ASSESSMENT IN THE PLP-R (KS1)
Section 6: About the Units of Work
6.6 Stage Exit Descriptors
The Stages of the PLP-R (KS1) have been designed to provide teachers with direction for the eventual setting up and establishing of their school based reading programmes. Teachers will find the Units of Work provide the support to progress through Setting Up and Implementation Stages. Exit Descriptors for both Stages will let teachers know when they have fulfilled enough requirements of a Stage to enable them to move on. They may find it useful to discuss the Exit Descriptors at a planning meeting and make decisions about their readiness to move on. Tables 6.4 and 6.5 at the end of this Section contain the Exit Descriptors for both Stages. Exit Descriptors for Integration and Independence Stages have also been developed (Tables 6.6 and 6.7).
The tables following are:
6.1 Setting Up Stage Component Objectives 6.2 Implementation Stage Component Objectives 6.3 Learning and Teaching Scope and Sequence 6.4 Setting Up Stage Exit Descriptors
6.5 Implementation Stage Exit Descriptors 6.6 Integration Stage Exit Descriptors 6.7 Independence Stage Exit Descriptors
Component Objectives Setting Up Stage The teacher will:
Teaching Reading Assessment Classroom Management Environment
1. 1 Shared Reading i) Before Reading
• Use songs and rhymes
• Introduce the shared text
• Develop an understanding of the purpose of the text
• Find out about students’ previous knowledge and experiences about the topic
• Develop understandings of the cover, including title, author, illustrator
• Encourage predictions
• Skim the text
• Pre-teach vocabulary that relates to the cover
• Develop understandings of book conventions, e.g. the cover, holding the book
ii) Reading the Text
• Demonstrate how to join in reading by having students repeat words, phrases or sentences
• Demonstrate book conventions
• Lead the reading
• Encourage joining in
• Encourage participation of students by asking questions
• Model reading strategies
• Demonstrate a teaching focus, which will include aspects of the structure and features of the text, e.g. layout, content, text type organisation, vocabulary, language focus, letters, sounds, punctuation
• Observe and listen for student reactions and responses iii) After the Reading
• Go over the text read, focusing again on teaching points and asking questions
• Organise for students to complete activities, e.g. games, work sheets, drawing
iv) Concluding the Session
• Review some Literacy Session teaching focuses
• Use songs and rhymes
• Organise for some students to share their completed work
2.1 Record keeping system
• Plan what, how and when assessment will occur
• Include assessment in the weekly planning meetings
• Use a range of assessment techniques to gather information about student progress and achievements
• Make decisions about individual needs, matching book levels to student abilities and possible Guided Reading groupings 2.2 Profiling
• Track student learning on the Reading Skills Profile
• Analyse Reading Skills Profile information to understand individual and class progress 2.3 Using Portfolios
• Develop and maintain Student Portfolios with evidence of student learning, e.g. work sheets, student writing
• Analyse student portfolio information to understand individual and class progress 2.4 Recording and Reporting
• Use portfolios and profiles to report to stakeholders, e.g. parents, principals, panel chairs, about student progress and achievements
3.1 Routines
• Teach and use greetings, requests and apologies
• Teach and use instructional language related to changing from whole class to group situations
• Teach and use instructional language related to teaching reading
• Demonstrate and teach language related to positive reinforcement
• Demonstrate and teach lining up, entering and exiting the room, sitting on the mat
• Establish routines for students using resources and equipment, e.g.
collecting and returning scissors, using listening posts
• Establish collaborative routines for keeping work areas tidy, including putting things back where they belong 3.2 Getting to Know Each Other Use student names and make sure students use teacher and classroom assistant names
Use and secure student name tags/labels
Become familiar with the Unit of Work Develop the assessment organisation Plan for any replacement of
graphophonic resources for the Unit of Work after assessment
Plan for time management, e.g. length of Literacy Session, class and group work, activities
4.1 Resource Organisation
• Box, label, and colour-code sets of levelled books
• Organise multiple copies of worksheets, resource sheets and booklets from the Unit of Work
• Organise resources, such as word cards, vocabulary cards, picture cards, bingo boards, phonic fans
• Develop filing system for teacher resources
• Set up class records, e.g. Home Reading Record sheet, Reading Profile
• Establish and maintain filing systems for teacher resources, student records, e.g. Reading Skills Profile, Unit of Work, cue cards
• Organise furniture for group work and allocate seating
• Establish a class library by acquiring, storing and displaying appropriate texts for different abilities, needs, interests, e.g. books, magazines, posters, picture cards
• Organise, store and label equipment, e.g. listening post
• Organise, store and label material to support reading activities, e.g. arts and craft materials
More detail about the Components can be found in Sections 2, 3, 4 and 5 of the Teacher Manual
Setting Up Stage The teacher will:
Teaching Reading Assessment Classroom Management Environment
1.2 Storytelling i) Before the Storytelling
• Display objects, props and vocabulary cards and talk about characters and setting
• Find out about any students’ previous knowledge and experiences that relate to the topic of the story
ii) Storytelling
• Tell the story, taking on roles from the story
• Encourage students to join in appropriate parts
• Encourage students to ask questions and respond to questions
• Use props and cards to help tell story iii) After the Storytelling
• Retell the story
• Organise for students to complete activities, e.g. sequencing pictures, acting out parts of the story
1.3 Reading Aloud
• Discuss the cover
• Encourage students to make predictions
• Read the text, showing illustrations, pointing to some specific features, e.g. sounds in a word
• Ask some questions, not to check comprehension, but to stimulate thought
• Display book
1.4 Independent Reading
• Set up and display a selection of books and booklets (from the Units of Work)
• Organise a routine for students to select a book and spend time reading during the Literacy Session
• Organise for individual students to choose books that they can read something of and that they are interested in by looking at the cover and skimming the text
• Demonstrate how to share books with others
• Encourage correct book conventions, e.g. turning each page
• Organise for students to have ‘quiet times’ after finishing activities to ‘read’ a book 1.5 Home Reading
• Set up the home reading routine
• Organise the borrowing and returning of the books, including some conferencing
• Organise the home reading materials
• Inform the parents
• Provide students with either booklets from the Units of Work or books available in the Classroom to take home
3.3 Positive and Supportive Climate
• Teach the language of and establish class rules
• Demonstrate and use signals for getting attention, e.g. a zero noise signal
• Establish noise level rules
• Establish positive reinforcement systems (rewards/sanctions)
• Encourage working
independently in a group setting
• Encourage sharing of resources and not disturbing others 3.4 Management Systems
• Organise teacher and classroom assistant roles
• Establish the use of some co-teaching strategies
• Establish mixed ability groups
• Allocate colour names to groups
• Become familiar with the Unit of Work
• Organise teacher and classroom assistant roles, including use of co-teaching approaches
• Establish mixed ability groups
4.2 Layout
• Set up whole class area and group areas
• Organise furniture for storage of books for Independent/Home and Guided Reading books, other resources, equipment, students’ belongings
• Organise furniture for group work
• Prepare the class library area, including comfortable seating, book displays, word banks for support of reading, picture dictionaries
4.3 Language-rich Environment
• Label areas, furniture, equipment and objects inside and outside the classroom, e.g. shelf, door, window, board, computer
• Set up a thematic display related to the shared text in the Unit of Work
• Organise the following charts:
Group names Alphabet Days of the Week Colours
Numbers 1-10 Phonics tree
– Word Wall - vocabulary from the book, Unit of Work
High frequency words Instructional language Functional language Rule of the Week Praise of the Week 4.4 Whole School Environment
• Inform stakeholders about the PLP-R (KS1) through assemblies and meetings
• Set up displays, explaining the PLP-R (KS1) around the school
More detail about the Components can be found in Sections 2, 3, 4 and 5 of the Teacher Manual
Implementation Stage
The teacher will:
Teaching Reading Assessment Classroom Management Environment
1.1 Guided Reading
• Make decisions about groups to cater for student needs
• Provide copies of the same books that are at the Instructional level of each member of the group
• Make decisions about the Guided Reading texts to be used
• Work with the Guided Reading group while the rest of the class is working purposefully
• Give students opportunities to read aloud
• Focus on some teaching points introduced during the reading of the text
• Demonstrate the use of different reading strategies 2 Independent Reading
• Organise and display books to be used for Independent and Home Reading
• Add new books to the Independent Reading selection from time to time
• Provide students with books matched to their Independent level
• Guide students with the selection of books
• Allow time for students to read during the Literacy Session
• Organise time periodically for conferencing about books read
3 Home Reading
• Organise and display books to be used for Independent and Home Reading
• Provide students with books matched to their Independent level
• Involve students in the selection of books
• Organise time periodically for conferencing about books read
2.1 Reading Skills Framework
• Use a range of assessment techniques, e.g. observation to gather information about student learning
• Match texts to students’ Instructional level for Guided Reading
• Match texts to students’ Independent level and interests for Independent and Home Reading
• Review periodically the placement of students in Guided Reading groups and adjust accordingly
• Decide which students are experiencing reading difficulty and will benefit from one-to-one Guided Reading sessions
• Use analysis information from the profile and portfolios to make decisions about the learning and teaching, e.g. adapt, change, leave out, repeat activities
• Introduce opportunities for peer and self assessment
2.2 Profiling
• Track student learning on the Reading Skills Profile
2.3 Using Portfolios
• Maintain student portfolios with evidence of student learning, e.g. work samples 2.4 Recording and Reporting
• Use portfolios and profile to report to stakeholders, e.g. parents, principals, panel chairs
3.1 Routines
• Teach and use instructional language related to working collaboratively and working in Guided Reading groups
• Review and refine routines for students to get help when working independently
• Organise groups working independently while teachers are working with Guided Reading groups
• Organise support for individual students who are experiencing difficulty 3.2 Getting to Know Each Other
• Become familiar with the Unit of Work
• Make decisions about the activities and resources to use in the Unit of Work after analysing assessment information
• Make decisions about time
management, e.g. length of Literacy Session, times for group work, activities, Independent Reading, borrowing books during the Literacy Session
3.3 Positive and Supportive Climate
• Review and refine positive behaviour system
3.4 Management Systems
• Organise teacher and classroom assistant roles
• Revise and/or re-organise co-teaching approaches and strategies
• Establish Guided Reading groups
• Allocate colour names to groups
4.1 Resource Organisation
• Develop class records showing Guided Reading groupings (Instructional level),
Independent/Home Reading levels
• Organise multiple copies of worksheets and resource sheets from the Unit of Work
• Organise resources needed, such as word cards, vocabulary cards
• Organise the Independent and Home Reading books so that students can select books at their Independent level that they are interested in 4.2 Layout
• Set up whole class area and group areas
• Organise furniture for storage of books for Independent/Home and Guided Reading books, other resources, equipment, students’
belongings
• Organise furniture for group work
• Prepare the class library area, including comfortable seating, book displays, word banks for support of reading, picture dictionaries 4.3 Language-rich Environment
• Set up a thematic display related to the shared text in the Unit of Work
• Organise the following charts:
Word Wall - vocabulary from the book and Unit of Work
Instructional language Functional language 4.4 Whole School Environment
• Inform stakeholders about progress of the PLP-R (KS1) through assemblies and meetings
• Set up displays of student work around the school
More detail about the Components can be found in Sections 2, 3, 4 and 5 of the Teacher Manual
PLP-R [KS1] SETTING UP STAGE UNITS OF WORK LEARNING AND TEACHING SCOPE AND SEQUENCE
Sleepy Zoo (8 sessions) The Fish and Cat (6 sessions) Ben’s Bath (6 sessions) Where is Max? (6 sessions)
Text Type Narrative: Story Narrative: Story Narrative: Story Narrative: Story
Reading Skills Level I I I/II I/II
Letter/sound for P1 • initial sounds: a, b, h, m, s • initial sounds: c, e, r, l, n, t • initial sounds: d, f, g, i, o, p • initial sounds: u, w
• final sounds: d, m, n, p Letter/sound for
more able P1 • initial sound th
• final sounds: d, m, n, p • initial sound sh
• final sounds: f, g, k, t • initial sounds: ch and wh
• final sounds: b, l, w, ck • CVC words
Word Level – HFWs
a, here, has, in, off, out, the, I, you, am, is, yes, it, this, can, see, are, no, at, an, get, mummy, daddy, cat, dog, was, he, she, they, we, my, went, go, said, me, like, big, play, to, come
do not, don’t, all, as, water, do, little, how, so, into, of, his, were, what, when, one, two, and, look, up, going, away, for, because, been, came, did, from, got, had, have, her, home, house, if, make, may, name, new, on
you, goes, another, boy, brother, dig, door, good, girl, half, here, him, jump, laugh, lived, love, man, many, more, much, must, night, once, or, our, people, push, pull, school, should, sister, take, them, then, their, time, too, way, where, would
about, again, back, ball, but, could, can’t, down, first, help, just, last, made, over, put, ran, saw, seen, than, there, these, three, took, very, which, who, with, will, your, us, want, after, bad, bag, be, best, bus, call, not, now
Word Level – Key
Words bear, bed, blanket, duck, lion, monkey,
pyjamas, sleepy, slippers, tiger sun, fish, moon, stars, flowers, rocks,
water, splash, do not (don’t) bath, Ben, boat, brush, clothes, duck,
frog, mat, plug, shoes, splash air, behind, by, fox, ground, Max, Min, Mop, tree Text Level Here is my … I like … / I do not (don’t) like … / … said
the …
In goes the … Where is Max?
Sentence Level [Language Forms]
• Use nouns to identify people and objects;
e.g. Here is my monkey.
• Use singular forms of countable nouns to refer to one animal; e.g. Here is my bear.
• Use nouns or noun phrases to describe conditions; e.g. I am sleepy too.
• Use personal pronouns; e.g. I am sleepy too.
• Use preposition to indicate place; e.g. I am on my bed.
• Use capitalization in first words of sentences and names of people; e.g. Here is my bear.
• Use full stops at the end of sentences; e.g.
Here is my bear.
• Use nouns to identify people and objects; e.g. I like the sun.
• Use the definite articles [the] to refer to a specific object; e.g. I like the sun.
• Use the simple present tense to express preferences; e.g. I like the sun.
• Use personal pronouns as subjects to identify people, e.g. I like the sun.
• Use connectives to add information;
e.g. The fish and the cat.
• Use capitalization in the pronoun ‘I’;
e.g. I like the sun.
• Use full stops at the end of sentences; e.g. I like the sun.
• Use exclamation marks at the end of sentences to show strong feelings, e.g. Splash!
• Use nouns to identify people and objects; e.g. Ben has a bath.
• Use the definite articles [the] to refer to a specific object; e.g. In goes the plug.
• Use the simple present tense to describe activities in a story; e.g.
Ben has a bath.
• Use prepositions to indicate place;
e.g. In goes the plug.
• Use capitalization in first words of sentences and names of people;
e.g. Ben has a bath.
• Use full stops at the end of sentences; e.g. Ben has a bath.
• Use nouns to identify animals and objects; e.g.
“Where is Max?” said the fox.
• Use proper nouns to refer to people; e.g.
“Where is Max?” said Mop.
• Use the definite articles [the] to refer to a specific object; e.g. “Where is Max?” said the fox.
• Use the simple present tense to describe activities or events in a story; e.g. “I am behind the tree,” said Max.
• Use the interrogative adverb [where] to ask about location; e.g. “Where is Max?” said the fox.
• Use prepositions to indicate positions; e.g. “I am behind the tree,” said Max.
• Use capitalization in first words of sentences and names of people; e.g. “Where is Max?”
said Mop.
• Use full stops at the end of sentences; e.g.
“Where is Max?” said Mop.
• Use question marks at the end of a question;
e.g. “Where is Max?” said Mop.
Table 6.3
Reading Skills
• Imitates intonation when joining in reading familiar texts
• Holds book up the right way
• Turns the page correctly
• Imitates intonation when joining in
reading familiar text • Reads words and repetitive language patterns with teacher support
• Joins in Shared Reading
• Reads words and repetitive language patterns with teacher support
• Joins in Shared Reading
• Imitates pronunciation and intonation when reading familiar text
Graphophonic Strategies
• Recognises some high frequency words
• Recognises some key words in familiar texts and in classroom environment
• Recognises some initial sounds
• Arranges single letters in alphabetical order with visual support
• Shows difference between upper and lower case letters
• Recognises some high frequency words
• Recognises some key words in familiar texts and in classroom environment
• Recognises some initial sounds
• Recognises more high frequency words
• Recognises some initial sounds
• Uses letter-sound relationships to attempt to read new word
• Recognises more key words in familiar texts and in classroom environment
• Recognises more high frequency words
• Recognises some initial sounds
• Recognises all initial sounds in words
• Recognises some final sounds in words
• Uses letter-sound relationships to attempt to read new word
• Recognises more key words in familiar texts and in classroom environment
Syntactic Strategies
• Recognises sentences are made of words • Recognises sentences are made of
words • Recognises sentences are made of
words • Identifies and uses more language items, e.g.
adjectives
Semantic Strategies
• Scans cover and text for information, e.g.
pictures, letters, words
• Recognises some reading terminology – letter name, letter sound, illustration, illustrator, author, title, cover
• Relates pictures to words
• Share personal responses about texts
• Responds to simple tasks about characters and sequence of events
• Begins to develop receptive language
• Retell story by sequencing the pictures
• Scans cover and text for information, e.g. pictures, letters, words
• Recognises some reading
terminology – letter name, letter sound, illustration, illustrator, author, title, cover
• Relates pictures to words
• Begins to develop receptive language
• Responds to simple tasks about characters and sequence of events
• Share personal responses about texts
• Responds to simple tasks about characters, cause-effect, sequence of events and / or main idea
• Scans cover and text for information, e.g. pictures, letters, words
• Recognises some reading
terminology – letter name, letter sound, illustration, illustrator, author, title, cover
• Relates pictures to words
• Continues to develop receptive language
• Share personal responses about texts
• Retells a story by sequencing the pictures
• Scans cover and text for information, e.g.
pictures, letters, words
• Recognises some reading terminology – letter name, letter sound, illustration, illustrator, author, title, cover
• Reads a range of simple texts, e.g. letters, words, labels, signs, simple books
• Relates pictures to words
• Continues to develop receptive language
• Responds to simple tasks about characters, cause-effect, sequence of events and / or main idea
• Share personal responses about texts
• Uses pictures to interpret and predict content of text
• Uses pictures to assist reading familiar texts
Storytelling • Goldilocks and the Three Bears
• The Three Billy Goats Gruff • Three Little Pigs • The Gingerbread Man • The Enormous Turnip
Reading Aloud Teachers find their own relevant books. Teachers find their own relevant books. Teachers find their own relevant books. Teachers find their own relevant books.
Shared Reading Sleepy Zoo The Fish and the Cat Ben’s Bath Where is Max?
Guided Reading x x x x
Independent
Reading Activities
• HFW – flashcards: Recognises some high frequency words
• Key Words – flashcards: Recognises some key words in familiar texts and in classroom environment
• Matching pictures and words: Relates pictures to words
• Sound Box: Recognises some initial sounds
• Bingo: Recognises high frequency words
• Phonics Fans: Recognises some initial sounds
• Origami number book: Relates pictures to words
• Pelmanism: Recognises some key words in familiar texts and in classroom environment
• Sequencing: Retells a story by sequencing the pictures
• Role play: Recognises some key words in familiar texts and in classroom environment
• HFW – flashcards: Recognises some high frequency words
• Key Words – flashcards:
Recognises some key words in familiar texts and in classroom environment
• Matching pictures and words:
Relates pictures to words
• Sound Box: Recognises some initial sounds
• Making Sentences: Recognises sentences are made of words
• Bingo - high frequency words
• Phonics Fans: Recognizes some initial sounds
• Riddles: Recognises some key words in familiar text and in classroom environment
• Story Map: Responds to simple tasks about characters, cause-effect, sequence of events and / or main idea
• Difference between lower and upper case letters
• Role-play: Recognises some key words in familiar texts and in classroom environment
• HFW – flashcards: Recognises some high frequency words
• Key Words – flashcards:
Recognises more key words in familiar texts and in classroom environment
• Group Activity: Uses letter-sound relationships
• Sound Hoops: Recognises some initial sounds
• Bingo: Recognizes some initial sounds
• Origami Book (Dog’s Bath): Relates pictures to words
• Sequencing: Retells a story by sequencing the pictures
• Crossword Puzzle: Recognises more key words in familiar texts and in classroom environment
• Reader’s Theatre: Recognises more key words in familiar texts and in classroom environment
• Wordsearch: Recognises more key words in familiar texts and in classroom environment
• HFW – flashcards: Recognises some high frequency words
• Key Words – flashcards: Recognises more key words in familiar texts and in classroom environment
• Matching pictures and words: Relates pictures to words
• Sound Hoops: Recognises some initial sounds
• Read and Do: Identifies and uses more language items, e.g. adjectives
• Bingo: Recognises some initial sounds
• Pelmanism: Recognises more key words in familiar texts and in classroom environment
• Prepositions: Uses pictures to interpret and predict content of text
• Prepositions: Identifies and uses more language items, e.g. adjectives
• Dominoes: Recognises all initial sounds
• Sentences: Reads a range of simple texts, e.g. letters, words, labels, signs, simple books
• Uno: Uses pictures to assist reading familiar text
General English Lesson Links
• Use the same instructional and functional language
• Use the phonics activities at the beginning or end of every lesson
• Revisit letter names and sounds
• Draw pictures of themselves and write their names
• Revisit high frequency words at the beginning or end of every lesson
• Revisit songs, rhymes and poems at the end or beginning of every lesson
• Revisit unit games
• Rewrite the ending of the story
• What do they sleep with?
• Write an information book about animals
• Procedural text about keeping a pet
• Write speech bubbles for animals
• Set up toy collection and students write descriptions of toys
• Write about getting ready for bed
• Make class book of story using different animals
• Use the same instructional and functional language
• Use the phonics activities at the beginning or end of every lesson
• Revisit letter names and sounds
• Revisit high frequency words at the beginning or end of every lesson
• Revisit songs, rhymes and poems at the end or beginning of every lesson
• Revisit unit games
• Rewrite the ending of the story
• Origami book with conversation between two other animals / people about what they like
• Write an information book about animals
• Procedural text about keeping a pet
• Write speech bubbles for animals
• Write their own riddles
• Use the same instructional and functional language
• Use the phonics activities at the beginning or end of every lesson
• Revisit letter names and sounds
• Revisit high frequency words at the beginning or end of every lesson
• Revisit songs, rhymes and poems at the end or beginning of every lesson
• Rewrite the ending of the story
• What would they put in their bath?
• Use the sentence structure ‘In goes the____‘ to write a class book, e.g.
1A’s Bath.
• Write another book, Ben’s Toy Box, using the same language structure
• Procedural text how to do something
• Use the same instructional and functional language
• Use the phonics activities at the beginning or end of every lesson
• Revisit letter names and sounds
• Revisit high frequency words at the beginning or end of every lesson
• Revisit songs, rhymes and poems at the end or beginning of every lesson
• Revisit unit games
• Rewrite the ending of the story
• Guessing game – hide objects and guess
• Write another book – Where is Peter? using the same language structure
• Write instructions
• Origami book of prepositions