1 Progress in Reading Assessment A major series of Reading tests to help you assess progress in the new National Curriculum, term by term across the Primary years PiRA users tell us how invaluable they find it in measuring pupils progress right across Primary. We know how busy you are now, getting to grips with the new National Curriculum, and realise how precious your time is. We have therefore provided some charts to show you just how PiRA continues to provide the support you need in measuring progress in Reading. PiRA offers you continuity at a time of change: Continuity of approach saving you time in setting up assessment against the new National Curriculum Continuity of standard originally informed by levels, the decimalised PiRA scale provides a sure and reliable measure, enabling you to monitor small increments of progress Continuity of data enabling existing users to track pupils progress from last year and all users to track data term by term across the new school year and, looking ahead, track it across the whole school. Read on to find out how PiRA can support your school in monitoring and improving pupils progress in Reading! Closely matches the new National Curriculum
2 Introducing Progress in Reading Assessment PiRA is a standardised, curriculum-linked series of tests designed for whole-class use, with pupils of all abilities. Uniquely, it offers three tests for each Primary school year, enabling you to monitor pupils progress in Reading term by term. Or, if you prefer, select individual test(s) and assess at your chosen point in the year. The tests are simple and quick to administer taking just minutes to assess a whole class and are straightforward to mark. Separate tests are available for, and terms for Years 1 6, and for the and terms in Reception. What information does PiRA provide? Reliable summative, diagnostic and predictive information. Standardised scores and reading ages, plus a diagnostic profile, giving you a wealth of information, to help you manage learning more effectively A decimalised Hodder Scale score, based on the termly performance of over 10,000 pupils nationally, will help you monitor small increments of progress and offers a reliable basis for predicting pupil progress and setting realistic targets. Also to help you carry forward standards, during this time of transition, tables include National Curriculum levels and APP. Choose from Paper and Digital tests PiRA is available in paper or digital format. The separate PiRA Digital CD-ROM enables you to unlock even more diagnostic information: Pupils can take the tests digitally, with instant marking and reporting, using PiRA Digital Interactive Or use the PiRA Digital Basic CD-ROM to analyse pupil performance in the Paper tests you can analyse group performance, track pupil performance across the school and generate individual progress predictions. To see all the components in the series, go to I did all the testing and marking, so I have a thorough, independent and reliable picture of all the children in my small primary from term to term. Invaluable! Kathryn McMurtary, Tuddenham St Mary CE Primary School
3 Using PiRA results to support both teachers and pupils The class take a PiRA test around the middle of every term from Reception to the end of Year 6. This gives you a wealth of information: the test mark and a Hodder Scale score Reading Ages and Standardised Scores detailed diagnostic information. PLUS whether you re using PiRA Digital Basic or Interactive, the data is stored term-by-term, so you can analyse pupil & group results. How does a child compare to national norms Standardised Scores and Reading Ages? Below Norm At Norm Above Norm Use the Diagnostic Bar Chart to establish priorities for an Intervention Strategy. Use the Diagnostic Bar Chart to look for strengths and weaknesses. Use this information to help next steps planning. Use the Facilities Tables to check questions pupils got wrong to see if it was only the hard questions. Use details to look for any patterns. Read case studies for ideas to use in Intervention. Check against pattern for whole class to identify any common features. Refer to previous tests and their patterns too. How does a child s result compare to prediction on the Hodder Scale? Below Scale On Scale Above Scale Concern! Review Diagnostic Bar Chart to check for specific weaknesses. Review wholeclass patterns and child s previous results too. Refer to case studies for ideas for All is well, no extra interventions are needed! Check previous diagnostic patterns and scores to monitor term on term trends, to see how to improve any reading weaknesses. Celebrate and congratulate! Any interventions in place are working. Continue to monitor pupils progress regularly, with subsequent PiRA tests each term. To support you in using PiRA to monitor pupils progress against the new National Curriculum from September 2014, we have mapped the new 2014 National Curriculum statements for reading against the tests available in PiRA please see overleaf.
4 Year National Curriculum Year 1 PiRA Pupils, in a written but orally delivered assessment, meet questions that show evidence they can: apply phonic knowledge and skills as the route to decode words respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes read accurately by blending sounds in unfamiliar words containing GPCs that have been taught read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word read words containing taught GPCs and s, es, ing, ed, er and est endings ed s ing ed s y ed s ly er read other words of more than one syllable that contain taught GPCs read words with contractions [for example, I m, I ll, we ll] and understand that the apostrophe represents the omitted letter(s) read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words re-read these books to build up their fluency and confidence in word reading develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently being encouraged to link what they read or hear read to their own experiences 3 becoming very familiar with key stories, fairy stories and traditional tales retelling them and considering their particular characteristics, recognising and joining in with predictable phrases n/a 3 3
5 2014 National Curriculum Year 1 PiRA develop pleasure in reading, motivation to read, vocabulary and understanding by: learning to appreciate rhymes and poems, and to recite some by heart n/a 3 3 discussing word meanings, linking new meanings to those already known 3 3 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 3 3 participate in discussion about what is read to them, taking turns and listening to what others say explain clearly their understanding of what is read to them The tests include meeting and understanding of exception words and over the three terms exploring a wide range of words including a variety of suffixes. The tests fully support the parts of the new curriculum that may be assessed through written answers. However, they do not address contractions with apostrophes, holding these for Year 2 when the children should be sure of the words that come together to form the contraction.
6 Year National Curriculum Year 2 PiRA Pupils, in a written with some parts orally delivered assessment, meet questions that show evidence they can: continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes read accurately words of two or more syllables that contain the same graphemes as above read words containing common suffixes read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation re-read these books to build up their fluency and confidence in word reading develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales being introduced to non-fiction books that are structured in different ways contents page and headings headings and chart paragraphs and headings
7 2014 National Curriculum Year 2 PiRA develop pleasure in reading, motivation to read, vocabulary and understanding by: recognising simple recurring literary language in stories and poetry discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words and phrases continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear 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 participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves The tests encourage children to read all the words in a sentence checking that the word they decoded fits in with what else they have read and makes sense in the context and start to link cause and effect. The tests help children revise and consolidate the GPCs and the common exception words they have been taught. A wide range of suffixes are met, e.g.: t ed lye r ier s ies ful ing ed s e rest ly se sing n t t ing y s e der ly
8 Years 3 and National Curriculum Years 3 and 4 PiRA Pupils, in a written assessment, meet questions that show evidence they can: apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action discussing words and phrases that capture the reader s interest and imagination recognising some different forms of poetry [for example, free verse, narrative poetry] 3
9 2014 National Curriculum Years 3 and 4 PiRA 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 3 identifying main ideas drawn from more than one paragraph and summarising these identifying how language, structure, and presentation contribute to meaning retrieve and record information from non-fiction participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say. The tests focus on comprehension and support the development of vocabulary. They meet themes, such as the triumph of good over evil or the use of magical devices in fairy stories and folk tales and the conventions of different types of writing, e.g. in recounts and diaries and non-fiction. A wide variety of prefixes and suffixes are met, e.g.: 3 Prefixes un dis in it ir re Suffixes ly ful ness 3 Prefixes re mini dis quad in im Suffixes ly est ite ive able ial ion ent 3 Prefixes un dis in it ir re Suffixes ly ial er ier ent y ful en 4 Prefixes to al dis under re im Suffixes ly y ful ic a rest ion ate 4 Prefixes un re de Suffixes al ness y ly est ise ify ful ic or 4 Prefixes pre pro re un in Suffixes ly ion ment al ive er
10 Years 5 and National Curriculum Years 5 and 6 PiRA Pupils, in a written assessment, meet questions that show evidence they can: apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet. maintain positive attitudes to reading and understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions recommending books that they have read to their peers, giving reasons for their choices identifying and discussing themes and conventions in and across a wide range of writing, making comparisons within and across books 3 3 learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience 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
11 2014 National Curriculum Years 5 and 6 PiRA understand what they read by: predicting what might happen from details stated and implied summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas identifying how language, structure and presentation contribute to meaning discuss and evaluate how authors use language, including figurative language, considering the impact on the reader distinguish between statements of fact and opinion 3 3 retrieve, record and present information from non-fiction participate in discussions about books that are read to them and those they can read for themselves, building on their own and others ideas and challenging views courteously explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary provide reasoned justifications for their views The tests expect children to work out any unfamiliar word to improve accurate reading, as a key to comprehending the meaning of a sentence or paragraph. They are required to compare characters, settings and themes. They will meet the conventions of different types of writing and be able to understand metaphor, simile, analogy, imagery, style and effect in text. They will meet a wide variety of prefixes and suffixes, e.g.: 5 Prefixes un dis im en Suffixes ous ar ary ious ist ance less ately ated cial cious sure ness 5 Prefixes re un dis im en Suffixes less ible ibility ful cians ation ence ture tures 5 Prefixes un ad trans Suffixes full ly ation ious ment ant ible est ion ance ture sure ious ence 6 Prefixes mini sur dis Suffixes ent ful less ation ly ised ial ous cial 6 Prefixes trans im for in Suffixes ture acy ation cian non ment ate itive tic ant ious 6 Prefixes in il en un Suffixes ful cal tury cial ible ious ssion ence ent tion sion ment tual ture ant able tion any ic ist al
12 To order your Specimen Sets visit For further information and pricing see pages 6 7 of the Assessment Catalogue Coming September 2014 PiRA for Maths! Progress in Understanding Mathematics Assessment (PUMA) Written to the new National Curriculum, this suite of tests provides term-by-term standardised assessment, with predictive data to inform realistic target setting throughout Primary school. PUMA tests will be available in September 2014, enabling you to assess and monitor progress in the new National Curriculum right from the start. For more details, see page 18 of the Assessment Catalogue or visit