Bewley Primary School

Assertive Mentoring - Reading

Reading assessments are notoriously difficult, time consuming and subjective. The new curriculum compounds these problems by providing vague PoS statements which are almost identical across the whole of KS1 and KS2.

YEAR 1Pupils should be taught to:

understand both the books they can already read accurately and fluently and those they listen to by:

drawing on what they already know or on background information and vocabulary provided by the teacher

checking that the text makes sense to them as they read and correcting inaccurate reading

discussing the significance of the title and events

making inferences on the basis of what is being said and done

predicting what might happen on the basis of what has been read so far

YEAR 2Pupils should be taught to:

understand both the books that they can already read accurately and fluently and those that they listen to by:

drawing on what they already know or on background information and vocabulary provided by the teacher

checking that the text makes sense to them as they read and correcting inaccurate reading

making inferences on the basis of what is being said and done

answering and asking questions

predicting what might happen on the basis of what has been read so far

YEAR 3/4Pupils should be taught to:

understand what they read, in books they can read independently, by:

checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context

asking questions to improve their understanding of a text

drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

predicting what might happen from details stated and implied

YEAR 5/6Pupils should be taught to:

understand what they read by: checking that the book makes sense to them,

discussing their understanding and exploring the meaning of words in context

asking questions to improve their understanding drawing inferences such as inferring characters’

feelings, thoughts and motives from their actions, and justifying inferences with evidence

predicting what might happen from details stated and implied

Assertive Mentoring Reading is implemented on two levels:

1. A miscue analysis and/or a reading assessment undertake either verbally or in writing which will give the children a reading level to record on AM tracking

2. An independent reading session and comprehension which the children will complete in class at their own reading level.

In theory:

Reading assessment will follow a 6 week cycle

One group of children will be assessed each week or 1 child each day

(this assumes 5 groups per class – a TA could assess the 6th group if needed)

VERBAL ASSESSMENTS

To be carried out on those children who are working below old NC level 3C

However, use your own professional judgement as some children may be working above old NC level 3C may still need to be assessed verbally especially if they have not gained enough fluency in their reading.

VERBAL ASSESSMENTS

How do I know which level to start the children at?

Use previous teacher assessment or previous written assessment.

You will need a running record and a child’s individual overview record.

WRITTEN ASSESSMENTS

Generally, for those children working above old NC level 3C

It is a SAT type assessment based upon the book which has just been read.

WRITTEN ASSESSMENTS

How do I know which level to start the children at?

Use previous teacher assessment or previous written assessment.

You will need a running record and a child’s individual overview record.