Bridging The Gap - Reading - Derbyshire County Council Elections
SSSEN Bridging the Gap Materials - ReadingGuidance Notes – February 2016Using these materials Please be aware there is no local or national guidance to schools on tracking progress for children working below age relatedexpectations and/or between P-Scales and National Curriculum Expectations. They are not intended as a curriculum to be worked through but as suggestions for learning steps that will help to bridge the gapbetween P-Scales and Y1 end of year National Curriculum expectation assessment criteria. These materials are intended only to support schools in developing their own learning, assessment and tracking systems. The suggestions are intended as a starting point and not necessarily a finite list. Where appropriate these materials have been colour coded to link with the 2016 Interim teacher assessment framework for pupilsworking below the test standard; Pre-key stage 1 and Pre-key stage stage-2-pupils-working-below-the-test-standard In the ‘Statement on the interim recommendations of the Rochford Review’ published December 2015 one of the next steps statedis to;“Review P scales and consider whether any changes are required to ensure consistency with the new national curriculum andwith broader statutory assessment arrangements.”Which may provide national guidance on progress, assessment and attainment between the current P8 and Y1 of the sCopyright of SSSEN, Derbyshire County Council – not to be used without permissionPublicSupport Service for Special Educational Needswww.derbyshire.gov.uk
ENGLISH – ReadingLinks to interim Pre-Key Stage 2 Standards Foundations for the expected standard (also KS1 growing development of the expected standard)Early development of the expected standardGrowing development of the expected standardP-ScalesBridging the gapEnd of Year 1 ExpectationP8 Descriptor:Pupils understand that words, symbols and pictures convey meaningo They recognise or read a growing repertoire of familiar words or symbols, including their own nameso They recognise at least half the letters of the alphabet by shape, name or soundThey associate sounds with patterns in rhymes, with syllables, and with words or symbols.WORD READINGAssociate sounds with patterns inrhymes, with syllables and with words orsymbols.o Hears and says the initial sound inwords (I spy)o Letters and Sounds Phase 1o Letters and Sounds Phase 2Recognise at least half the letters of thealphabet by shape, name or sound.Apply phonic knowledge and skills as theroute to decode words.Pupil can, with support apply phonic knowledgeto decode words:o Letters and Sounds phase 3 e.g. ship, car,germo Letters and Sounds phase 4 e.g. plump,street, jointRespond with the correct sound tographemes.o All letters of the alphabet by shape andsound.o All letters of alphabet, sh, ch, th, ng, nk, onerepresentation of each long vowel sound.o Respond with the correct sound to theCopyright of SSSEN, Derbyshire County Council – not to be used without permissionPublicSupport Service for Special Educational Needswww.derbyshire.gov.ukApply phonic knowledge and skillsas the route to decode words.Pupil can apply phonic knowledge andskills to decode words:o Phase 5 Letters and Sounds e.g.screw, cloud, least.Respond speedily with the correctsound to graphemes for all 40 phonemes, including whereapplicable, alternative sounds forgraphemes.o Phase 5 Letters and Sounds.
P-ScalesRecognise or read a growing repertoireof words or symbols including their ownnames.o Reads 6 common exception words fromPhase 2 Letters and Sounds and arange of decodable VC and CVC words.Bridging the gapgraphemes for one representation of all 40 phonemes.Read by blending sounds in wordscontaining GPCs that have been taught.o Pupil is able to blend phonemes to read VCwords and some CVC words e.g. at, am,cat, rumo Oral blending of CVC wordsRead accurately by blending sounds inunfamiliar words containing GPCs that havebeen taught.o Pupil can identify initial and final sounds inunfamiliar words.o Pupil can read by blending sounds inunfamiliar words containing GPCs that havebeen taught with occasional adult support:o CVC words – short vowel/long vowelo CCVC/CVCC words – shortvowel/long vowelo CCVCC words – short vowel/longvowelRead common exception words, notingunusual correspondences between spellingand sound and where these occur in theword.o 10 common exception words and decodableVC and CVC words with the expectation thatmany are known on sight @ 50 words intotal.o Pupil can read 18 common exception wordsfrom Phase 3 Letters and Sounds.o Pupil can read 32 common exception wordsCopyright of SSSEN, Derbyshire County Council – not to be used without permissionPublicSupport Service for Special Educational Needswww.derbyshire.gov.ukEnd of Year 1 ExpectationRead accurately by blending soundsin unfamiliar words containing GPCsthat have been taught.oPhase 5 Letters and Sounds.Read common exception words,noting unusual correspondencesbetween spelling and sound andwhere these occur in the word.o Pupil can read most words from Y1list and some from Y2 list (New NCEnglish Appendix 1 p 53/55)o & 60 common exception words atPhase 5 Letters and Sounds.
P-ScalesBridging the gapfrom Phase 4 Letters and Sounds.Read words containing taught GPCs and –s,-es, -ing, -ed, -er, -ing, -ed, -er, and –estendings:o Pupil can read some of the common suffixeslisted in Appendix 1 New NC e.g. -s, -er, ing, -edReading other words of more than onesyllable that contain taught GPC.o Pupils can listen to and blend syllables tosay words of more than one syllable e.g.wind mill windmill, cat a pult catapulto Pupil can read most multi-syllable wordscontaining taught GPC at Phase 3 Lettersand Sounds or equivalent e.g. jacket,zigzag, liquid, longer.o Pupil can read most multi-syllable wordscontaining taught GPC at Phase 4 Lettersand Sounds or equivalent e.g. lunchbox,champion, handstand.Reading words with contractions andunderstand that the apostrophe representsthe omitted letter(s).o Pupil begins to read common words withcontractions and shows some awareness ofthe use of apostrophe to represent omittedletters.Copyright of SSSEN, Derbyshire County Council – not to be used without permissionPublicSupport Service for Special Educational Needswww.derbyshire.gov.ukEnd of Year 1 ExpectationRead words containing taught GPCsand –s, -es, -ing, -ed, -er, -ing, -ed, er, and –est endings:o Pupil can read all common suffixeslisted in Appendix 1 New NC e.g. –s,-es, -ing, -ed, -er and –est endings.Reading other words of more thanone syllable that contain taught GPC.o Pupils can read most multi-syllablewords containing taught GPC atPhase 5 Letters and Sounds orequivalent e.g. December,measurement.Reading words with contractions andunderstand that the apostropherepresents the omitted letter(s).o Pupil reads contractions andunderstands the use of theapostrophe to represent omittedletters e.g. I’m, we’ll, can’t.
P-ScalesBridging the gapEnd of Year 1 ExpectationRead aloud accurately books that areRead aloud accurately books that areconsistent with their developing phonicconsistent with their developingknowledge and do not require them to usephonic knowledge and do not requireother strategies to work out words.them to use other strategies to worko Can point to the correct word when ‘reading’ out words.simple texts from memory.o Pupil can read aloud phonicallyo Knows text runs from left to right and topdecodable texts at age-appropriatedownwards in English.levels with 90% accuracy:o Pupil can read aloud phonically decodableo Orange book band (reading age 6texts at age-appropriate levels with 90% 6.5)accuracy: Red book band (reading age 5)o Turquoise book band (reading ageo Pupil can read aloud phonically decodable6.5 – 7)texts at age-appropriate levels with 90% o Book Band Purple RA 7 – 7.5 for Y1accuracy:Exceeding.o Yellow book band (reading age 5-5.5)o Blue book band (reading age 5.5-6)o Green book band (reading age 5.5 – 6)Re-read these books to build up their fluency and confidence in word reading.Assessments will be made through all previous criteria.Developing pleasure in reading, motivation to read, vocabulary and understanding by:Listening to and discussing a wide range of Listening to and discussing a widepoems, stories and non-fiction at a levelrange of poems, stories and nonbeyond that at which they can readfiction at a level beyond that at whichindependently:they can read independently:o Listening attentively to a wide range of short o Listening attentively to a wide rangepoems, stories and non- fiction.of poems, stories and non-fiction.o Pupil sometimes contributes relevant ideaso Contributes relevant ideas andto discussion e.g. we had another story withthoughts to discussion e.g. There’s askateboards in.monkey on a skateboard in this storyo Answers simple questions related to thebut in the last story a boy went on thetext.skateboard.o Enjoys an increasing range of books.Copyright of SSSEN, Derbyshire County Council – not to be used without permissionPublicSupport Service for Special Educational Needswww.derbyshire.gov.uk
P-ScalesBridging the gapo Shows curiosity about the content in storiesby asking or answering basic questionsabout the story e.g. what, why, how.o Follows a story without pictures or props.o Listens and responds to ideas expressed byothers in conversation or discussion.End of Year 1 ExpectationBeing encouraged to link what they read orhear read to their own experiences:o Begins to identify basic similarities anddifferences between their own experienceand that of story characters after adultmodelling e.g. I’ve got two cats just like FatCat and Kitty Cat, have you got any cats orother Pets?Being encouraged to link what theyread or hear read to their ownexperiences:o Identifies basic similarities anddifferences between their ownexperience and that of storycharacters and demonstratesunderstanding through talk or roleplay e.g. I’ve got a cat/teddy too, I’vebeen to a hospital/park, I went on apicnic with my Mummy.Becoming very familiar with keystories, fairy stories and traditionaltales, retelling them and consideringtheir particular characteristics:o Recalls a few basic features of ageappropriate key stories, fairy storiesand traditional tales, retelling them inorder and identifying somecharacteristics e.g. what typicallyhappens to good/bad characters,differences between story settings.Becoming very familiar with key stories,fairy stories and traditional tales, retellingthem and considering their particularcharacteristics:o Uses vocabulary and forms of speech thatare increasingly influenced by theirexperience of books e.g. Once upon a time . And they all lived happily ever after o Takes part in role play about stories withconfidence.o Say who was in the story and one thing thathappened in the story.o Recalls some basic features of ageappropriate key stories, fairy stories andtraditional tales through the use of picturesCopyright of SSSEN, Derbyshire County Council – not to be used without permissionPublicSupport Service for Special Educational Needswww.derbyshire.gov.uk
P-ScalesBridging the gapor props e.g. retell a story using a storysack, wooden characters or pictures withlimited adult prompting e.g. what happenednext? What did X do next?End of Year 1 ExpectationRecognising and joining in withRecognising and joining in with predictablepredictable phrases:phrases:o Completes an action on the teacher’so Identifies the predictable phrases in a textcue of a repetitive refrain and tries to joinand sometimes join in with saying themin.aloud with the class after being shown theo Anticipates key events and repetitivefirst few in a book or text e.g. ‘Run, run asrefrains in rhymes and stories.fast as you can, you can’t catch me I’m theGingerbread Man.’Recognising and joining in withpredictable phrases:o Identifies the predictable phrases in atext and usually enjoys saying themaloud with the class e.g. ‘Run, run asfast as you can, you can’t catch meI’m the Gingerbread Man.’Learning to appreciate rhymes andpoems, and to recite some by heart:o Pupil demonstrates enthusiasm forlistening and responding to familiar shortrhymes and poems – e.g. Supplies arhyming word at the end of a well-knownnursery rhyme.o Continues a rhyming string.Learning to appreciate rhymes andpoems, and to recite some by heart:o Shows enthusiasm for listening andresponding to rhymes and poems –e.g. Comments on rhymes, wordchoice, humour, favourite poem,usually joins in with reciting some byheart.Discussing word meaning, linkingnew meanings to those alreadyknown:o Pupil can usually draw on theirexisting vocabulary to guess themeaning of new words and explainthe link they have noticed – e.g.knows the meaning of hair and brushand reads compound word hairbrush,deducing its meaning.Learning to appreciate rhymes and poems,and to recite some by heart:o Pupil demonstrates enthusiasm for listeningand responding to familiar short rhymes andpoems – e.g. supplies the rhyming words atthe end of familiar rhyming couplets andHercules Morse as big as a (horse) (fromHairy Maclary).Discussing word meaning, linking newmeanings to those already known:o Pupil can sometimes draw on their existingvocabulary to guess the meaning of newwords and explain the link they have noticed– e.g. reads a book about frogs andencounters the word ‘toad’ next to a pictureand says ,‘ Oh that must be a kind of frog’.Copyright of SSSEN, Derbyshire County Council – not to be used without permissionPublicSupport Service for Special Educational Needswww.derbyshire.gov.uk
Understand both the books they can already read accurately and fluently and those they listen to by:P-ScalesBridging the gapPupils understand that words, symbolsand pictures convey meaning.o Can gain simple meaning by usingillustrations, when not yet able to readthe text.o Pupil can answer ‘how’ and ‘why’questions about the pictures in a book.o Knows information can be retrieved frombooks and computers.Drawing on what they already know oron background information andvocabulary provided by the teacher withsome adult support:o Pupil can answer a range of questionsincluding ‘how’ and ‘why’ questionsabout what they have read:o Yellow book band (reading age 55.5)o Blue book band (reading age 5.56)o Green book band (reading age 5.5– 6)Drawing on what they already know oron background information andvocabulary provided by the teacher:o Ask and answer ‘how’ and ‘why’questions about what they have readand know where to look for theinformation e.g. pupil asks ‘Why do birdsmake nests? How long do eggs take tohatch?’ and can find pages in a nonfiction book to answer own questions:o Orange book band (reading age 66.5)o Turquoise book band (reading age6.5 – 7)Checking that the text makes sense toChecking that the text makes sense tothem as they read and correctingthem as they read and correctinginaccurate reading:inaccurate reading:o Pupil can check that the text makeso Pupil can usually check that the textsense to them as they read and correctmakes sense to them as they read andinaccurate reading.goes back to self-correct inaccurateo Yellow book band (reading age 5reading e.g. Pupil reads ‘He wents abiscuit’ and then self-corrects ‘wents’ to5.5)‘wants’.o Blue book band (reading age 5.5o Orange book band (reading age 66)6.5)o Green book band (reading age 5.5o Turquoise book band (reading age– 6)6.5 – 7)Copyright of SSSEN, Derbyshire County Council – not to be used without permissionPublicEnd of Year 1 ExpectationSupport Service for Special Educational Needswww.derbyshire.gov.uk
P-ScalesBridging the gapDiscussing the significance of the titleand events:o Pupil can talk about the pictures on thebook cover and predict what the bookmight be about with adult support.End of Year 1 ExpectationDiscussing the significance of the titleand events:o Pupil can discuss the link betweenevents and the text title – e.g. whendiscussing the title and events aroundthe book ‘Hairy Maclary’, pupil mightcomment, ‘It is a good title because itrhymes and the story has lots of rhymesand the dog has lots of hair’.Making inferences on the basis of whatMaking inferences on the basis of whatis being said and done:is being said and done:o Can make simple inferences based ono Infers simple meaning: e.g. Pupil noticespicture illustrations e.g. Why do you thinkthat Big Bear is getting a bit fed up thathe had the dog on a lead?Little Bear isn’t going to sleep becauseo Can infer meaning at a basic level; e.g.at first he asks ‘can’t you sleep’ then heBig Bear is kind because he keepsgrunts it then he groans it.getting more light when Little Bear isscared of the dark.Predicting what might happen on thePredicting what might happen on thebasis of what has been read so far:basis of what has been read so faro Can use pictures to predict what iso Pupil can usually predict what mighthappening in a story.happen with responses linked closely too Is beginning to use the meaning ofthe story characters, plot and languagesimple unfamiliar stories to makeread so far: e.g. Charlie is pretending topredictions e.g. suggest how a storysee Lola’s pretend friends and doingmight end.things for them, but every time he helpso Pupil can, with support, makeone of her friends she finds another justsuggestions about what will happen nextso she doesn’t have to go to bed yet!’in the story based on what hashappened so far, sometimes linked totext or own experience: e.g. I think BigBear will get into bed with Little Bear.Copyright of SSSEN, Derbyshire County Council – not to be used without permissionPublicSupport Service for Special Educational Needswww.derbyshire.gov.uk
P-ScalesBridging the gapEnd of Year 1 ExpectationParticipate in discussion about what is read to them, taking turns and listening to what others say:o Can put 3 – 4 pictures of the importanto Contribute ideas and thoughts toparts of a story in order with a talkingdiscussion, remembers significantpartner.events/key information and usuallyo Can briefly retell an event in the story orfollows the agreed rules for effectiveinformation from a non-fiction text.discussion with a partner or in threeso Sometimes contributes ideas towithout support: e.g. some simplediscussion; with prompts, rememberscomments about preferences,significant events/key information; and,sometimes with reasons.with support, follows the rules foreffective discussion.Explain clearly their understanding of what is read to them:o Has some favourite stories and storyo Expresses views about events orcharacters and says what theycharacters in the story and explainlike/dislike about the stories orclearly their understanding of what ischaracters in simple way e.g. the wolf isread to them: e.g. the skeletons werebad, the fairy is kind, I like the storymean because they wanted to frightenbecause it has a happy ending.people but I’m glad they couldn’to Expresses simple views about events orbecause everyone was in bed, instead,characters in the story and answersthey had to frighten each other.questions about why things happen: e.g.The boat tipped because all the animalsstarted to be bad, and the children, too.ooBook Banding is widely adopted in many schools. The colour bands above are those referred to in Book Bands for Guided Reading 4thEdition (Institute of Education), your school may have adopted different colours to those listed above, in which case check colour bandswith the reading ages they refer to.Copyright of SSSEN, Derbyshire County Council – not to be used without permissionPublicSupport Service for Special Educational Needswww.derbyshire.gov.uk
o Recalls some basic features of age-appropriate key stories, fairy stories and traditional tales through the use of pictures Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics: o Recalls a few basic features of age-appropriate key stories, fairy stories
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Bridging the Gap Across the Sister Islands FEATURES OF THIS EDITION H O U S E O F A S E M B L Y V I R G IN S L A N D S 1st Quarter 2022 BRIDGING THE GAP Message: Bridging the Gap Across the Sister Islands (Hon. Shereen Flax-Charles) Special Feature: BVI NPO Collaboration Service Day on ANEGADA Sister Islander of the Quarter: Guess Who?
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