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1 Bug Club Progress and Assess Underpinned by a Reading Progression Map, Bug Club provides you with a robust set of tools you can use to make judgements on children s attainment against age-related expectations in reading. Click on the buttons opposite to find out more about the different types of assessment and the reading progression map. Formative > Reading Progression Map > Summative> Evidence >
2 Reading Progression Map The map tracks all the key skill areas in reading across all the primary age groups. This example is from Year 2 Term 3. It shows what literal comprehension skills a child should be demonstrating for each half term, building up to the end of year expectations set out in the National Curriculum for England. P U R P L E G O L D Y2 Term 3 Literal Comprehension (LIT) Literal Comprehension Participate in discussions about books they have listened to or read, recalling the story and making reference to significant events and characters. Example: As part of a group discussion, child can recall significant events and explain why they were important in the story, e.g. the ship was burning, so the pirate jumped into the sea and swam to the island, but there was a dragon there. Ask and answer questions about books they have listened to or read, often making links between one event or piece of information and another, and where necessary drawing on what they already know or on background information and vocabulary provided by the teacher. Example: When reading a story about two friends having an argument, child can ask and answer questions that help them make the connection between one of the character s behaviour towards the other, and what happens next. Sequencing Become increasingly familiar with wider range of stories, fairy stories and traditional tales and can retell these. Example: Child can retell a range of familiar stories, including main characters and key events in the correct order, e.g. child can summarise Cinderella, briefly describing Cinderella s life, how she got to the ball, what happened at the ball and what happened after that. Demonstrate understanding of simple cause and effect in fiction and nonfiction texts, discussing sequence of events and explaining how items of information are related. Example: When discussing Little Red Riding Hood, child can answer questions such as: What was the wolf s plan? (He would put on Grandma s clothes so that Little Red Riding Hood would think he was Grandma and then he could eat Little Red Riding Hood).
3 Reading Progression Map Bookband Literal Comprehension (LIT) Literal Comprehension Sequencing Skill Area Year and term P U R P L E G O L D Y2 Term 3 Participate in discussions about books they have listened to or read, recalling the story and making reference to significant events and characters. Example: As part of a group discussion, child can recall significant events and explain why they were important in the story, e.g. the ship was burning, so the pirate jumped into the sea and swam to the island, but there was a dragon there. Ask and answer questions about books they have listened to or read, often making links between one event or piece of information and another, and where necessary drawing on what they already know or on background information and vocabulary provided by the teacher. Example: When reading a story about two friends having an argument, child can ask and answer questions that help them make the connection between one of the character s behaviour towards the other, and what happens next. Become increasingly familiar with wider range of stories, fairy stories and traditional tales and can retell these. Example: Child can retell a range of familiar stories, including main characters and key events in the correct order, e.g. child can summarise Cinderella, briefly describing Cinderella s life, how she got to the ball, what happened at the ball and what happened after that. Demonstrate understanding of simple cause and effect in fiction and nonfiction texts, discussing sequence of events and explaining how items of information are related. Example: When discussing Little Red Riding Hood, child can answer questions such as: What was the wolf s plan? (He would put on Grandma s clothes so that Little Red Riding Hood would think he was Grandma and then he could eat Little Red Riding Hood). Slightly easier step before the end of year National Curriculum objective Model example National Curriculum objective
4 Evidence from independent reading Just as you record children s independent reading using reading records, Bug Club tracks children s progression in reading when they read ebooks online. Each ebook in Bug Club contains a range of quizzes. These quizzes test the six comprehension and word reading skill areas in the Reading Progression Map and the lozenges display the skill the question covers. These replace Assessment Focuses.
5 Evidence from independent reading
6 Formative Guided Reading Every book in Bug Club has an accompanying Guided Reading Card which provides a range of reading and writing activities to help you model and assess skills. Each skill is mapped to the Progress & Assess Progression Map, and against age-related expectations. Guided Reading Cards are mapped to the National Curriculum for England, Scotland, Wales and Northern Ireland. Access to the online pdfs is included as part of your subscription, and print copies are available to purchase separately.
7 Formative Guided Reading Year and term from the Reading Progression Map Sessions are mapped to objectives from the Reading Progression Map Matched to the exact page of the National Curriculum Sick as a Parrot Book Band Gold B Year 2, term 3 RR Level 22 Phonics Bug Up to Unit 30 Genre Fantasy fiction Interest words blubbed, Kerfuffle, Length 24pp (764 words) ashore, blubbed, chocks away, Letters and Sounds Phase 6 shiver me timbers, matey Plot Summary The Potters are a very ordinary family except for their obsession with tidying until they meet Captain Kev, a pirate. Captain Kev s parrot is sick. The family offer to help him and Captain Kev and his parrot move in. Soon the Potter family become less worried about being tidy and more interested in saving Captain Kev s parrot. Curriculum Reference Y2, RC, p.18 ENG 1 17a (CfE) RS7 (W) R5 (NI) Y2, RC, p.18 LIT 1 03a (CfE) OS8 (W) T&L 11 (NI) Y2, WC, p.21 LIT 1 26a (CfE) WS10 (W) W4 (NI) Objectives Progression Map Objective Reading [Recognise] recurring literary language in stories and poetry. Spoken Language [Discuss and clarify] the meanings of words, linking new meanings to known vocabulary. Writing [Write] sentences with [...]: statement, question, exclamation, command. Key CfE = The Curriculum for Excellence (2009) NI = Northern Ireland Primary Curriculum Foundation Stage (2007) RC = Reading comprehension, National Curriculum in England (2013) Y2 t3, Literary Language Recognise simple recurring literary language in stories and poetry. Download cards for other curricula from: Y2 t3, Vocabulary Development Discuss and clarify the meanings of words, linking new meanings to known vocabulary. Session 1: Reading Before Reading Phonics for Reading Turn to pages 14 15, and ask the children to find a very long word (e.g. certificates or interesting). Encourage them to have a go at reading this word. If they are successful, ask them how they worked it out: for example, did they break it down into syllables, or for little words they know inside the big word? If they cannot read the word, model how to split it into syllables (cer/ti/ fi/cates) to help them to read it. Try the same strategy on another long word, such as particularly (page 18). Walkthrough Y2, Text Structure and Purpose The child can use different sentence forms (statement, question, exclamation, command) in their writing. Talk about the front and back covers. Encourage predictions: Have the children read the other stories with pirates in them? Read the chapter titles and make predictions about what might happen. PCM During Reading WC = Writing composition, National Curriculum in England (2013) W = Foundation Phase Framework for children s learning for 3 to 7-yearolds in Wales (2008) While the children read, ask them to think about the main question. Main question: How does the way Captain Kev speak seem different from the rest of the family? (Y2 t3, Literary Language) Additional prompts to help you sample the children s reading: Pages 2 3: Check that the children can use their decoding skills to read the ing words tidying and pottering. Pages 4 7: Pages 8 9: Pages 21 24: After Reading Find and collect words that describe the pirate and his parrot (messy heap, mess, smelly old rags, shabby, gloomy, sick, big, grubby). Read Captain Kev s dialogue and ask the children if they can say how it is different from how they speak. Read through the last chapter and then act out being the family saying goodbye to Captain Kev. How could they persuade him to let them sail off with him? Discuss the answer to the main question as a group. Kev has special piratey words like the seven seas and salt spray. He also says I do be which seems old-fashioned or odd. He also likes to use lots of adjectives like faithful feathered friend as well as words like oo-ar! Do the children know any other pirate words or phrases? Read the story aloud (or use the e-book on the whiteboard or PC). Do the children understand the pirate slang in the book? Help them identify pirate/nautical language (e.g. chocks away, shiver me timbers, aye aye cap n, all aboard). Quick Finishers Read Captain Kev s dialogue in a piratey voice to a friend! How do the Potters change between the start of the story and the end? See how many different changes you can find.
8 Summative assessment Bug Club provides two opportunities for summative assessment: reading tests and assessment reporting.
9 Summative - Reading Tests Bug Club includes a reading test for each sub-book band to assess children at their current reading level, and against age related expectations. This ensures that you capture what a child can do, rather than what they can t. All our tests are designed to be delivered through a normal guided reading session.
10 Example summative reading test: Gold B, Year 2, Term 3
11 Summative - Assessment Reporting The scores from reading tests feed into the reporting screens. These give you a view of a pupil progress so you can identify gaps in pupils reading skills. You can also add a written commentary of formative assessment evidence or observations to give you a single view of the pupil s progress.
12 Summative - Assessment Reporting Next
13 Assessment Guides Include guidance on: Using the Progression Maps Administering the summative reading tests Marking and interpreting test results Buy printed tests and > assessment guides now.
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