Classroom Management Students will have:

Participated in Guided Reading group activities Demonstrated and taught instructional and functional language for working collaboratively, independently and in GuidedReading groups

Taken home books at their Independent level Established time management of their learning and teaching during each Session

Selected and read books at their Independent level during Independent Reading

Established appropriate use of co-teaching strategies and approaches

Teachers will have: Continue to have regular, timetabled, structured co-planning with reflection

Established Guided Reading groupings and changed them according to continuous assessment

Reviewed and refined moving around the room routines Established Independent Reading routines that include students

reading books at their reading level Reviewed and refined routines for getting attention, positive reinforcement, establishing appropriate noise levels

2. Assessment Reviewed and refined the using and returning of resources and equipment

Students will have: 4. Whole School and Classroom Environments

Responded with confidence to teacher questioning and feedback Students will have:

Used Student Record Sheets (e.g. letters / sounds and High Frequency Words) to plan what to learn next

Been involved in setting up aspects of the Reading Room, e.g. charts, thematicdisplay

Used Reading Strategies to deal with unfamiliar words Teachers will have:

Maintained a Portfolio and used it to explain their progress to parents

Produced and displayed charts and displays relating to the Units of Work

Used Home Reading records to consider own reading interests and needs (self-assessment)

Prepared resources needed for the Units of Work

Teachers will have: Informed stakeholders about the progress of the PLP-R (KS1) Refined their in-class assessment techniques Set up displays of student work

Refined their classroom management and role descriptions to maximise assessment opportunities

Assessed students during Guided Reading

Reviewed students’ Reading levels for Guided Reading groupings Assisted students to use their Portfolios as a source of self-assessment

Transferred student learning from Class Unit Checklists to Reading Skills Profile

Analysed checklists / profile for individual, group and class progress Used assessment analysis to tailor activities, groupings and / or resources for students who need intervention or extension Reported assessment information to stakeholders

3. Classroom Management Students will have:

Responded to and used instructional language related to working collaboratively, independently and in GuidedReading groups

Completed successfully activities from the Units of Work (continue at top right )

By the end of the Integration Stage:

1. Teaching Reading (continued from bottom left)

Students will have: Reported assessment information to stakeholders

Revised the date/day/weather 3. Classroom Management

Revisited phonics activities Students will have:

Practised the high frequency words Responded to and used instructional and functional language Sang or said the songs, chants and rhymes Followed established rules

Read aloud familiar and unfamiliar books Teachers will have:

Teachers will have: Reinforced instructional and functional language Made links to the prior knowledge and experiences about the topic

of the big book

Reinforced routines for students using resources and equipment Talked again about the understandings of the cover Reinforced rules and expectations

Pre-taught or revisited vocabulary from the big book Used the same zero noise signal

Revised book conventions Used the same positive reinforcement systems (rewards/sanctions) Modeled and used reading strategies Used group work activities

Provided activities about the structure and features of the text in the

big book 4. Whole School and Classroom Environment

Retold a story or read again the big book Students will have:

Told a story using props Displayed current work in classrooms

Provided opportunities for Independent Reading or sharing books

with others Teachers will have:

Adapted Units of Work to include relevant GE content Displayed rules

Extended Units of Work to incorporate the other language skills Continued to use resources in all classrooms

2. Assessment Maintained the same filing systems for teacher resources and student records

Students will have: Organised furniture for group work and allocate seating if appropriate

Continued to demonstrate descriptors from previous stages Established a class library by acquiring, storing and displaying appropriate texts

Used Student Record Sheets and Portfolios to reflect on their learning in various English skills

Labelled areas, furniture, equipment and objects inside and outside the classrooms

Used Reading Strategies to deal with unfamiliar words in other English learning contexts

Set up thematic displays related to the current English topics

Teachers will have: Displayed and used charts

Continued to demonstrate descriptors from previous stages Displayed and referred to objects, props and vocabulary cards Applied formative assessment techniques to other English skills Set up and displayed a selection of books and booklets (from the

Units of Work) Created formative assessment opportunities (classroom

management) in other areas of English

Informed stakeholders and set up displays Identified English skills from the ELECG for Integrated activities

Created checklists and worksheet codes using identified English skills

(continue at top right )

By the end of the Independence Stage:

1. Teaching Reading (continued from bottom left)

Students will have: Designed appropriate assessment techniques and tasks for Units of Work

Participated in Shared Reading learning and teaching sequences Reported assessment information to stakeholders

Participated in Storytelling learning and teaching sequences 3. Classroom Management

Joined in whole class reading activities Students will have:

Selected books to read independently Responded to and used instructional and functional language Read aloud familiar and unfamiliar books Followed established rules

Participated in Guided Reading group activities Worked independently during group activities without adult support Taken home books at their independent level Moved independently from activity to activity without supervision

Started to use a range of reading cues to decode unknown words Teachers will have:

Teachers will have: Reinforced routines for students using resources and equipment Made links to the prior knowledge and experiences about the topic

of the big book

Reinforced rules and expectations Talked again about the understandings of the cover Used the same zero noise signal

Pre-taught or revisited vocabulary from the big book Used the same positive reinforcement systems (rewards/sanctions) Revised book conventions Established routines for students to work independently without

adult support

Modeled and used reading strategies Used group work activities that cater for learner diversity Provided activities about the structure and features of the text in the

big book 4. Whole School and Classroom Environment

Told a story using props Students will have:

Provided opportunities for Independent Reading or sharing books with others

Had their current work displayed

Read aloud books of their choice Used the environment to support their independent learning, e.g.

task board, phonics wall etc Have written their own Units of Work to meet the needs of their

students Teachers will have:

Extended Units of Work to incorporate the other language skills Displayed current student work in classrooms Continued to plan and teach Guided Reading Displayed rules

2. Assessment Continued to use resources in all classrooms

Students will have: Maintained the same filing systems for teacher resources and student records

Continued to demonstrate descriptors from previous stages Organised furniture for group work and allocate seating if appropriate

Used Student Record Sheets and Portfolios to reflect on their learning

Established a class library by acquiring, storing and displaying appropriate texts

Accepted that formative assessment is part of their learning process and have confidence to attempt new skills and strategies

Labelled areas, furniture, equipment and objects inside and outside the classrooms

Teachers will have: Set up a thematic displays related to the current English topics Continued to demonstrate descriptors from previous stages Displayed and used charts

Used the Reading Skills Framework to identify skills to be developed in Units of Work

Displayed and referred to objects, props and vocabulary cards Used information from the Reading Skills Profile to inform

development of Units of Work

Set up and displayed a selection of books and booklets (from the Units of Work)

(continue at top right ) Informed stakeholders and set up displays