During the meeting ask your teachers to complete these four tasks:
Task 1: Order the Pieces of Work
Time: 15 minutes
Ask the teachers to form small groups to discuss the Reading Character Study, Task 1 resource. Ask them to:
- discuss the pieces of work;
- order the pieces of work from the lower to the higher end of the range;
- discuss what level the pieces are and why; and
- justify their reasons, using the language in the Ready Reckoner and/or the Expansion of the Levels of Progression in Communication across the Curriculum document to support their opinions.
Finally, you may wish to refer to the Reading Character Study Commentaries, Task 1 resource. Please note, at this stage this resource is for your use only.
Task 2: Learning Intention and Success Criteria
Time: 10 minutes
Ask your teachers to discuss the possible learning intention and success criteria for the Reading Character Study, Task 1 resource.
Encourage them to use the Ready Reckoner as a guide to ensure that the success criteria are consistent with the skills of the Requirements for Reading at Level 2.
Ensure that they understand that whilst learning intentions are generic, success criteria are negotiated with pupils and in this example, reflect the Requirements for Reading at Level 2. See AfL A Practical Guide, page 20.
- Ask your teachers to look at the middle piece of work from the previous Reading Character Study, Task 1;
- Next, ask your teachers to look at the requirements for Level 2. How could they use these requirements to make pupil friendly success criteria for a character study at Level 2?
- Allow five minutes for this discussion; and
- Show your teachers some suggested success criteria in the Task 2: Suggested success criteria resource. You may also find the CCEA Success Criteria Cards for Teachers and Pupils resources useful. These Success Criteria Cards have been designed to help teachers match reading and writing activities to the appropriate standard, using the Levels of Progression for Communication when carrying out literacy activities.
Task 3: Feedback
Time: 15 minutes
Feedback is an important aspect of pupil improvement. Now give your teachers a few minutes to look at the middle piece to identify the feedback for this pupil based on the Task 2: Suggested success criteria covered in Task 2. Encourage them to pick out specific examples in the text that show how the success criteria have or have not been met. Allow teachers to discuss this for five minutes and take feedback.
Refer to the feedback sandwich: begin with a positive comment, then a constructive comment for improvement and end with a positive comment. For further information, refer to the CCEA Planning, Teaching and Assessing Character Studies – Reading Level 2 ibook.
Feedback for Pupil Improvement
Ask teachers to continue looking at what the pupil has to do to improve this piece using the Task 3: Feedback for Pupil Improvement – Reading resource and discuss these. Explain that this feedback is for training purposes only as in the classroom feedback would be on one area for development at a time. Providing this feedback enables the pupil to move on in his or her learning. Ensure that teachers are aware that they can also provide feedback verbally during a lesson and this method is often most beneficial.
Task 4: Marking for improvement
Time: 20 minutes
Ask teachers to do a similar exercise with the lower and upper level pieces found in the Reading Character Study, Task 1 resource range. Split the group into two. Ask one-half to work on the lower Level 2 piece and the other half to work on the higher Level 2 piece.
Ask your teachers to consider:
- what the pupil has to do to improve this piece; and
- what they have to teach to help the pupil improve this piece.
Ask your teachers to record their ideas using the What’s Next? – Moving Pupils On: Level 2 resource.
Now compare the teachers' responses with the Reading Character Study Commentaries, Task 1 resource.
Two stars and a wish
Two stars and a wish will only be effective if teachers give pupils time to carry out the wish, if they are to move on in their learning. It is important to use the language of target setting so that pupils know what is expected and what they are striving towards.
For further information, refer to the CCEA Planning, Teaching and Assessing Character Studies – Reading Level 2 ibook.