads on sight irregular high frequency words from Phases 2, 3 and 4

Phonics knowledge

Blends phonemes, in order in the word, to read CVC and words containing consonant clusters

Recognises and blends consonant digraphs

Reading for meaning – expecting the text to make sense / Reading:
Fluency (F) Expression (E)
Self-monitoring:
Visual (V) Context (C) Grammar (G)
Understanding and interpreting texts. / 2 / Understand, describe, select or retrieve information, events or ideas, from texts and use quotation or reference to text. /

Sequences a simple story or event recalling main points
Uses structure of a simple story when reacting or retelling
Talks about the themes of simple texts

3 / Deduce, infer and interpret information, events of ideas from texts /

Shows reasonable inference at basic level, egidentifying who is speaking in a story
Comments/questions about meaning of parts of text, eg details of illustrations, opening, impact of cover

4 / Identify and comment on the structure and organisation of texts /

Understand and use correctly terms referring to conventions of print: book, cover, beginning, end, page, word, letter, line
Use patterns and structures of text to support retelling / reciting

Engaging with and responding to texts. / 6 /

Returns to favourite books, songs and rhymes and state likes/dislikes

7 /

Distinguishes a few basic features of well known story and information texts, eg good and bad characters

Book Band 4/5 Blue - Green NC level 1B Class: Commenced: Completed:
Strand / Assessment Focus / Pupil
Word reading skills and
Strategies. / 1 / Use phonic knowledge and range of strategies including accurate decoding of text, to read for meaning. /

Reads on sight irregular high frequency words from Phases 4 and 5
Reads other familiar and important words

Phonics knowledge

Consistently blends CVC and CCVC/CVCC words

Reading for meaning – expecting the text to make sense / Reading:
Fluency (F) Expression (E)
Self-monitoring:
Visual (V) Context (C) Grammar (G)
Strand / Assessment Focus / Pupil
Understanding and interpreting texts. / 2 / Understand, describe, select or retrieve information, events or ideas, from texts and use quotation or reference to text. /

Identifies main events or key points in texts and understands structure of a simple story
Answers literal retrieval questions about a text

3 / Deduce, infer and interpret information, events of ideas from texts /

Makes simple deductions with support from prompts
Begins to make predictions about characters

4 / Identify and comment on the structure and organisation of texts /

Identifies print effects eg. bold, italic, capitalisation
Begins to talk about differences between fiction and non-fiction

Engaging with and responding to texts. / 6 / Evaluate the writers’ purposes and viewpoints, and the overall effect on the reader. Respond imaginatively using different strategies to engage with texts. /

Chooses and talks about a favourite book, expressing an opinion or preference.

7 / Relate texts to their social, cultural and historical traditions /

Distinguishes a few basic features of well known story and information texts, eg good and bad characters

Book Band 6/7 Orange - Turquoise NC level 1A Class: Commenced: Completed:
Strand / Assessment Focus / Pupil
Word reading skills and
Strategies. / 1 / Use phonic knowledge and range of strategies including accurate decoding of text, to read for meaning. /

Reads on sight 100 HF words
Reads on sight irregular high frequency words, other familiar and important words
Identifies syllables in order to read polysyllabic words

Phonics knowledge

Recognises and reads alternative spellings for vowel phonemes
Recognises and reads alternative spellings for consonant phonemes
Identifies and reads words with common plurals

Talks about the main events in a text, identifying relevant information.

3 / Deduce, infer and interpret information, events of ideas from texts /

Uses information from the text to predict events and talk about character traits

4 / Identify and comment on the structure and organisation of texts /

Understands the difference between fiction and non – fiction
Understands the way non fiction texts are organised and uses this when reading
Understands the sequence of a story

Chooses and talks about a favourite book, expressing an opinion or preference.

7 / Relate texts to their social, cultural and historical traditions /

Distinguishes a few basic features of well known story and information texts, eg good and bad characters

Book Band 8 Purple NC level 2C Class: Commenced: Completed:
Strand / Assessment Focus / Pupil
Word reading skills and
Strategies. / 1 / Use phonic knowledge and range of strategies including accurate decoding of text, to read for meaning. /

Identifies syllables in order to read polysyllabic words
Identifies and read words with ed and ing endings
Confidently blends all known phonemes, identifying alternative graphemes
Reads on sight irregular words and other familiar and important words