Building a Picture in English ‘The evidence gathering process’ November 2009

Tips for gathering evidence in English Ensure assessment opportunities are planned for all areas of English- opportunities should be in English and across the curriculum Ensure these provide opportunities for independence and choice Gather your evidence in a manageable and meaningful way

What can I use to support my teacher assessments? Speaking and listening- use Sp & L continuum Reading- APP guideline sheets Writing- APP guidelines sheets Gather relevant evidence to support your assessments. No portfolios are required BUT you will need to record where the evidence is and have it available if required.

Speaking and Listening Refer to Sp&L continuum to support your judgements. Gather your range of evidence from across the curriculum. Allow time to observe pupils in order to assess what the pupils can achieve independently.

Table Discussion What opportunities could you use to support evidence gathering for ‘Speaking and Listening’? Any further questions/ comments relating to assessing Sp&L?

Gather range of evidence through formative assessment Highlight applicable assessment criteria Consider which level offers the ‘best fit’ and make overall judgement Decide on next steps (planning, teaching and learning – using the Primary Framework) APP: The Process

Reading APP guideline sheets Making a level judgement in Reading

Assessment guidelines- criteria for making periodic judgements grouped by ‘assessment focus’ Ensure use of most current guidelines sheets L1-8 Progression in range: L1-in some reading, usually with support L2-in some reading L3-in most reading L4+-across a range of reading

Reading screen capture

Reading Gathering evidence in Reading Use of Question fans – for use in Shared and Guided Reading sessions

Simple View of Reading Language comprehension processes Good word recognition; good comprehension. Support needed:  Work on inference:  Drama;  Opportunities to read a wide range of texts;  Reading Comprehension fliers  More AF3; AF4; AF5; AF6 and AF7 activities. Poor word recognition; good comprehension. Support needed:  Letter/sound correspondence  Blending phonemes in order  Segmenting words into component parts  Show that segmenting and blending are reversible Word recognition skills Poor word recognition; poor comprehension. Support needed:  Needs phonics and language immersion:  Letters and sounds: See also “Pace and Progression” core paper  Nursery rhymes; traditional stories  Speaking and Listening Word recognition skills Good word recognition; poor comprehension Support needed:  Needs reading retrieval / comprehension skills:  Reading Comprehension fliers  AF2 type comprehension activities Language comprehension processes GOODGOOD G O O DP O O R POORPOOR

Types of Reading Shared Reading Whole class activity Support of the teacher Mixed ability Teach whole class objectives Guided Reading Small targeted groups Specific support of the teacher Differentiated ability groups Teach specific, targeted objectives Independent Reading For practise/consolidation Own choice of reading materials To nurture reading for pleasure Read at own pace Home reading For practise/consolidation Encourage parental involvement For purpose (research) and pleasure (whole range of text types and genre)

The ‘Veggie’ Lion I’m a vegetarian Lion I’ve given up all meat, I’ve even given up all roaring All I do is go tweet- tweet. I never ever sink my claws Into some animal’s skin, It only lets the blood run out And lets the germs rush in. I used to be ferocious, I even tried to kill! But the sight of all that blood Made me feel quite ill. I once attacked an Elephant I sprang straight at his head. I woke up three days later In a jungle hospital bed. Now I just eat carrots, They’re easier to kill, ‘Cos when I pounce upon them, They all remain quite still! Spike Milligan

Creating Questions linked to Reading AFs

Writing APP guideline sheets

Assessment guidelines- criteria for making periodic judgements grouped by ‘assessment focus’ Ensure use of most current guidelines sheets L1-8 Progression in range: L1-in some writing, usually with support L2-in some forms of writing L3-in most writing L4+-across a range of writing

Writing APP guideline sheets Making a level judgement in Writing Gathering evidence in Writing

Key Aspects of Writing At L1 and L2, AFs 5,6,1,2 and either AF 7 or AF8 i.e. Sentence Construction Punctuation Composition and Effect At L3, AFs 1-6 in the order of 5,6,3,4,1,2 i.e. As above plus Text Structure and Organisation come into effect

High – all criteria for a level across all AFs is highlighted Secure – criteria for a level is mostly highlighted across AFs Low – criteria is highlighted ‘across’ levels (some evidence is thin) Literacy - use judgements made in AF7 / AF8 (writing) to help confirm overall judgement Making a Judgement (working at / within the level)

What is meant by independence? Independence is about giving pupils space and time to think for themselves It occurs at some distance from direct teaching e.g. when skills taught in one context are applied in another However, other samples can be used, particularly in early Primary, to ensure significant milestones are not missed- consider the degree of independence when making your assessments For further clarification, see page 4 of APP Handbook

Writing screen capture

Standards File- Nikita Look at the range of evidence and the highlighted grid. Making a level judgement for Nikita. What are the next steps for Nikita?

Any further questions?