TRACKINGREADINGPROGRESS跟踪阅读进步.doc

Levelling ReadingToolkitDescriptors & Exemplification MaterialsHavering Inspection & Advisory Service24GUIDANCENational Curriculum Reading Levels(from: National Curriculum document and English Task Teachers Handbook 2003)N.B. The reading level should be based on a body of evidence, e.g. reading test, 1:1 / guided reading records, home-school records, running records, Book Bands objectives achieved/levels, PM Benchmark Kit levelling publication (including comprehension questions).LEVELDESCRIPTORSLevel 1They use their knowledge of letters and sound-symbol relationships in order to read words and to establish meaning when reading aloud. In these activities they sometimes require support. They express their response to poems, stories and non-fiction by identifying aspects they like. (NC descriptors).Supported by teachers questions, the child responded to the book by identifying aspects s/he liked or found interesting. (Source: English Task Teachers Handbook 2003)Level 2CThe child reads more than 90% of the passage independently and most of this reading was accurate. His/her use of strategies was sometimes inappropriate for the word and paused to talk about the text or to confirm meaning. The child commented on obvious characteristics, e.g. s/he was able to recognise stereotyped good/bad characters (angel/wolf). Any retelling of the story may have been rather short or too long and heavily reliant on the illustrations. (Source: English Task Teachers Handbook 2003)Level 2BPupils reading of simple texts shows understanding and is generally accurate. They express opinions about major events or ideas in stories, poems and non-fiction. They use more than one strategy, such as phonic, graphic, syntactic and contextual, in reading unfamiliar words and establishing meaning. (NC descriptors)The childs reading was almost entirely accurate and well paced in parts of the passage, taking some account of punctuation. S/he was able to read ahead. The child sometimes noticed when the reading did not make sense, e.g. by self-correcting or making an attempt to resolve the problem, even if repeating an unhelpful strategy. The child commented on setting and on how the plot linked together or contained surprises. Responses to the book included reference to some features of presentation. The childs retelling of the story referred to most to the main events and characters, although it relied more on having remembered the shared part of the reading than on the passage read alone. (Source: English Task Teachers Handbook 2003)Level 2AReading of the passage was accurate and the child tackled unfamiliar words with encouragement only. The child noticed when the reading did not make sense and took appropriate actions, .e.g. self-corrected, looked back/forward in text, or asked for meaning. The pace and fluency of the childs independent reading showed confidence, an ability to read ahead and the use of expression and intonation to enhance meaning. The child was able to identify and comment on the main characters and how they related to one another. S/he was able to respond when questioned about extension or alternative to events and actions, and about feelings created by the story. The childs retelling of the story was balanced and clear. In talking about the book, s/he commented on some of the ways in which it was written or presented. (Source: English Task Teachers Handbook)Level 3Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction and non-fiction they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate books and find information. (NC descriptors)Level 4In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters, beginning to use inference and deduction. They refer to the text when explaining their views. They locate and use ideas and information. (NC descriptors)Level 5Pupils show understanding of a range of texts, selecting essential points and using inference and deduction where appropriate. In their responses, they identify key features, themes and characters and select sentences, phrases and relevant information to support their views. They retrieve and collate information from a range of sources. (NC descriptors)Key Stage 1 English TrialUsing the assessment focusesThe assessment focuses now used in all the national tests for English are underpinned by work on teacher assessment and tests exploring the distinctiveness of the level descriptions for Reading and Writing. The evaluation of the 2003 tests has shown this approach to assessment to be helpful in explaining the standards outlined in the level descriptions, and in identifying the range of skills covered in the national curriculum programmes of study and the NLS frameworks for teaching.The approach suggested here is based around a series of key, manageable questions: these are distinct from the statements used to express requirements in a mark scheme. These questions are prompts to consider the knowledge, understanding and skills that children demonstrate in their ongoing classroom work, and are set out on two template sheets for Reading and Writing.The questions are not intended to be ticked off and results aggregated mechanistically. In coming to an overall judgement about childrens work, it is very important not to prejudge the evidence, for example by placing a ceiling on achievement assuming that only certain questions will apply.In Reading, this means posing questions that challenge children to explore their response to the main ideas in texts and how they are written. In Writing, it means ensuring that children have opportunities to write in different ways, exploring a range of purposes and contexts for writing.Judgements should be made in the light of evidence accumulated in the course of the key stage rather than on the basis of one-off occasions. It will be sufficient to jot down examples of what children say or write (e.g. using post-its), as shown in the evidence column of the accompanying exemplification. The template sheets are designed to be equally applicable for summarising the attainments of groups of children or individuals.The questions show the way in which the assessment focuses can be used to guide the collection of evidence. In each box there are some aspects that are easier than others and a qualitative judgement has to be made about: the fullness of the childs response; the complexity of the text they are working on; the independence of their work.Opportunities to gather this evidence can be found in all parts of the literacy hour and particularly in guided sessions. Evidence will also arise in other subjects and when hearing children read in a variety of contexts. It is important that to consider a wide range of reading texts and types of writing so that children can show what they can do.Level related judgementsThe link between level outcomes and questions that relate to assessment focuses has particular relevance to childrens work at key stage 1, where the lines of developing competence are sufficiently clear to make it possible to be relatively precise about identifying them. This is the reasoning behind the continued use of sub-level graduations within level 2. The approach is not readily transferable to later key stages where children progress in different ways and thus demonstrate a more diverse range of characteristics within an overall level of achievement. The different facets of knowledge and skills that characterise for example, achievement at level 3, can rarely be grouped into a cluster of features, although it can be helpful to describe achievement as just into, secure, or high within the level, recognising that these profiles will have different ingredients. After children reach level 2, there are fewer assumptions that can be made about lines of progression, so it is important not to impose on older children expectations appropriate to the attainment of 6- and 7-year olds.ReadingIn Reading, the core evidence for the judgement of levels will relate to AFs 1-3; it will be supplemented by work related to the other AFs.When making judgements in relation to levels, the evidence for level 1 will come mainly from AF1 questions. For level 2, evidence will be taken mainly from AF2 questions, while level 3 judgements relate more to AF2 and AF3.In more detail: judgements around level 2C will need to consider how much support children need in reading for meaning and identifying key elements of the text (AF1, AF2); judgements around level 2B will take account of how far children can gain meaning by reading independently and responding to texts as a whole, distinguishing between surface and implicit meanings (AF2, AF3); judgements around level 2A will take account of how secure a child is in retrieving information, understanding surface meanings and showing some ability in questions linked to the other AFs (AFs 3-7); judgements around level 3 will take account of a childs understanding ob both explicit and implicit meanings (AF2, AF3) as well as response to other features of texts identified in AFs 4-7.READING Level 2C exampleThis evidence was taken from teacher observations made in guided reading sessions during the year.Books used in guided group reading: Wake-up; Come on Wind; Pudding; My Bean Diary; Water, Water; Dad; Come away from the Water, Shirley; Day in the Life of a Victorian child; The Monster who Loved Toothbrushes; Missing bear; Figgy Roll; Surprise, Surprise; Crazy Cousins.ASSESSMENT FOCUSESQUESTIONSEVIDENCEAF1Use a range of strategies, including accurate decoding of text, to read for meaningCan the child gain meaning from texts by: reading words on sight? e.g. familiar common words, some content words making use of phonic strategies e.g. consonant blends word initial/word final; long vowels polysyllabic words using sentence and whole text knowledge e.g. by self-correcting, substituting words that made grammatical or contextual sense? Showing awareness of punctuation marks in reading e.g. pausing at full stops?Sounded out some high frequency wordsRead initial letters, CVC words, needed encouragement with blends; sounded out ou word unaidedTried hard to read fluently, not able to self correctAF2Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to textCan the child: recall the main ideas of a story or information text? identify how characters behave, e.g. repeated actions and sayings? connect words and illustrations, e.g. what additional information does the illustration add? say what they have found out by reading the book? retrieve relevant details from different paragraphs or sections of the text? Put events of story in correct orderAble to predict how Dad was feelingMatched labels to pictures; used pictures to find meanings AF3Deduce, infer or interpret information, events or ideas from textsCan the child: use knowledge of a story so far to make predictions about what will happen next? connect information together to draw out implied meanings? distinguish between more and less important items of information? Use clues from what characters do and say to explain their motives? In addition the child identified rhyming words on hearing second reading (AF5), and enjoyed comparing photos and pictures in advance of reading, and the repetitive language in poems (AF6).On the basis of this range of evidence, the childs attainment was assessed at Level 2C.READING Level 2B exampleThis evidence was taken from teacher observations made in guided reading sessions during the year.Books used in guided group reading: Tasty Poems; Missing Bear; Crazy Cousins; The World that Jack Built; Giddy Funfair; Giddy up and away; Giddy Space; Two Silly Stories; Blessu; Bhalloo the Greedy Bear; Minnie and the Champion Snorer; Jim and the Beanstalk; All in One Piece.On the basis of this range of evidence, the childs attainment was assessed at level 2B.ASSESSMENT FOCUSESQUESTIONSEVIDENCEAF1Use a range of strategies, including accurate decoding of text, to read for meaningCan the child gain meaning from texts by: reading words on sight? e.g. familiar common words, some content words making use of phonic strategies e.g. consonant blends word initial/word final; long vowels; polysyllabic words using sentence and whole text knowledge e.g. by self-correcting, substituting words that make grammatical or contextual sense? showing awareness of punctuation marks in reading e.g. pausing at full stops? Enough sight vocabulary to sustain independent readingUsed blends: sh, gr, glSelf corrected when sentence did not make sense; went back over missed words, some successful guessesDiscussed speech marks in dialogueAF2Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.Can the child: recall the main ideas of a story or information text? identify how characters behave, e.g. repeated actions and sayings? connect words and illustrations, e.g. what additional information does the illustration add? say what they have found out by reading the book? retrieve relevant details from different paragraphs or sections of the text?Retold Jack and BeanstalkCompared main charactersAF3Deduce, infer or interpret information, events or ideas from textsCan the child: use knowledge of a story so far to make predictions about what will happen next? connect information together to draw out implied meanings? distinguish between more and less important items of information? use clues from what characters do and say to explain their motives? Anticipated middle of story from beginningDiscussed whether Giddy Fun Fair was a dream or notTook on roles of characters and what they would sayAF4Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text levelCan the child: make use of book conventions and organisational devices to focus their reading, e.g. index, glossary? trace how ideas link and how a writer signals changes and connections?Some recall of time-related vocabularyAF5Explain and comment on writers use of language, including grammatical and literary features at word and sentence levelCan the child: comment on the effect of specific words and how they convey meaning, e.g. ideas, characters, atmosphere? discuss language patterns and how they contribute the meaning, e.g. refrains, rhymes or repetition?Identified rhyming words with helpAF6Identify and comment of writers purposes and viewpoints, and the overall effect of the text on the readerCan the child: respond to the text overall and say what they liked / disliked about it? identify the main purpose of a text, using evidence from what they have read?Enjoyed The world that Jack built and made links with caring for our worldIdentified how moral drawn from storyAF7Relate texts to their social, cultural and historical contexts and literary traditionsCan the child: identify traditional characters and settings in fiction? Relate the text to others, e.g. by a similar type, by the same author, in a series?Noted similarities title, characters between texts in seriesUsed anthology to find poems on same themeREADING Level 2A exampleThis evidence was taken from teacher observations made in guided reading sessions during the year.Books used in guided group reading: Poems around the World 1; The Jumblies; Blessu; Jim and the Beanstalk; Only a Show; Dinner Ladies Dont Count; The Twits; Little Obie and the Flood; Little Obie; The Mousehole Cat.On the basis of this range of evidence, the childs attainment was assessed at level 2A.ASSESSMENT FOCUSESQUESTIONSEVIDENCEAF1Use a range of strategies, including accurate decoding of text, to read for meaningCan the child gain meaning from texts by: reading words on sight? e.g. familiar common words, some content words making use of phonic strategies e.g. consonant blends word initial/word final; long vowels; polysyllabic words using sentence and whole text knowledge e.g. by self-correcting, substituting words that make grammatical or contextual sense? Showing awareness of punctuation marks in reading e.g. pausing at full stops?Good expression, volume an issueMeaningful pauses and variation; aware of role of speech marksAF2Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to textCan the child: recall the main ideas of a story or information text? identify how characters behave, e.g. repeated actions and sayings? connect words and illustrations, e.g. what additional information does the illustration add? say what they have found out by reading the book? retrieve relevant details from different paragraphs or sections of the text? Recall of Only a Show, independent readingExplored feelings anxiety, jealousy empathised with characterBriefly outlined feelings of characters at different stages of storyAF3Deduce, infer or interpret information, events or ideas from textsCan the child: use knowledge of a story so far to make p