Assessment Package 1:

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Primary Literacy Programme – Reading (KS1)

Assessment Package 1:

HOW TO COLLECT AND RECORD ASSESSMENT INFORMATION

(FOR READING)

(WITH A FOCUS ON FORMATIVE IN-CLASS STRATEGIES)

2006-07

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Native-speaking English Teacher Section Curriculum Development Institute

Education and Manpower Bureau (EMB)

Hong Kong Special Administrative Region (HKSAR)

Published edition © EMB, HKSAR Publishing 2006

Second edition, revised and expanded, November 2006 First published August 2005

Duplication of pages of the publication is restricted to non-profit making

educational purposes only and proper acknowledgements should be made. Otherwise, no part of this publication may be produced, stored in a retrieval system or

transmitted in any form or by any means without the prior permission of the Hong Kong Special Administrative Region.

ISBN -

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PLP-R (KS1) Table of Contents and Instructions For Use

ASSESSMENT PACKAGE 1:

HOW TO COLLECT AND RECORD ASSESSMENT INFORMATION FOR READING

Instructions for Using This Package

This package contains many pages with photographs. They are best reproduced directly from a printer rather than being photocopied from a print-out.

Advisory teachers may use this package in any way that suits the needs of the teachers with whom they are working, for example:

★ A whole workshop can be developed using this package.

★ Individual pages may be used in a meeting or casual conversation to support a main idea.

★ The pages may be used to support activities in a workshop.

★ Pages may be used to design peer-coaching or trial lessons.

★ Pages may be used to stimulate conversation and thinking.

★ The package may be reproduced as a book for the non-profit purpose of teaching reading in EMB HKSAR-sponsored schools.

Acknowledgements

Photographic contributions:

The NET Section would like to thank the following schools for their contribution to this package:

★ Canossa Primary School Wong Tai Sin

★ CCC Kei Kok Primary School

★ Christian Alliance H C Chan Primary School

★ Faith Lutheran Primary School

★ Ho Chak Wan Primary School

★ Lai Chi Kok Catholic Primary School

★ Ling Liang Church Sau Tak Primary School

★ Sau Mau Ping Catholic Primary School

★ Sung Tak Wong Kin Sheung Memorial School

★ Tai Koo Primary School

★ Tsing Yi Estate Ho Chak Wan Primary School Development team:

This package was developed by Michele Davis and Joan Mackin, with satirical illustrations by Dave Bartlett, Advisory Teaching Team, NET Scheme, CDI, EMB, HKSAR, 2005-2007.

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PLP-R (KS1) Introduction to this Package

INTRODUCTION TO THIS PACKAGE

The PLP-R (KS1) emphasises the important role of formative assessment in the teaching of reading. When we collect information about students’

learning progress, we can see how students are progressing, then plan

future teaching strategies and learning activities based on this information.

In the Hong Kong English Language Education Curriculum Guide (2004) this is called “Assessment for Learning”.

The following diagram from the PLP-R (KS1) Teacher Manual (2006-07) describes how teachers collect, organise, analyse and act on assessment information about their students.

Assessment Package 1:

Observing and identifying students’ needs (with a focus on in-class strategies)

Provides ideas for teachers on how to collect and record assessment

information, and give feedback, about students’ learning in reading (see

diagram boxes 1-5 above). Emphasis is on classroom management and teaching strategies.

Assessment Package 2:

Using portfolios and profiles to assess reading

Focuses on what to do with assessment data that has been gathered and

recorded in Portfolios and Profiles (see diagram boxes 5, 6 and 1 above).

It describes practical and successful Portfolio and Profiles strategies used by Hong Kong teachers in PLP-R schools.

Formative Assessment Cycle

2. Observe (watch and listen)

5. Record assessment information

1. Teach

3. Question (seek, probe, prompt)

4. Formative feedback 6. Analyse and use

assessment information

This package

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PLP-R (KS1) Introduction to this Package

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PLP-R (KS1) 1. Observation and Teacher Talk

1. OBSERVATION AND TEACHER TALK

Formative assessment starts with:

Effective Questions

Effective questions inform our

observations.

Use them to:

• seek what a student knows or can do

• probe for more

information, go deeper

• prompt (help) to

encourage thinking and risk taking.

Always encourage / praise.

1. Can you read this to

me?

3. Which sound does

the word start with?

2. Can the picture

help?

4. Good try.

Observation and Teacher Talk

• Watching and listening

• • Asking effective questions

• Giving useful feedback

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PLP-R (KS1) 1. Observation and Teacher Talk

Teacher Talk in Whole Class

3. Can’t find the word? It starts with the sound ‘d’.

2. Now, Bonnie, find the word ‘dog’

1. Bonnie, can you point to the picture of

the dog?

4. Good reading.

• Question all the time.

• Modify according to the student.

• Make the most of opportunities.

In this situation, the teacher has planned to ask questions 1 and 2. She has chosen Bonnie because she does not know if Bonnie can do the reading skills

“relate pictures to words” and

“understands reading terminology (‘word’ and

‘picture’).

When Bonnie cannot find the word ‘dog’, the teacher does not

tell her the answer and does not give up. She prompts Bonnie with the letter sound. If Bonnie continued to have trouble, the teacher could point to the part

of the page where the word

‘dog’ is; or the teacher might point to the word ‘dog’ and ask Bonnie to point to the letter ‘d’.

If you have a student with more ability, you will ask more

challenging questions that include probing. Ensure you include students of all abilities.

Teacher Talk in Small Groups

Use group activity time to assess students by asking questions.

Henry, on your worksheet, find a

word that starts with the ‘m’ sound.

Tong, please find your word

list. Which words can you

read to me?

Once you have your classroom management working well in the Reading Room, it is important that you move from supervising students to asking them questions and giving feedback (interacting). It’s also a good way to check for copying.

Often there is quite a lot of reading in an activity. For example: if the teacher has asked the students to sequence sentences, there may be reading as much text

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PLP-R (KS1) 2. Formative Feedback

2. Formative Feedback

Formative feedback provides students with helpful information about their learning. This helps students “learn to learn”.

Feedback should describe where and why a child is succeeding in something, as well as offer advice to assist weaker areas of learning.

Examples

√ DOES provide feedback U Does NOT provide feedback

That’s good, the way you tried to sound out that

word.

Good try! Now say it like

this…

You know most of your words. Which

ones do you now need to learn?

Please do this again correctly.

I like how you are listening to

me. That’s not how

you do it.

No.

Look at the word again.

What sound does it start with? Is that what

you wrote / said?

That’s wrong.

Good boy.

This word is not right. How can

you check the spelling of that

word?

Good.

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PLP-R (KS1) 2. Formative Feedback

Formative feedback is …

★ timely

★ informative

★ empowering

★ achievable by student

★ relevant

★ simple

★ specific

★ developmental

★ offered to individuals, groups and whole class

Photos: Christian Alliance H C Chan Primary School, Faith Lutheran, Ho Chak Wan Primary School, Sung Tak Wong Kin Sheung Memorial School and Tsing Yi Estate Ho Chak Wan Primary School.

How and when to use formative feedback

That’s great!

You are reading every

night. Here’s a stamp.

Tigers Group, you used more English

in activities today. You get a

point. How can you get more

points?

No. That’s not the first sound …Yes, good try. The word does start

with the ‘m’

sound. Keep

going…

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PLP-R (KS1) 3. Student Self-assessment

3. STUDENT SELF-ASSESSMENT I am a good reader booklet

Teachers can encourage students to reflect on their

reading progress by making use of a small booklet.

Students record when they read or demonstrate a particular Reading Skill.

Teachers can give students opportunities to

reflect on what they can do e.g. student can colour

in the words they can read, after saying them to

the teacher.

‘I can do’ lists

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PLP-R (KS1) 3. Student Self-assessment

Self-assessment with stickers

Other self-assessment examples

See a range of samples in PLP-R (KS1) in Assessment Pack 2: Portfolios and Profiles.

Teachers often give stickers to students as a reward for achievement or

effort. What about giving the stickers to the students

to assess themselves? e.g.

Students can tell the teacher or a partner what they like about their work or which piece of work they prefer or where they made a special effort and award

themselves a sticker.

Students can be given opportunities to assess themselves and give feedback

to peers e.g. Complete a self- assessment or a peer-

assessment sheet.

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PLP-R (KS1) 4. Modelling Assessment Expectations

4. MODELLING ASSESSMENT EXPECTATIONS

When assessing students, it is important that they know what you are looking for. Otherwise they may not perform as you want. One way to

ensure a child knows what to do is to model what you WANT THEM TO DO.

Examples :

1. Model word attack skills when you are reading a big book to the class e.g. cover the word, reveal the first sound, then the next sound, and so on, to sound out the word.

Ask a child to attack a word in a similar way.

2. Model how to find a word beginning with a given sound e.g.

“I will find a word beginning with the sound ‘p’. Now you find me a word beginning with the sound ‘d’.”

3. Ask a child to match pictures and words

.

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PLP-R (KS1) 4. Modelling Assessment Expectations

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PLP-R (KS1) 5. Assessment Tools for Collecting and Recording

5. ASSESSMENT TOOLS FOR COLLECTING AND RECORDING

When assessment information is collected it should be recorded on assessment tools that are manageable to use and easy to analyse later.

The most common assessment tools used in the PLP-R are listed below.

Once assessment information is recorded, the information needs to be analysed for patterns of learning (individual, small group, whole class). At important points in time, conclusions about learning should be recorded on the Class Reading Skills Profile. This allows formative assessment to become summative.

PLP-R Assessment Tools Where to locate these tools in PLP-R materials

Observation Checklists

^★

Units of Work

★

Samples in this package (overpage)

★

Assessment Pack 2:

Using Portfolios and Profiles to Assess Reading

Student Record Sheets

^★

Units of Work

★

Samples in this package (overpage)

★

Assessment Pack 2:

Assessment Code at the bottom of worksheets

★

Units of Work worksheets

★

Samples in this package (see 8b and 10c) Anecdotal Records

^★

Sample in this package (overpage)

Class Unit Checklist

^★

Units of Work Record Sheet for

matching students to book levels

★

Matching Students to Book Levels workshop materials

Running Record Sheet

^★

Assessment for Guided Reading workshop materials

Reading Skills Profile

^★

PLP-R (KS1) Teacher Manual

★

Assessment Pack 2:

Samples of some of these assessment tools are shown overpage.

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Sample observation checklist

Similar to the Class Unit Checklists in the Units of Work, the following checklist for a group of up to 10 students makes observation and recording manageable when assessing students in one-on-one and small group situations:

Reading Skills – Sleepy Zoo

Student ^Indepen

-dent Book Level

Recognises some reading terminology

…

Knows book convent

ions …

As students read:

Recognises…

Relates pictures to words Scans cover and text for information Shares personal responses Begins to develop receptive language

Cover, title Author illustrator Holds book the right way Turns page correctly Some initial sounds in words Some high frequency words Some key words in familiar text Sentences are made up of words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

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Sample Anecdotal Record

Reading Observations

Name: Tommy Chiu Class: 1 B

Date Anecdotes

12 Oct 2006 No confidence with book e.g. won’t turn pages by himself.

13 Feb 2007 Likes non-fiction books for Home Reading.

Sample Student Record Sheets

I can read high frequency words

Student Record Sheet Sample 1

Name: ……….

Class: ……… Term: ………

Colour the words you can read.

the me and a to in is you am it

he my for on are as can his we I

at be this have no or like had by come

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Letter sounds and names

Name: Class: Date:

Say letter name and letter sound. Give a word example

Lower case letters

Capital letters

Letter

sound Letter

name Word

example Lower case letters

Capital letters

Letter

sound Letter

name Word

example

a A n N b B o O c C p P d D q Q e E r R

f F s S

g G t T

h H u U

i I v V

j J w W k K x X l L y Y m M z Z

Comments

Student Record Sheet Sample 2

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I can read new words

Name: ……….

Class: ……… Date: ………..

I point to the words.

I look at the first letter. d ^og I look at the picture.

I sound out the word. d – o – g

I find a small word in a big word. ger

I read on and come back. My ..?.. is black.

My dog is black.

I guess. ? ? ? ?

I try

again.

I check the word wall.

My dog is black.

dog

big

Student Record Sheet Sample 3

X ?

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PLP-R (KS1) 6a. Assessing Individuals in Groups – Classroom Organisation

6. ASSESSING INDIVIDUALS IN GROUPS 6a. Classroom organisation

It is important that the Teacher/s and Classroom Assistant are allocated to groups in ways which:

• maximise opportunities to supervise student on-task behaviour

• maximise opportunities to assess, give feedback and teach ‘in the moment’.

Group 2 Teacher 1 Group 1

Teacher1

Group 4 Teacher 2 Group 3

Teacher 2

Teacher 1 and Teacher 2 circulate between the target students (e.g. those

with suspected learning difficulties) and assess

students on a focus Reading Skill. Tick on the

checklist.

Teachers work with half the class, e.g. read a big book or do a sequencing activity with sentence cards. Ask individuals to

complete a task or demonstrate a skill. Tick

on checklist.

Half class and Teacher 1

Half class and Teacher 2

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PLP-R (KS1) 6a. Assessing Individuals in Groups – Classroom Organisation

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PLP-R (KS1) 6b. Assessing Individuals in Groups – Assessment Strategies for Small Groups

6. ASSESSING INDIVIDUALS IN GROUPS 6b. Assessment strategies for small groups

Teacher assesses the front row of students.

Teacher uses flash cards with the whole class and the Classroom Assistant assesses one row of students for their responses. The students in the row being assessed are rotated

each session.

Teacher 1

Teacher 2

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PLP-R (KS1) 6b. Assessing Individuals in Groups – Assessment Strategies for Small Groups

Teacher asks a student in the group to read specified words in a text

and read the words.

While students are working in a group, the teacher can check a

student’s understanding, e.g.

Relates pictures to words.

Group 2 T2

Group 1

T1

Group 3 T2 Group 3

T2

Teacher 1 teaches focus Reading Skills and assesses individuals as

they learn. Teacher 2 or Classroom Assistant monitors

the remaining groups and completes some assessment if

realistic.

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PLP-R (KS1) 7a. Assessing Individuals One-On-One – Classroom Organisation and Strategies

7. ASSESSING INDIVIDUALS ONE-ON-ONE 7a. Classroom organisation and strategies

Withdrawal of small group of individuals from whole class

With a number of teachers and / or a Classroom Assistant, arrangements can be planned to create opportunities to collect and record assessment information such as:

•

Reading Skill/s e.g. Follows text from top to bottom, left to right

•

reading strategies (e.g. sounds out the word, uses picture clues, reads on)

•

reading accuracy (e.g. % of words read correctly)

•

reading comprehension (e.g. low and high level questioning)

Use flash cards to assess High Frequency Words or model a Reading Skill e.g. Imitates

pronunciation and intonation when reading familiar texts; Uses initial letter sound.

Whole class T2 and CA

Teacher 1 and small group

Teacher 2 and Classroom Assistant work with the whole class while Teacher 1 assesses individuals in a small group on a focus Reading Skill or Strategy.

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Individual withdrawal from whole class

The teacher or CA assesses an individual student on selected key words and High Frequency Words.

Make use of the word wall established in your Reading Room. Ask individual

students to read selected High Frequency Words and assess.

Whole class T1 and CA

Teacher 1 and Classroom Assistant work with the

whole class, while Teacher 2 assesses an

individual student.

Teacher 2 and one student

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Individual withdrawal from small group

Teacher assesses students in a small

group.

Teacher 2 and one student

Group 2 T1 Group 1

T1

Group 4 CA Group 3

CA

While Teacher 1 and the Classroom Assistant are working with groups 1 to 4,

Teacher 2 assesses individual students for a

specific purpose e.g.

matching students to a book level.

The teacher listens to a child read and assesses his reading level. Other Reading Skills that might be assessed during this time, include Holds the book up the right way;

Turns pages correctly …

Student demonstrates the Reading Skill, Identifies some letter / sound relationships through the use of phonic fans.

The teacher assesses individual students and takes note of students who require help.

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Teachers circulate small groups → observe individuals

Group 2 T1 Group 1

T1

Group 4 CA Group 3

T2 Teacher 1,Teacher 2

and Classroom Assistant work with assigned groups 1 to 4.

They circulate around their assigned group/s

and individuals and assess.

The teacher models a Reading Skill and asks a student to

demonstrate the same skill.

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PLP-R (KS1) 7b. Assessing Individuals One-On-One – Examples of a One-On-One Procedure

7. ASSESSING INDIVIDUALS ONE-ON-ONE 7b. Example of a one-on-one procedure

When you have the opportunity to sit in a one-on-one situation with a student, you can use this opportunity to gather information you may not find during other activities.

The following examples relate to the Level 1 Reading Skills Checklist

opposite. Teachers can do one or more of such tests.

After the student does any of the tests, tick or date what he/she can do on the checklist. This checklist

could be the class profile.

Preferably do the ticking or dating after the reading so as not to intimidate the student.

1. Understanding basic conventions of reading:

Ask a student to read for you:

• Offer the book sideways — Holds book up the right way.

• Ask them to point to the cover and the title (and illustrator and author if taught) — Recognises some reading terminology.

• Note if he/she places the book in the correct position — Holds book up right way; Follows text from …

• When students start reading, tell them they can turn the pages

themselves — Turns pages correctly.

• Record skills on checklist.

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2. Looking at pictures and words:

• Read title to the student. Ask child to discuss the cover or point to a picture related to the title — Relates pictures to words; Scans cover and text for information.

• And/or Ask student to share ideas about the cover based on pictures and title — Relates pictures to words;

Scans cover and text for information; Shares personal responses about text.

• And/or Ask child to open to a picture they like in book and discuss — Shares personal responses about text; Relates pictures to words.

• And/or Ask child to point to a word that matches a picture you point to — Relates pictures to words.

• Record skills on checklist.

3. Beginning to develop receptive language:

• During any one-on-one situation for teaching or assessment, note if the student understands what you asked him/her to do.

• “Begins” to “develop” means the child does not have to have a strong understanding of English, but is getting the main message of your instructions.

• Record this skill on the checklist.

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4. Recognising initial sounds:

• Use the sheet opposite. Have a clean copy for student to use.

Record on a second copy for the student’s portfolio (e.g. write the date on known sounds).

• Hide the words. Ask student to say each letter sound —

Recognises some initial sounds.

• Reveal the words. Ask student to point to words that start with given letter sound — Recognises some initial sounds in words.

• Ask student to read or point to one or two words for each sound

— Recognises some initial sounds in words.

5. Recognising high frequency words:

• Use sheet opposite to record student’s responses. Keep in the student’s portfolio.

• Use a clean sheet or flash cards and ask children to read the words — Recognises some high frequency words.

• Date those words that the student reads correctly.

6. Recognising some key words in familiar text:

• Do as above using key words related to the class focus reading book — Recognises some key words in familiar text and …

• Or ask student to point to or read key words in the text of the actual book — Recognises some key words in familiar text and …

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PLP-R (KS1) 8a. Using Worksheets to Assess Students. Help…

8. USING WORKSHEETS TO ASSESS STUDENTS 8a. Help! What do I do with these

worksheets?

4

1

2

3

5

6 7

8

9

10

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PLP-R (KS1) 8a. Using Worksheets to Assess Students. Help…

11

12

13

14

15

16

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PLP-R (KS1) 8b. Using Worksheets to Assess Students – Criteria for…

8. USING WORKSHEETS TO ASSESS STUDENTS 8b. Criteria for assessing worksheets

When marking worksheet from a Unit ofWork, the reading skills are listed at the bottom of the worksheet. This focuses the teacher on what to mark. It also ensures consistency in marking many students. Various marking criteria in the form of codes can be added to the worksheet, as seen in the samples that follow:

Activity: Ben’s Bath, Session 4

Reading skill: Match words to pictures Completed the task:

Alone

With a partner Group work With support

Unable to complete the task

( )

Comment:

Signed:

bath duck frog

Name: Cheng Xin Class: 2C

Match the words to the pictures

Sample 1: worksheet and code

Sample 2: worksheet and code

blue green boy

boat goat bat

game bag bike

girl

goes

gorilla brush

bang Ben

Name: Cheng Xin Class: 2c

Colour the ‘b’ words blue and the ‘g’ words green.

Date: 21^st January 2006

Task: Colour the ‘b’ words blue and the ‘g’ words green

Cheng Xin can …. Recognise some initial sounds in words ‘b’ and ‘g’

b 3 g 3

Completed the task:

Alone 3

With a partner Group work With support

Unable to complete the task

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PLP-R (KS1) 8b. Using Worksheets to Assess Students – Criteria for…

Name: Class:

Ben’s Bath

Cut out the sentences and put in the correct order.

In goes the duck.

Ben has a bath.

In goes the fish.

In goes the boat.

In goes the frog.

In goes Ben.

In goes the mat.

Splash!

Reading skills:

Retells story by sequencing pictures

Responds to simple tasks about characters and sequence of events

Recognizes some high frequency and key words in familiar text.

Name: Class:

Student completed activity independently

Student completed activity after further

Student completed activity after completing

Student completed activity with an adult

Name:

Class:

Task: Sequence the story of Ben’s Bath.

1. Comprehension – the story sequence makes sense

☺ ☺ ☺

2. Read some text accurately

☺ ☺ ☺

2. Presentation

☺ ☺ ☺

Reading skills:

• Retells story by sequencing pictures

☺ ☺ ☺

• Responds to simple tasks about characters and sequence of events

☺ ☺ ☺

• Recognizes some high frequency and key words in familiar text

☺ ☺ ☺

Sample 5 Sample 6

Various codes for this worksheets

Name: Class:

Ph Pic Comp Pron

Ph = Phonics Skills

Pic = Uses pictures for clues Comp = Knows meaning

Pron = Pronounces words correctly

Sample 3

Sample 4

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PLP-R (KS1) 8c. Using Worksheets to Assess Students - Frequent Answers

8. USING WORKSHEETS TO ASSESS STUDENTS 8c. Frequent Answers for Rarely-Asked Questions

Question 1: When the students work in groups on worksheets, they can copy each others’ work. How can I be sure my marking shows a student’s true ability?

Answer: Worksheets that are done in a group situation are a learning activity for practice . Using

worksheets done in this situation is a not a reliable assessment strategy. However, you can move from student to student in one or more groups, asking questions that show students’ understanding. Then you can record their understanding with a code (see Section 6c). It also provides an opportunity to teach the students or give feedback.

Question 2: Should every worksheet be collected for assessment?

Answer: Worksheets provide practice for what students are learning. Once you collect the worksheets, you cannot see the student doing the work … how they think, where they

struggle, where they do it easily, who is helping them, etc. It is best to assess worksheets while students are working.

Question 3: How can I assess all the worksheets while students are doing them? They finish them before I can get to all the students.

Answer: There are a number of ways to do this:

(a) Decide which worksheets will provide you with quality information. Aim to assess only these ones.

(b) Decide which students you need to know about

and target them for assessing. (cont’d) …

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PLP-R (KS1) 8c. Using Worksheets to Assess Students - Frequent Answers

(c) Provide students with extension activities so you make time to assess in the lesson time.

(e) When there is more than one adult in the room, use this time to do quality assessing.

(d) Assess some students later then, when time, ask them individually about their worksheets.

Question 5: Should I tell students that a worksheet will be assessed?

Answer: Yes. And it is important that you tell the students what you are going to assess. For example, tell students, “I want to see if you can remember the story by putting the sentences in order” or “I am going to see if you can colour words that start with the letter ‘b’.” You can also model your expectation (see Section 3).

Question 6: What if I decide to assess something else that seems important?

Answer: Be sure to target the reading skill/s that you wish to assess

before the lesson. Then tell the students. Don’t change the target as

students are trying to give you what you asked for!

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PLP-R (KS1) 9. Making an Assessment Plan

9. MAKING AN ASSESSMENT PLAN FOR OBSERVING, COLLECTING AND RECORDING

Plan how you will create maximum opportunities in your lessons to observe students and gather and record information about their learning. Use this package for ideas about classroom management and teacher roles, and theTeacher Placement Grid in the Units of Work.

Unit of Work: ………..… Year Level: ………..

Term: ……….. Year: ………

What to assess

Assessment technique

How Who (NET,

LET, CA)

When / Where

Letter names and sounds:

High Frequency words:

Reading behaviours

&

terminology:

Read a simple text (e.g. a sentence or more):

Record keeping:

Where will you keep the checklists?

Find in the Unit of Work

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PLP-R (KS1) 9. Making an Assessment Plan

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PLP-R (KS1) 10a. What To Do With Assessment Information

10. WHAT TO DO WITH ASSESSMENT INFORMATION 10a. Using assessment data to inform planning

★ Identify weaknesses shown by most of the class → plan to improve

★ Identify weaknesses shown in a small group →

plan to improve

★ Identify strengths shown by most of the class → plan to extend

★ Identify strengths shown in a small group → plan to extend

★ Design diagnosis activities, if needed → see exactly what the problem is for an

individual, small group or whole class.

Modify lessons so that some activities target reading skills in need of more teaching and practice

Modify resources e.g.

flashcards, word wall, reading books,

worksheets, to meet the needs of learners

Differentiate activities for students according to their needs (see Section 10c).

! Modify group size e.g. 2/3 class with teacher on intended lesson and 1/3 with classroom

assistant doing focus or modified work

! Re-arrange student groups

so able learners can model to less able learners

! Re-arrange students into ability groups for focus activities e.g. less able students work intensively with classroom assistant; able students do more challenging activities (see Section 10c)

! Use ECA to support specific learner needs e.g. P5 or P6 buddies to read with students.

Identifying learning patterns

Planning groups

Modifying lessons

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PLP-R (KS1) 10a. What To Do With Assessment Information

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PLP-R (KS1) 10b. What To Do With Assessment Information

10. WHAT TO DO WITH ASSESSMENT INFORMATION 10b. Sample planning meeting record (PMI)

Plus

+

^Minus

–

Interesting

I

e.g. What are we doing well? e.g. Which students are not achieving and in what

reading skills? e.g. What are some interesting

things that are happening?

•

Looking at the Profile / checklists, it seems most of the children know the initial sounds we have been teaching.

There’s a little confusion with the letters ‘b’ and ‘d’ in P1.

•

Observed: They are imitating the teachers now as we read because they are settled on the mat and used to the routine.

•

Observed: Everyone knows the basic terminology: cover, title, author, illustrator when teachers use the terms.

•

Profile / checklists: All students know/practise the conventions of a book (i.e.

holding up right way, reading text in right direction, turning pages).

•

When we did one-on-one testing of the high frequency words (HFW), we found many children did not know them. We thought they did because they call them out in whole class practice. Have you noticed how we have removed HFW practice in the lessons when we are running out of time?

•

Observed some students still not imitating teacher, but some students definitely reading and need some more challenging text to engage with in part of the lesson.

•

When doing the one-on-one

reading, some of us found students did not understand terms like

‘word’, ‘illustrator’ and ‘author’.

•

Did you notice that Fanny is very quiet and never puts her hand up?

But she is really

involved in group work.

•

When the groups do the sequencing activity, some groups remembered the exact text from the big book. Others had a different order but the text still made sense. Is the activity for memory or to create text that makes sense?

Focus problem/s: 1.

High frequency words not well known

2.

Some students ready for reading (not imitating reading)

3.

Some book terminology not understood

Solutions / suggestions:

1. Do high frequency words in EVERY English lesson. Every teacher will have a set of flash cards and maybe put the words on classroom walls. Don’t leave out HFWs in Reading Lessons. For a few lessons, class forms into smaller groups, each with an adult, to practise HFWs. Teachers note who is struggling during this practice. Form a group with these ‘strugglers’ and do serious practice each lesson for a few weeks.

2. Have some higher level books on each table for early finishers to read. Start Guided Reading groups.

Students with less ability do intensive pre-reading activities with teacher. Higher level reading group has more challenging post-reading tasks.

3.

Teach reading terminology explicitly: make attachable labels for the big book (title, author, illustrator, word, picture, sentence, page, cover). Start reading with students coming out to attach these to parts of the book. Try with an unknown book. Make a worksheet with picture of a book and

Always start with

Plus.

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PLP-R (KS1) 10b. What To Do With Assessment Information

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PLP-R (KS1) 10c. What To Do With Assessment Information

10. WHAT TO DO WITH ASSESSMENT INFORMATION 10c. Planning for different learning needs

The more teachers use formative assessment, the more teachers can identify students’ different learning needs. As listed in Section 10a, there are many ways to respond to information gathered from assessment.

Below is a worksheet used after a storytelling of Goldilocks and the Three Bears.

Typically, every student in a class would do the worksheet. However, as teachers become aware of the learning needs of students, the worksheet task can be modified to support learners who need assistance with learning and/or challenge more able students.

In this way, teachers are responding to assessment information by (a) modifying a resource, and (b) grouping students according to need.

Original student worksheet:

An assessment code for Level I reading skills could be placed at the

bottom (see overpage for details).

Modified worksheet for students with higher reading ability:

An assessment code for Level II reading skills could be placed at the

bottom (see overpage for details).

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PLP-R (KS1) 10c. What To Do With Assessment Information

7c. Planning for different learning needs continued

PLP-R (KS1) 10c. Planning for different learning needs 9c.

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PLP-R (KS1) 11. Archiving Assessment Information

11. ARCHIVING ASSESSMENT INFORMATION

Keep track of student progress by storing files in an organised way e.g. file Portfolios in order of classes.

Decide which work samples you want to collect and store them in student / class drawers or files.

There’s no right way to archive. Use the resources you have to make a system that works for you.

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PLP-R (KS1) 11. Archiving Assessment Information