Co-ordinator network Alison Philipson Spring 2015
Jan 17, 2016
Co-ordinator network
Alison PhilipsonSpring 2015
Outline
• 9.30 – 10.45 – joint session – reading and maths moderation
• 10.45 – 11.15 – BREAK • 11.15 – 12.30 – assessing without levels – writing• 12.30 – 1.15 – LUNCH• 1.15 – 2.30 – assessing without levels - reading
• Pearson - 5 minute presentation before lunch then display over lunch
• Cosy Literacy – display over lunch• Central Library Service at end of day
Reading moderation
Do teachers know the answer to questions like this ?
So why do you think Ayesha is working at Y3
age related expectations ?
What evidence have they got ?
Making assessment judgements . . .
• Do teachers have a good understanding of the assessment criteria
• Do teachers use the evidence well ?
• Do teachers know their children ?
Gathering evidence
•Phonics tracker/individual phonics assessment - on •Guided reading sessions which deepen children’s comprehension skills •Assessment during guided reading – Bradford Reading Record •Independent tasks during guided reading to be linked to a previous or future guided reading session (one group could be reading for pleasure)•Reading Journals •Video/audio recordings•Pupil scripts
Bradford Reading Record
Now linked to the new national curriculum ! What does progress look like from Y1 – Y6 ?
Higher expectations
• Y1 2c
• Y2 2a
• Y3 3b
• Y4 3a
• Y5 4b
• Y6 5/6
Use the Bradford Reading Record to look at the progression of inference across the reading levels . . .
What are your observations ?
Y1 – makes simple deductions with support from prompts/begins to make predictions about character traits/gives reasons for predictions/relates incidents to own experience
Y2 – makes predictions based on reading experience/makes simple inferences about thoughts and feelings/makes confident predictions based on wider reading experience
Y3 – gives sensible reasons for predictions about plot and character/makes connections across a text/justifies ideas and predictions/links ideas across texts more confidently
Y4 – infers meaning in text using clues from action, dialogue and description
• Y5/Y6 – can pull out main themes and ideas/can empathise with characters and understand their actions/begins to refer to text to support opinions and predictions about moods, messages, feelings and attitudes/begins to identify explicit and implicit points of view
Moderating assessment judgements
First step - can teachers present evidence to show where a child is working ?
Second step - moderation
•Literacy Co-ordinator observes group•Peer observations•Video used within year groups, key stages, whole school staff meeting, LAP
Case study –ThorntonPrimary (mixedability group ofY2 children – 2c,2b, 2a)
• Children read aloud
• Children shared the text with each other
• Questions were discussed by the whole group (nc)
• Children had a go at summarising (nc)
• Children discussed author’s language choices
• Writing was linked to reading
• Reading for enjoyment was a continuous thread throughout the session
Video clip
Record responses
a b c
def
Recording responses
Question Bruno Mark Paloma Ellie
Retrieval
Inference etc…
Important
• Do children’s formative assessment levels match their test outcomes ?
• Children in KS2 need to know how to write the answer to a question
• This should be regularly modelled by teachers
• Children should be given lots of opportunities to practise writing answers to questions
Ask teachers to have a go . . .
• Using a text they have brought, ask them to think of some AF3 questions relevant to the children in their class using the progression in the Bradford Reading Record
Gap tasks for teachers
• Use the text to gather evidence for groups of children
• Use the Bradford Reading Record to assess and to plan next steps
• Bring the Bradford Reading Record to the next staff meeting and be prepared to feed back
• Link guided reading texts to the current Literacy unit
Maths moderation
Do teachers know the answers to questions like this ?
So why do you think Sophie is working at Y2
age related expectations ?
What evidence have they got ?
Listen . . .
• Does the teacher have a good understanding of the assessment criteria
• Does the teacher use the evidence well ?
• Does the teacher know his/her children ?
Gathering evidence for maths
• Distance from learning• Prior learning assessments are secure
evidence• Starters activities
– Try and be systematic – diary in 2 weeks after teaching
– Allows ‘plate spinning’– Use open ended questions
• Guided group sessions (word of warning)
Starter activity• 2 weeks after teaching check understanding
e.g. sequencing numbers• What would you expect of level 1 children?
– 2c children?– 2b children?– 2a children?– Level 3 children?
• What could you ask? Discuss
Level 1 sequencing
Low level 2 - sequences
• Recognise numbers in the 2s, 5s, 10s sequences
Securing level 2 - sequencing
Sequencing – what would a question look like?
• 22, 24, 26, _ ,_Write the missing numbers in each of these patterns.
Level 3 sequencing question
Here are the first five numbers in a sequence.
The sequence continues in the same way.
Write the number that will be 10th in the sequence.
1st 2nd 3rd 4th 5th
420 400 380 360 340
Sequencing – ask an open question
• Closed• What number
comes next?
5, 10, 15, _
• Open• Make up some
number sequences that have 20 in them. Describe your sequences.
Opening up questions document
Sequencing – ask a reasoning question• Spot the mistake:• 45,40,35,25• What is wrong with this sequence of numbers?
• True or False?• I start at 3 and count in threes. Will I say the number 13?
• What comes next?• 41+5=46• 46+5=51• 51+5=56
NCETM –progression documents with reasoning questions
Sequencing – ask a probing question
Level2opaedia
So, what would a good maths moderation session look like?
• Show a range of children’s skills
• Have open ended / probing/ explain/ reason questions… no ceiling
• Have readily accessible resources
• Allow the teacher or moderator the opportunity to ask follow up questions
For example:
This morning…I felt in my purse and there were only 4 coins. I wonder if I have enough money to buy a school lunch? What could I have in my purse?
Record responses
a b c
def
Recording responses
Question Lisa Bart Maggie Millhouse
23 + 18
No. bonds to 10
Order 2 digit no.
Recognise 3 digit No.
Etc.
Now it’s your turn . . .
• Watch the video
• Make a level judgement
• Explain why you think it’s that level, referring to the national level descriptors and evidence from the video
Video• What evidence can you gather for each
of these children?
Mark
Boy1 Girl 1
Girl 2
Boy 2
Girl 3Girl 4
Break
Assessing progress in writing
Writing exemplification linked to the new national curriculum
• Your table is a working party and you will be allocated a year group
• Discuss criteria – ‘get in the zone’ – 15 mins
• Assess the pieces of writing in pairs 15 mins
• Discuss the outcome and make judgements – 15 mins
Lunch
Assessment of reading linked to the new national curriculum
Bradford Reading Record
Discussion time
Library slides