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THE STAFFORDSHIRE READING SKILLS GRIDS - GENERAL INFORMATION The Staffordshire Reading Skills Grids: General Information The Staffordshire Reading Skills Grids is a companion document to the successful Staffordshire Writing Skills Grids. The grids are a development of the successful Reading Skills Ladders, which have been used widely by schools throughout Staffordshire and beyond, to assist teachers in analysing pupils’ reading and setting appropriate reading targets. They have been expanded to provide sub-levels for all National Curriculum levels and are fully aligned with both the process and materials of Assessing Pupils’ Progress (APP) in reading. The grids have been produced in collaboration with colleagues from the Bailiwick of Guernsey where they are being used in all primary schools for End of KS2 teacher assessment of reading, which has replaced the use of KS2 SATs on the islands. The Staffordshire Reading Skills Grids are intended to support teachers in making informed and reliable teacher assessment judgements about their pupils’ reading and have been designed so that the same tool can be used effectively for both formative and summative assessment. For formative assessment: • As a diagnostic tool to identify pupils’ strengths and weaknesses in reading • To inform ‘next steps’ in pupils’ reading journeys • To support teachers in identifying gaps in teaching and learning and adjust planning accordingly 4 For summative assessment: • To support teachers in assigning an overall National Curriculum level for reading for statutory assessment at the end of KS1 and KS2 and for optional recording of Teacher Assessment at the end of Y1, Y3, Y4 and Y5. • To increase teachers’ accuracy and consistency in levelling of reading, aligning their judgements for periodic (termly) assessment of pupils’ progress and internal tracking with National Curriculum level descriptors. Who can benefit from the use of The Staffordshire Reading Skills Grids? Pupils: • Receive clear, detailed feedback about where they have made progress and what they need to do to improve further. Parents: • Receive detailed reports on their children’s overall progress and specific information about their particular strengths and weaknesses. Subject leaders: • Can identify patterns and trends across groups, classes, key stages or whole-school • Can use information to identify curricular targets for reading • Can consider any specific actions which may be required to address identified areas of weakness.
INTRODUCTION TO THE STAFFORDSHIRE READING SKILLS GRIDS CONTENT OF GRIDS The content of the grids has been produced with reference to the following resources: • National Curriculum level descriptors for reading - English AT2 (1999) • QCA Assessment Focuses for reading (2003) • QCA ‘Building a picture of what children can do…’ (2004) • Renewed Primary Framework (2006) • Assessing Pupils’ Progress in Reading - KS3 (2006) & KS2 (2008) • PNS - Letters & Sounds (2007) • Early Years Foundation Stage document (2007) • Revised P scales for English, mathematics, science and ICT (2004) • Book Bands for Guided Reading – Bickler, Baker & Hobsbaum (2003) ORGANISATION OF THE GRIDS There are two different grids for use with reading which is below Level 1. Reading: Foundation Stage – FSP Focus The main grid (page 10) uses statements from the Early Years Foundation Stage document and is intended for use with Nursery/Reception age children. Reading: Working towards Level 1 - P Levels Focus A second grid (Appendix – page 16) uses statements from the ‘P levels’ and is intended for use with older pupils, particularly those with learning difficulties, who are working significantly below age-related expectations. EAL 5 Levels 1-5 Each grid covers one NC level together with the preceding and following sub-level (e.g. Level 3 Focus covers the range from 2A- 4C).The different elements of reading are classified using the QCA Assessment Focuses for reading. The chart below shows the links between the Assessment Focuses and the reading strands from the Renewed Framework. Renewed Framework reading strands 5. Word recognition: decoding (reading) 7. Understanding and interpreting texts 8. Engaging and responding to texts Renewed Framework reading strands The grids have been structured so that the Assessment Focuses appear in numerical order. Although the Reading Assessment Focuses are not hierarchical and they are all important for all readers, the guidance from QCA is that early readers (Levels 1-3) need to become confident with AF1, AF2 and AF3. For readers to progress to Level 4 and beyond they need to be secure with AF3 and to develop the more analytical and evaluative skills associated with AFs 4-7. For EAL pupils specific assessment criteria can be found in ‘Raising Achievement: The Assessment of pupils learning English as an additional language’ amended version available shortly from the Ethnic Minority Achievement Unit. Tel: 01785 278257 AF1 AF1, AF2, AF3, AF4 and AF5 All AFs – especially AF3, AF6 and AF7
Page 1 and 2: grammar handwriting punctuation wor
Page 3: The Staffordshire Reading Skills Gr
Page 7 and 8: HOW TO USE ‘THE STAFFORDSHIRE REA
Page 9 and 10: SECTION 2 - THE STAFFORDSHIRE SKILL
Page 11 and 12: Reading: Level 1 Focus READING 1 FS
Page 13 and 14: Reading: Level 3 Focus READING 3 2A
Page 15 and 16: Reading: Level 5 Focus READING 5 4A
Page 17 and 18: REVISED - STAFFORDSHIRE GUIDED READ

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