Coordinator network reading and maths moderation Reading moderation

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 L 3/Y 3 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 • • • Y 1 Y 2 Y 3 Y 4 Y 5 Y 6 2 c 2 a 3 b 3 a 4 b 5/6

1 c/Y 1 – basic inference – who is speaking ? 1 b/Y 1 – simple deductions with support from prompts 1 a/Y 1 – prediction and character traits 2 c/Y 1 – reasons for predictions/relates incidents to own experience 2 b/Y 2 – predicts from reading experience/makes simple inferences about thoughts and feelings 2 a/Y 2 – confident predictions based on wider reading experience 3 c/Y 3 – sensible reasons for predictions about plot and character/makes connections across a text 3 b/Y 3 – justifies ideas and predictions/links ideas across texts more confidently 3 a/Y 4 – infers meaning in text using clues from action, dialogue and description

• 4 c/Y 5 – can pull out main themes and ideas/can empathise with characters and understand their actions • 4 b/Y 5 – 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 • 4 a/Y 6 – is more confident with above

Bradford Reading Record Now linked to the new national curriculum ! What does progress look like from Y 1 – Y 6 ?

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 – Thornton Primary (mixed ability group of Y 2 children – 2 c, 2 b, 2 a)

• 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 f e d

Recording responses Question Retrieval Inference etc… Bruno Mark Paloma Ellie

Important • Do children’s formative assessment levels match their test outcomes ? • Children in KS 2 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 AF 3 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 L 2 a/Y 2 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? – 2 c children? – 2 b children? – 2 a children? – Level 3 children? • What could you ask? Discuss

Level 1 sequencing

Low level 2 - sequences • Recognise numbers in the 2 s, 5 s, 10 s sequences

Securing level 2 - sequencing

Sequencing – what would a question look like? • 22, 24, 26, _

Level 3 sequencing question Here are the first five numbers in a sequence. 1 st 2 nd 3 rd 4 th 5 th 420 400 380 360 340 The sequence continues in the same way. Write the number that will be 10 th in the sequence.

Sequencing – ask an open question • Closed • Open • What number comes • Make up some next? number sequences that have 20 in them. 5, 10, 15, _ 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 Level 2 opaedia

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 f e d

Recording responses Question 23 + 18 No. bonds to 10 Order 2 digit no. Recognise 3 digit No. Etc. Lisa Bart Maggie Millhouse