Co-ordinator network – reading

and maths moderation

Reading moderation

Do teachers know the answer to questions like this ?

So why do you think Ayesha is working at

L3/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

Using the current version of the Bradford Reading Record, look at the progression of inference across the reading levels . . .

What are your observations ?

Higher expectations

• Y1 2c

• Y2 2a

• Y3 3b

• Y4 3a

• Y5 4b

• Y6 5/6

1c/Y1 – basic inference – who is speaking ?

1b/Y1 – simple deductions with support from prompts

1a/Y1 – prediction and character traits

2c/Y1 – reasons for predictions/relates incidents to own experience

2b/Y2 – predicts from reading experience/makes simple inferences about thoughts and feelings

2a/Y2 – confident predictions based on wider reading experience

3c/Y3 – sensible reasons for predictions about plot and character/makes connections across a text

3b/Y3 – justifies ideas and predictions/links ideas across texts more confidently

3a/Y4 – infers meaning in text using clues from action, dialogue and description

• 4c/Y5 – can pull out main themes and ideas/can empathise with characters and understand their actions

• 4b/Y5 – 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

• 4a/Y6 – is more confident with above

Bradford Reading Record

Now linked to the new national curriculum ! What does progress look like from Y1 – Y6 ?

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

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 L2a/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.