Assessment and Progression in Reading Skills

Assessment and Progression In Reading Skills

StanleyGrovePrimaryAcademy

Assessment and Progression

In Reading Skills

ASSESSMENT AND PROGRESSION IN READING SKILLS

The booklet contains descriptors taken from the National Curriculum.

Each age related expectation has been differentiated to give some guidelines for progress.

The purpose of this is to help teachers in their target setting for groups of children.

Teachers can use the information to assess the reading ability of groups of children and from this develop the next targets on which to base their teaching.

The guided sessions can be used as a focus for this teaching, helping to move children through age related expectations.

The information gained may also be used to inform shared reading and writing sessions.

Columns are not necessarily completed at one session. Boxes can be ticked when behaviours are observed and teaching points noted.

Behaviours should be observed more than once before you make the decision that they are secure.

Reading Assessment Focus

use a range of strategies, including accurate decoding of text, to read for meaning;

understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text;

deduce, infer or interpret information, events or ideas from texts

identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level

explain and comment on the writer’s use of language, including grammatical and literacy features at word and sentence level

identify and comment on writer’s purposes and viewpoints and the overall effect of the text on the reader

relate texts to their social, cultural and historical contexts and literacy traditions

P Levels / Group: / BK: / BK: / BK:
Date: / BK: / BK: / BK:
Reading Behaviours / Names:
P5 / Searchlights / Begin to recognise familiar objects/signs/
symbols.
Identifies meaning from objects/symbols.
Derives some meaning from text/symbols/ signs represented in a familiar way.
Uses pictorial cues when sharing a book or ‘reading’, e.g. points to a picture and uses this to re-tell part of the story.
Response / Responds to questions about familiar text showing curiosity about the content at a simpler level.
P6 / Searchlights / Can select and recognise own name.
Can select and recognise key words and objects in school home context.
Anticipates words, signs or symbols in a familiar story.
Recognises when a significant word, sign or symbol is omitted from a familiar story.
Response / Aware of the sequence of a familiar story.
P8 / Understanding of Print / Begins to choose and share books.
Begins to understand the convention of print.
Searchlights / Can distinguish between print and pictures in text.
Is able to predict words, symbols or signs and/or phrases in a familiar text.
Can recognise some words by shape or sound.
P9 / Understanding of Print / Looks at book and turns pages recognising direction of print.
Searchlights / Is focused on expressing the meaning of a story rather than reading the words
accurately.
Demonstrates some knowledge of letter sound relationship, i.e. the sound represented by the initial and most salient letters in words.
Can recognise some familiar words/symbols/ signs.
Recognises letters of the alphabet by shape and sound and can name them.
1-4aps / Group: / BK: / BK: / BK:
Date: / BK: / BK: / BK:
Reading Behaviours / Names:
1aps / Pre-reading Skills / Enjoys sharing a book with an adult.
Has some favourite books.
Joins in with alliterative and rhythmic activities.
Fills in with repeated refrains and missing parts of a song or story e.g. “Humpty Dumpy sat on a ______”.
Joins in with songs and rhymes.
Working with Phase 1 Letters and Sounds activities and is beginning to access Phase 2 activities.
Can repeat a familiar refrain in a story
Can name some characters in a book.
2aps / Initial Sounds / Can recognise own name
Beginning to learn some letter sounds (might say “My name begins with …”
Knows some ‘Phase 2’ letter sounds
Can talk about a key event in a familiar story
Can talk about their favourite part of the book/story e.g. when asked, might reply “The Wolf!”
3aps / CVC Words / Can recognise and name many Phase 2 letter sounds
Is beginning to blend letters together to read words
Can recall parts of a familiar story using props/puppets/pictures
They take an interest in books and look at books independently
4aps / CVC Words/Simple Phrases / Can recognise and name most Phase 2 letter sounds
Can read CVC words
Can recall a familiar story using props/puppets/pictures
Can read a simple phase 2 phrase
Can read the early ‘Jelly and Bean’/phonic based books
5aps BB 1:Pink
6aps BB 2:Red
7&8aps BB 3:Yellow / Group: / BK: / BK: / BK:
Date: / BK: / BK: / BK:
Reading Behaviours / Names:
30-50 months / Linking Sounds and Letters / Enjoys rhyming and rhythmic activities
Shows awareness of rhyme and alliteration
Recognises rhythm in spoken words
Reading / Listens to and joins in with stories and poems, one-to-one and also in small groups
Joins in with repeated refrains & anticipated key events & phrases in rhymes/stories
Beginning to be aware of the way stories are structured
Suggest how the story might end
Listens to stories with increasing attention and recall
Describe main story settings, events and principal characters
Shows interest in illustrations and print in books and print in the environment
Recognises familiar words and signs such as own name and advertising logos
Reading / Looks at books independently
Handles books carefully
Knows information can be relayed in the form of print
Holds books the correct way up and turns pages
Knows that print carries meaning & in English, is read from left to right top to bottom
40-60 months / LS&L / Continues a rhyming string
Hears and says the initial sound in words
Reading / Can segment the sounds in simple words and blend them together and knows which letters represent some of them
Links sounds to letters, naming and sounding the letters of the alphabet
Begins to read words and simple sentences
Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books
Enjoys an increasing range of books
Knows that information can be retrieved from books and computers
ELG / Linking Sounds and Letters / Hear and say sounds in words in the
order which they occur.
Link sounds to letters, naming and sounding the letters of the alphabet.
Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.
Reading / Explore and experiment with sounds, words and texts.
Use language to imagine and recreate roles and experiences.
Retell narratives in the correct sequence, drawing on language patterns of stories.
Read a range of familiar and common
words and simple sentences independently.
Know that print carries meaning and, in English, is read from left to right and top to bottom.
Show an understanding of the elements of stories, such as main character, sequence of events and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how.
9aps/Y1 Below BB4:Blue
10aps/Y1 Towards BB5: Green
11aps/Y1 At BB6:Orange
12aps/Y1 At BB7: Turquoise
13aps/Y1 Mastery BB 8: Purple / Group: / BK: / BK: / BK:
Date: / BK: / BK: / BK:
Reading Behaviours / Names:
Word Recognition / 1. Apply phonic knowledge and skills as the route to decode words
2. Respond speedily with the correct sound to graphemes for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
3. Read accurately by blending sounds in unfamiliar words containing GPCsthat have been taught
4. Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
5. Read words containing taught GPCs and –s, -es, -ing, -ed, -er and -est endings
6. Read other words of more than one syllable that contain taught GPCs
7. Read words with contractions (e.g., I’m, I’ll, we’ll) and understand that the apostrophe represents the omitted letter(s)
8. Read aloud accurately books that are consistent with their phonic knowledge and that do not require them to use other strategies to work out words
9. Re-read these books to build up their fluency and confidence in word reading
Reading Behaviours / Names:
Comprehension / 10. Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
11. Being encouraged to link what they read or hear read to their own personal experiences
12. Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
13. Recognising and joining in with predictable phrases
14. Learning to appreciate rhymes and poems, and able to recite some by heart
15. Discussing word meanings, linking new meanings to those already known
16. Drawing on what they already know or on background information and vocabulary provided by the teacher
17. Checking that the text makes sense to them as they read and correcting inaccurate reading
18. Discussing the significance of the title and events
19. Making inferences on the basis of what is being said and done
20. Predicting what might happen on the basis of what has been said so far
21. Participate in discussion about what is read to them, taking turns and listening to what others say
22. Explain clearly their understanding of what is read to them

1-6: 9aps/Y1 Below

7-12: 10aps/Y1 Towards

13-15: 11aps/Y1 At

16-18: 12aps/Y1At

19-22: 13aps/Mastery

14aps/Y2 Below BB 8: Purple
15aps/Y2 Towards &16aps/Y2 At BB 9: Gold 17aps/Y2 At 18aps/Y2 Mastery Book Band 10: White / Group: / BK: / BK: / BK:
Date: / BK: / BK: / BK:
Reading Behaviours / Names:
Word Recognition / 1. Continue to apply phonic knowledge and skills to decode words until automatic decoding has become embedded and reading is fluent
2. Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
3. Read accurately words of two or more syllables that contain the same graphemes as above
4. Read words containing common suffixes
5. Read further common exception words, noting unusual correspondences between spelling and sound where these occur in the word
6. Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
7. Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
8. Re-read these books to build up their fluency and confidence in word reading
Reading Behaviours / Names:
Comprehension / 9. Listen to, discuss & express views about a wide range of contemporary & classic poetry, stories & non-fiction at a level beyond that at which they can read independently
10. Discussing the sequence of events in books and how items of information are related
11. Becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
12. Being introduced to non-fiction books that are structured in different ways
13. Recognising simple recurring literary language in stories and poetry
14. Discussing and clarifying the meanings of words, linking new meanings to known vocabulary; discussing their favourite words and phrases
15. Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
16. Drawing on what they already know or on background information and vocabulary provided by the teacher
17. Checking that the text makes sense to them as they read and correcting inaccurate reading
18. Making inferences on the basis of what is being said and done
19. Answering and asking questions
20. Predicting what might happen on the basis of what has been read so far
21. Participate in discussion about books, poems & other works that are read to them & those that they can read for themselves, taking turns & listening to what others say
22. Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

1-6: 14aps/Y2 Below

7-12: 15aps/Y2 Towards

13-15: 16aps/Y2 At

16-18: 17aps/Y2 At

19-22: 18aps/Y2 Mastery

19aps/Y3 Below &20aps/Y3 Towards BB11: Lime 21aps/Y3 At BB12: Copper 22aps/Y3 At BB13 Topaz23aps/Y3 Mastery BB14 Ruby / Group: / BK: / BK: / BK:
Date: / BK: / BK: / BK:
Reading Behaviours / Names:
Word Recognition / 1. Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words they meet
2. Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
Comprehension: Develop positive attitudes to reading and understanding of what they read by: / 3. Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference or text books
4. Reading books that are structured in different ways and reading for a range of purposes
5. Using a dictionary to check the meaning of words that they have read
6. Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
7. Identifying themes and conventions in a wide range of books
8. Preparing simple poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
9. Discussing words and phrases that capture the reader’s interest and imagination
10. Recognising some different forms of poetry (e.g. free verse, narrative poetry)
Reading Behaviours / Names:
Comprehension: Understand what they have read, in books they can read independently by: / 11. Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
12. Asking questions to improve their understanding of a text
13. Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
14. Predicting what might happen from details stated and implied
15. Identifying main ideas drawn from more than one paragraph and summarise these
16. Identifying how language, structure and presentation contribute to meaning
17. Retrieve and record information from non-fiction
18. Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

1-5: 19aps/Y3 Below

6-10: 20aps/Y3 Towards

11-13: 21aps/Y3 At

14-15: 22aps/Y3 At

16-18: 23aps/Y3 Mastery

24aps/Y4 Below BB15: Emerald25aps/Y4 Towards 26aps/Y4 At
BB 16: Sapphire 27aps/Y4 At 28aps/Y4 Mastery BB 17: Diamond / Group: / BK: / BK: / BK:
Date: / BK: / BK: / BK:
Reading Behaviours / Names:
Word Recognition / 1. Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words they meet
2. Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
Comprehension:Develop positive attitudes to reading and understanding of what they read by: / 3. Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference or text books
4. Reading books that are structured in different ways and reading for a range of purposes
5. Using a dictionary to check the meaning of words that they have read
6. Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
7. Identifying themes and conventions in a wide range of books
8. Preparing simple poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
9. Discussing words and phrases that capture the reader’s interest and imagination
10. Recognising some different forms of poetry (e.g. free verse, narrative poetry)
Reading Behaviours / Names:
Comprehension: Understand what they have read, in books they can read independently by: / 11. Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
12. Asking questions to improve their understanding of a text
13. Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
14. Predicting what might happen from details stated and implied
15. Identifying main ideas drawn from more than one paragraph and summarise these
16. Identifying how language, structure and presentation contribute to meaning
17. Retrieve and record information from non-fiction
18. Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

1-5: 24aps/Y4 Below

6-9: 25aps/Y4 Towards

10-12: 26aps/Y4 At

13-15: 27aps/Y4 At

16-18: 28aps/Y4 Mastery

29aps/Y5 Below 30aps/Y5 Towards 31aps/Y5 At 32aps/Y5 Mastery
33aps/Y6 Below 34aps/Y6Towards
35&36aps/Y6 At 37aps/Y6 Mastery
BB 17: Diamond / Group: / BK: / BK: / BK:
Date: / BK: / BK: / BK:
Reading Behaviours / Names:
Word Recognition / 1. Apply their knowledge of root words, prefixes & suffixes (morphology & etymology) both to read aloud & to understand the meaning of new words that they meet
Comprehension: Maintain positive attitudes to reading and understanding of what they read by: / 2. Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
3. Reading books that are structured in different ways and reading for a range of purposes
4. Increasing familiarity with a wide range of books, inc myths, legends & trad stories, modern fiction, fiction from our literary heritage & from other cultures & traditions
5. Recommending books that they have read to their peers, giving reasons for their choices
6. Identifying and discussing themes and conventions in and across a wide range of writing
7. Making comparisons within and across books
8. Learning a wider range of poetry by heart
9. Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.
Reading Behaviours / Names:
Comprehension: Understand what they have read, in books they can read independently by: / 10. Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
11. Asking questions to improve their understanding
12. Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
13. Predicting what might happen from details stated and implied
14. Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
15. Identifying how language, structure and presentation contribute to meaning
16. Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
17. Distinguish between statements of fact and opinion
18. Retrieve, record and present information from non-fiction
19. Participate in discussions about books read to them & those they can read for themselves, building on their own & others’ ideas & challenging views courteously
20. Explain/discuss their understanding of what they have read, inc through formal presentations/debates, maintain a focus on the topic/using notes where necessary
21. Provide reasoned justifications for their views

1-3: 29aps/Y5 Below
11-12: 33aps/Y6 Below

4-5 30aps/Y5 Towards
13-15 34aps/Y6 Towards

6-8 31aps/Y5 At
16-17 35aps/Y6 At

9-10: 32aps/Y5 Mastery
18-19: Y6 36aps/At

20-21: 37aps/Y6 Mastery

Stanley Grove Primary Academy2015