Reading Evidence KS1


So many people ask me what reading evidence they can use for KS1 Moderation, but it can be really easy and nobody should have to start getting stressed about it.  I have put together a list of items I use myself in my own Year 2 classroom and have shared these on my recent course.


I have used 2 lessons as revision for the SATs recently as my children were needing to revise the layout of the questions they may encounter and I have 2 lesson plans that show exactly what I did, and all the resources to go with them: 2 texts (+ and extended Higher Ability one), 2 sets of task sheets (LA, MA and HA) and the flipchart demonstrating how I taught the skills of retrieval and inference through revision.  I always go through vocabulary first before allowing them to read it in various ways to really get to know the text, and then I set them a task.  These lessons are an hour long, but you could do them across a number of days.  Written evidence is then there to show what you need from the TAFs.  

The Working AT children can answer the questions independently to show understanding to cover the last part of their TAF.  The Expected children need to answer questions and use some inference and I have included these questions in their task sheets.  The Greater Depth children can also use inference but extend to use a new part of the text that is unseen (the differentiation is also in the use of the extended text) and also compare the characters or the text itself to any other text they have read to attempt the last statement in the TAF.


I have also been using the Babcock Reading evidence sheet to compare the answers they wrote when attempting previous SAT papers.  If you need any more evidence, say for inference or GD inference, look at the children's answers for certain questions and it shows which reading domains are covered by which question.  If they got the answer right - you have even more evidence! You will probably end up with too much - the moderators have a lot to do in a limited amount of time so all you need to do is know your children well and talk about what they are like as readers.  Any of this evidence (don't think you have to do all of it!) will help to support your discussion.



More ideas are as follows:


1. Incidental notes on a piece of paper or post-its.  These are simply anything I or my TA notes down as the children read.  Sometimes this is during Whole Class Reading and sometimes when they are listening to a story.  Anything goes and when they make links between texts, we usually smile and think 'Greater Depth'! :)


2. Each child in my class has a copy of the TAF statements from WTS through to EXS and then GDS.  Again, when anything can be evidenced, I will note down the date on the sheet and where to find it.  It is all very scruffy, but the evidence does build up.  






3. Reading Journal - as the Year 2 children are now undertaking Whole Class Reading (I do this once a week as I only teach 1.5 days a week and lead the teaching of reading skills here), we have built up an evidence bank from week to week for the different skills.  I use the VIPERS from the Literacy Shed. Each skill is taught and recorded when understanding is shown it is noted on the individual TAF sheets.  At the moment I am working on the superb text by Jonny Duddle - The Pirates Next Door and they are LOVING it.  I have focussed on SAT type questions recently as anyone who has taught Year 2 will know they need practise at 'matching lines' or 'find and copy one word'... 



They are going to love this one too!  Thank you, Jonny Duddle for making their day.










Planning and resources available for Y2 here




4.  Running Records and PM Benchmarking - any of these records will back up your evidence.  


5. Seesaw - my newly found best APP!  Free to use and invaluable for evidencing.  It is so simple and the children can use it themselves with only a short introduction.  My Year 2 children can record themselves reading a text on the Ipads and leave it for me to check later.  I have all 29 reading out loud and can soon see if they are reading at 90 words a minute as it times them!  They used some of the text from Whole Class Reading or their current independent reading book or poem.  Just hearing a child read out loud covers the first 5 TAF statements at the Expected Standard.  The screenshot is of my 'fake' class that I show on courses, but the recording is one that I did use from Helen Stephens text 'How to Hide a Lion'.  They loved it and when Helen tweeted the class - they were so excited.




6. Any notes from Guided Reading or Whole Class reading will also help in the evidence bank.  


If you are trying to evidence those readers at Greater Depth, allow them to choose a book of their own choice.  Ask them questions about why they chose it and why they enjoy reading it.  Then ask them to tell you about another book they have read that reminds them of this one.  Here, they could evidence the comparison of two books if they can explain their choices well enough.  Some of my children could explain how the Emily Gravett books were similar (crossings out, animals as the main characters, some animals not liking many things and only liking one thing at the end, etc).  This all shows that they children are aware of wider reading and can make comparisons.  If you would like the document, click on the picture below. 











7. Common Exception Words - if your children are reading around the Gold/White level they will almost certainly be able to read many, if not all of the Common Exception Words in context.  If you did want to check their reading in isolation, just ask them to read from a list and tick them off.  If they are Working Towards the Expected Standard and have not mastered them, then choose around 10 for them to focus on and learn.  Many of the words are decodable using phonics coding, even if they are the complex codes or ones they have not come across.  If you explain this, it helps them to read (and spell) them.  eg. people - p  eo (ee coded as eo) p  le (l coded as le).  I have lists where I have included all the Letters and Sounds high frequency words with the Common Exception words and noted which ones the Letters and Sounds document class as 'tricky'.  We just say they have different codes.  If you would like these, they are in the free resources section of my website, or just click below.  





Each phase (from Phase 2 -5) has the relevant words in lists and the rest are listed as end of KS1 words.






All these are printed in our Author's Journals that are now available for KS1 as well as KS2.  It's easy to keep an individual record of what they can read if it is all in one place.  (Click on the bottom image for the PPT that explains more, or the book cover to go to an order form).












Any questions - just get in touch - I'm always willing to help if I can!  I love my job...














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