Learning to read is one of the most important life skills teachers can help a child develop. Teaching reading is a vital part of a career in the classroom and engaging with the range of different learning styles children have is a real challenge. Trainee teachers need to learn how to address this variety of learning needs, and also meet the wider demands of the curriculum. Margaret Perkins helps students meet these challenges to become a confident, reflective teacher of reading by providing: * An in-depth explanation of phonics teaching alongside other teaching approaches, empowering trainees to choose the right approach for each individual child * Key research findings so students can apply the latest thinking to their teaching practice* School-based activities and independent learning tasks to help apply theory to practice, and develop teaching skills through self-reflection * Classroom scenarios of teacher-child interactions that demonstrate how children learn and respond to different teaching strategies.
Chapter 10: Knowing and Recording Children’s Development as Readers
Knowing and Recording Children’s Development as Readers
At the end of this chapter you should:
- know what is happening currently with respect to assessment and be able to contextualise it within the recent past
- be familiar with the level descriptors for reading
- understand how children progress as readers and the factors that influence progression
- have some strategies for finding out about children’s achievements as readers
- know the difference between formative and summative assessment
- have begun to contemplate life without levels.
I thought long and hard about the title of this chapter, and originally was going to include words such as ‘assessment’ and ‘tracking’ and ‘monitoring’. All these things are addressed in the chapter, but I wanted to convey what is really important to ...