Literacy Assessment in Year 2 Longfield Primary School

What do we assess? Speaking and listening. Writing Reading

Speaking and Listening Not assessed through a task or test. On-going teacher assessment through observation. Level 1, 2 or 3 will be reported to parents at the end of the year.

What are we looking for? How well do children listen to teachers and other pupils and how do they respond? Can they answer questions? Can they explain what someone else has said? Can they report back on a group discussion?

How can Parents and Carers help? Give children opportunities to talk to you about what they do and see. Ask them open-ended questions and listen to the answers. (Questions beginning with why?, how?, and what do you think?) Encourage them to ask you questions.

Writing Speaking and listening supports writing. The more a child can speak using a wide range of vocabulary, the better their writing, because they will use the words they know and understand.

How can you help? -Play ‘Object I Spy’ -Silly Sentences -Create a picture -Finish my story

Assessment process for writing Statutory tasks only one part of process. Teachers look at a whole range of child’s work throughout the year. Teacher assessment level given for writing at the end of the year – including performance in the statutory tasks, not separately.

Tasks for writing Shorter task – 30 minutes Longer task – 45 minutes Spelling test – about 20 minutes Handwriting These will take place some time in the summer term – when we think the children are ready.

Types of writing through the year include: Stories Letters and notes Non-chronological reports Poetry Recounts Posters Information The assessment tasks will include some parts of some of these – all types of writing the children will already be very familiar with.

Levels at the end of Key Stage 1 (Year 2) W12c2b2a3

Moving a child from 2C to a 2B or 3 Grammar Sentence Structure Vocabulary Choices

How can a child move from 2C to 2B to 2A or 3?

Spelling in tasks. Want children to use interesting words. Not looking for perfect spelling – but use of phonics and spelling patterns. Ghastly ghost = Garstly goast

Secure Level 2 -Some variation in sentence openers and structure. -All sentences are punctuated, accurately, most are grammatically correct. -Written in a sequence of related events that are linked. -Word choices appropriate for simple description of feelings and scenery. -High frequency words spelt correctly, Phonetically plausible attempts at digraphs. -Letters are formed correctly, but not consistent in size.

Marking of all tasks and tests. Whole process very low key. Independent work. National mark scheme. Check marks and level judgements in school. LEA moderates schools.

Reading Assessment Constantly assessing reading Group Guided reading Individual reading – running records Each colour shelf for reading is linked to a National Curriculum level. Letter sent home every time your child goes to the next reading colour shelf.

WW1c1b1a 2c2b2a3c3c+ PinkRedYellowBlueGreenOrangeTurquois e PurpleGold White LimeBrown Reading Shelves and National Curriculum levels

Reading Tasks and Tests Borderline 2c and below – reading task. Secure 2c and above – level 2 or level 3 test. Some children might do 2 tests or a task and a test if they perform better than expected. Some practice tests over previous term so children become familiar with what to do.

What are we looking for? Understanding of how a text works. Able to read for meaning Understand inference

Level 2 fiction

Level 3 Non-fiction Reading Booklet

Level 3 Questions

How can you help? Take turns in reading – encourage the child to ask you questions too. Talk about every day things – encourage your child to use different vocabulary Play spelling games such as Boggle / scrabble/ I Spy. Write up word bursts

said cried shouted Yelled whispered Word Burst