1. Session Two Raising Standards in Reading using APP.

2. Session Two Raising Standards in Reading using APP. Objectives: To become familiar with the APP Reading Guidelines To clarify Reading Curriculum activities that could be used to gather secure evidence To revisit the role of Guided Reading in moving children forward

3. Table activity. Look at the Reading Assessment Guidelines for your given level. In your table group, discuss the statements and clarify meanings. Record any questions or comments ready for whole group feedback and discussion.

4. Reading Standards Files. Stored on APP section of Primary Framework Site – Assessment Area. Examples of many levels already present, others will be added over time. The Files provide agreed standardised work samples for each Level – regardless of Year Group or Key Stage. The samples of work included indicate the range of evidence required to ensure sound and accurate judgements against each Assessment Focus.

5. Year 3 pupil. Assessed at Secure Level 2. Assessed across a range of contexts, including Shared, Independent and Guided Reading. What do you consider to be a ‘rich’ reading curriculum?

6. 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

7. Table activity. Look at the individual piece of evidence allocated to your table. Use the grid to consider: What is being assessed (which AFs?). The activity that has been planned. The type and form of evidence that has been collected by the teacher. (Notes from discussion, written outcomes etc.) Be prepared to outline your findings to the rest of the group.

10. YEAR 3 Strand 7 Identify how different texts are organised, including reference texts, magazines and leaflets, on paper and on screen. Explore how different texts appeal to readers using varied sentence structures and descriptive language. Strand 8 Empathise with characters and debate moral dilemmas portrayed in texts. Identify features that writers use to provoke readers’ reactions.

11. Principles of Guided Reading The aim of every Guided Reading session is to encourage and extend INDEPENDENT reading skills. Groups of children work together on the same text. Texts are selected to match the reading ability of the group. The teacher leads the session, guiding the children to focus on objectives matched to the needs of the group. While working with the group the teacher gives focused attention to individuals as they read.

12. Guided Reading The text used is: visible to each child. matched to the ability level of each group; challenging but not so difficult as to disrupt the flow of reading; usually new to the group, not known; normally new each session for beginning readers; drawn from a range of text types- fiction and non-fiction.

13. MondayTuesdayWednesdayThursdayFriday Eagles Follow upReading journals & Home Readers Research Reading Topic based ICT Prepare for G R Work with Teacher Dragons Reading journals & Home Readers Research Reading Topic based ICT Prepare for G R Work with Teacher Follow up Unicorns Research Reading Topic based ICT Prepare for G R Work with Teacher Follow upReading journals & Home Readers Dolphins Prepare for G R Work with Teacher Follow upReading journals & Home Readers Research Reading Topic based ICT Sharks Work with Teacher Follow upReading journals & Home Readers Research Reading Topic based ICT Prepare for G R

14. The Teaching Sequence 1. Decide on the objectives for the group. 2. Select an appropriate text. 3. Introduce the book/strategy check. 4. Independent reading. 5. Return to the text. 6. Respond to the text. 7. Next steps.

15. www.wwf.org.uk/gowild/helpout/gr eentips.asp

19. Strand 7 Identify how different texts are organised, including reference texts, magazines and leaflets, on paper and on screen. Explore how different texts appeal to readers using varied sentence structures and descriptive language.

20. Strand 8 Empathise with characters and DEBATE MORAL DILEMMAS portrayed in texts. With a colleague, plan a speaking and listening activity – drama/role play/conscience alley etc – that could be used in the Guided Reading session to explore this objective.

21. What Follow Up/Independent work would you plan for the children to complete during the following Guided Reading Session? Design a leaflet to share the information with younger children. Design a web page/ poster to spread the message. Research the animals mentioned in the article and prepare a fact sheet to share with other groups. Email your own suggestions for living a greener lifestyle to gowild@wwf.org.uk gowild@wwf.org.uk

22. Key Messages. A balanced Reading Curriculum is fundamental to raising standards through APP. Evidence of skills must be collected from a range of contexts across the curriculum to ensure sound judgements. Guided Reading is just part of the whole reading curriculum but must be seen as the central tool in moving children forward. The Reading Guidelines are not objectives. The Assessment Focuses need to be linked back to the Literacy strand core learning.