1. Bewley Primary School Assertive Mentoring - Reading

2.  Reading assessments are notoriously difficult, time consuming and subjective. The new curriculum compounds these problems by providing vague PoS statements which are almost identical across the whole of KS1 and KS2.

3. YEAR 1 Pupils should be taught to:  understand both the books they can already read accurately and fluently and those they listen to by:  drawing on what they already know or on background information and vocabulary provided by the teacher  checking that the text makes sense to them as they read and correcting inaccurate reading  discussing the significance of the title and events  making inferences on the basis of what is being said and done  predicting what might happen on the basis of what has been read so far

4. YEAR 2 Pupils should be taught to:  understand both the books that they can already read accurately and fluently and those that they listen to by:  drawing on what they already know or on background information and vocabulary provided by the teacher  checking that the text makes sense to them as they read and correcting inaccurate reading  making inferences on the basis of what is being said and done  answering and asking questions  predicting what might happen on the basis of what has been read so far

5. YEAR 3/4 Pupils should be taught to:  understand what they read, in books they can read independently, by:  checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context  asking questions to improve their understanding of a text  drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence  predicting what might happen from details stated and implied

6. YEAR 5/6 Pupils should be taught to:  understand what they read by:  checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context  asking questions to improve their understanding  drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence  predicting what might happen from details stated and implied

7. Assertive Mentoring Reading is implemented on two levels: 1. A miscue analysis and/or a reading assessment undertake either verbally or in writing which will give the children a reading level to record on AM tracking 2. An independent reading session and comprehension which the children will complete in class at their own reading level.

8. In theory:  Reading assessment will follow a 6 week cycle  One group of children will be assessed each week or 1 child each day  (this assumes 5 groups per class – a TA could assess the 6 th group if needed)

9. VERBAL ASSESSMENTS  To be carried out on those children who are working below old NC level 3C  However, use your own professional judgement as some children may be working above old NC level 3C may still need to be assessed verbally especially if they have not gained enough fluency in their reading.

10. VERBAL ASSESSMENTS  How do I know which level to start the children at?  Use previous teacher assessment or previous written assessment.  You will need a running record and a child’s individual overview record.

11. WRITTEN ASSESSMENTS  Generally, for those children working above old NC level 3C  It is a SAT type assessment based upon the book which has just been read.

12. WRITTEN ASSESSMENTS  How do I know which level to start the children at?  Use previous teacher assessment or previous written assessment.  You will need a running record and a child’s individual overview record.