Supporting progression in reading through effective text choices

Supporting progression in reading through effective text choices Dr Branwen Bingle

Plan for the session • Brief introduction to CLPE Reading Scale • Making Choices: Selecting high quality texts to support progression • Progress in Reading: Ways of assessing and recording But first… On a sticky note identify what you most want to get out of this workshop and then stick it to the board.

Centre for Literacy in Primary Education Observation-based Assessment • The scale for reading is a tool for analysis: it describes the complexity of the reading processes and supports judgements regarding progress • The scale is separated into eight stages which take the reader from dependence to independence

Making Choices Selecting high quality texts to support progression

High Quality Text or Best that has been thought and written? Selection Organisation • What personal criteria do you use to decide on text quality? Agree a collaborative list of minimum expectations. • Review others’ text selections and discuss • Choose three consecutive stages from the reading scale. Find at least two texts you think would enable readers to demonstrate their reading ability at each stage • Label your text with reading stage and key justification • Collate the collections so there is choice at each stage (more books can be selected if necessary)

Progress in Reading Ways of assessing and recording

• How confident are you in your developed ‘scheme’? What are the pros to developing a resource bank linked to the progression scales? What are the cons? • What data do you need to collect in order to track progression in your setting? How might the CLPE scales fit in to current data management systems/processes (personal and institutional)? • Is this manageable? Sustainable? Identify possible barriers and solutions.

Review of sticky notes: Have you achieved what you intended? Do you have any remaining questions?