strand level intervention · 2019. 7. 10. · vocabulary explorer 2. reading on focus on:...

Remediation mapping from PiRA Autumn tests to On Track English: Reading

Comprehension

Rising Stars 2019. Copyright © Hodder & Stoughton Limited

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Before continuing with this document it may be helpful to read ‘Guide to remediating from PiRA to On Track English: Reading Comprehension using the MARK reports’ (see www.risingstars-uk.com/otecomprehension).

Strand level intervention This document includes Strand level intervention grids for the PiRA Autumn tests, Years 3– 6. The

grids identify sections of On Track English: Reading Comprehension (see www.risingstars-

uk.com/subjects/english-language/on-track-english) that can be used as intervention activities with

pupils who need additional support in particular strands.

To use this grid, use the Group Listing report, available in MARK:

• Identify which pupils have gained less than half of the marks available for a particular strand,

and/or have performed lower than the rest of your cohort.

• Use the sections of On Track English: Reading Comprehension identified in the Strand level

intervention grids to further support pupils who need help in these strands.

• For most strands there is more than one suggested unit from On Track English: Reading

Comprehension to base the intervention on. These should be used in the order they appear

in the grid.

Area of learning intervention This document also includes Area of learning intervention grids for the PiRA Autumn tests, Years 3–

6. There is a grid for each text in the PiRA tests. These grids help identify sections of On Track

English: Reading Comprehension that can be used as intervention activities with pupils who need

additional support in areas of learning that have not been identified as part of the Strand level

intervention. You can use the grids in the following way:

1. Look at the Gap Analysis in MARK alongside the Area of learning intervention grid. On the

grid put a cross in the check box next to any question number that the pupil has answered

incorrectly, and which does not fall within any strand level intervention that you have

already identified.

2. Identify whether the pupil has reached the threshold number of marks shown next to the

question numbers in the Area of learning intervention grid.

3. If pupils have reached the threshold within an area of learning for a text within the PiRA test,

you could note down in the grid whether you think an intervention is needed and deliver the

suggested intervention activities from On Track English: Reading Comprehension for this

area.

4. When delivering the intervention, children should explore the full unit(s) suggested. The

grid sets out specific sections or questions within the unit on which to particularly focus, in

order to address the specific area of learning.

http://www.risingstars-uk.com/otecomprehensionhttp://www.risingstars-uk.com/subjects/english-language/on-track-englishhttp://www.risingstars-uk.com/subjects/english-language/on-track-english

Remediation mapping from PiRA Autumn tests to On Track English: Reading

Comprehension


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5. Where intervention from more than one unit from On Track English: Reading

Comprehension is suggested, deliver these in order, working down the grid within each area

of learning.

Steps to identify which intervention to use The following flow chart will help you identify the most appropriate intervention to use. There is an example of how these steps work in the guidance document ‘Guide to remediating from PiRA to On Track English: Reading Comprehension using the MARK reports’ (see www.risingstars-uk.com/otecomprehension).

No Yes

Identify any pupils whose performance has caused you concern.

Check the Group Listing report from MARK

Does the pupil have any strands where their performance is

significantly lower than the rest of your cohort?

Use the Gap Analysis to identify which questions children have

answered incorrectly, that have not formed part of a strand level

intervention. Put a cross in the check box next to the questions

with the incorrect answers on the Area of learning intervention

grid.

Has the pupil reached about the threshold level of marks in this

Area of Learning?

Deliver the interventions identified in

the Area of learning intervention grid

Consider providing support around the

individual question style and how the

pupil can apply their knowledge to the

specific question(s) they have made

errors on.

Has the pupil gained less

than half of the marks

available for this strand?

Yes

No

Yes

Intervene using the

suggestions on the

Strand level

intervention grid

No

Contents

Autumn tests Pages

Year 3 intervention grids 3–6 Year 4 intervention grids 7–10 Year 5 intervention grids 11–14 Year 6 intervention grids 15–18

http://www.risingstars-uk.com/otecomprehensionhttp://www.risingstars-uk.com/otecomprehension

Remediation mapping from PiRA Autumn tests to On Track English: Reading Comprehension


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STRAND LEVEL INTERVENTION GRID: PiRA AUTUMN 3

STRAND Suggested activities from On Track English: Reading Comprehension to help address strand level areas of weakness

Inference For the intervention activities below, use Unit A1: On the Way Home pages 1–10

1.Tuning in Focus on: Quick Quiz

2. Reading on Focus on:

• Predicting

• Quick Quiz

3. Finishing the story Focus on:

• Predicting

• Quick Quiz

4. Quick answers Focus on: Q2 (PCM2)

5. Longer answers Focus on: Q3, Q5 (PCM3)

For the intervention activities below, use Unit A2: Catapult Science pages 11–20

1.Tuning in Focus on:

• Text detective

• Quick Quiz


• Quick Quiz

• Predicting

3. Finishing the text Focus on:

• Predicting

• Quick Quiz

5. Longer answers Focus on: Q5 (PCM3)

Literal comprehension




• Summary

• Text Detective


• Summary

• Text Detective

4. Quick answers Focus on: Q1–Q5 (PCM2)

5. Longer answers Focus on: Q1–Q4 (PCM3)

For the intervention activities below, use Unit A1: On the Way Home pages 1–10


• Text Detective

• Quick Quiz


• Summary

• Text Detective


• Summary

• Text Detective

4. Quick answers Focus on: Q1, Q3, Q5, Q6 (PCM2)


Language, structure and presentation


1.Tuning in Focus on: Making links

4. Quick answers Focus on: Identifying the Strategy




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AREA OF LEARNING INTERVENTION GRID: PiRA AUTUMN 3 PUPIL NAME:

Area of learning Questions in area of

learning

Threshold (number of

marks or fewer at which to intervene)

Intervention needed? Yes/No

Suggested activities from On Track English: Reading Comprehension to help address weaknesses in specific areas of learning

PiRA Text 1 Keeping Pets [Questions 1–16] Inference – text

level

☐Q1

☐ Q10

1 For the intervention activities below, use Unit A2: Catapult Science pages 11–20


• Text Detective

• Quick Quiz


• Quick Quiz

• Predicting


• Predicting

• Quick Quiz

5.Longer answers Focus on: Q5 (PCM 3)

Comprehension ☐ Q7

☐ Q8

☐ Q9

☐Q12(b)

☐ Q14




• Summary

• Text Detective


• Summary

• Text Detective


5.Longer answers Focus on: Q1–Q4 (PCM 3)

Text structure and

presentation

☐Q2

☐ Q4

☐ Q5

☐ Q6


4. Quick answers Focus on: Identifying the Strategy

5.Longer answers Focus on: Q6 (PCM3)



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PiRA Text 2 Billy’s Teeth [Questions 15–28]

Inference – word level

☐ Q23

1


1.Tuning in Focus on: Vocabulary Explorer

2. Reading on Focus on: Vocabulary Explorer

3. Finishing the text Focus on: Vocabulary Explorer


Inference – text level

☐ Q17

☐ Q18

☐ Q19(i)

☐ Q19(ii)

☐ Q20

☐ Q21

☐ Q24(i)

☐ Q24(ii)

☐ Q25

6 For the intervention activities below, use Unit A1: On the Way Home pages 1–10

1.Tuning in Focus on: Quick quiz


• Predicting

• Quick Quiz


• Summary

• Quick Quiz




☐ Q27(i)

☐ Q27(ii)

☐ Q28

3



• Text Detective

• Quick Quiz


• Summary

• Text Detective


• Summary

• Text Detective

4. Quick answers Focus on: Q1, Q3, Q5, Q6 (PCM2)


Text structure and presentation

☐ Q16

☐ Q22

☐ Q26

2





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PiRA Text 3 Mum [Questions 29–33]


☐ Q33(i)

☐ Q33(ii)

1 For the intervention activities below, use Unit A5: St George and the Dragon pages 41–49



3. Finishing the poem Focus on: Summary




☐ Q31 1 For the intervention activities below, use Unit A5: St George and the Dragon pages 41–49


2. Reading on Focus on: Text Detective

3. Finishing the poem Focus on:

• Summary

• Text Detective

4. Quick answers Focus on:

• Identifying the Strategy

• Q2, Q3, Q4 (PCM2)

5. Longer answers Focus on: Q1, Q2, Q4, Q5 (PCM3)


☐ Q29(i)

☐ Q29(ii)

☐ Q32


2. Reading on Focus on: Summary

3. Quick Answers Focus on: Understanding the Structure



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Inference For the intervention activities below, use Unit B1: The Country Pancake pages 90–99


• Vocabulary Explorer

• Quick Quiz

• Predicting



• Quick Quiz



• Predicting

• Quick Quiz



• Q3 (PCM 2)

5. Longer answers Focus on: Q1, Q3 (PCM 3)

For the intervention activities below, use Unit A5: St George and the Dragon pages 41–49

1. Tuning in Focus on:

• Text detective

• Quick Quiz

2. Reading on Focus on: Quick Quiz

3. Finishing the story Focus on: Summary

4. Quick answers Focus on: Q1, Q5 (PCM 2)

5. Longer answers Focus on: Q3 (PCM 3)

Literal Comprehension

For the intervention activities below, use Unit B1: The Country Pancake pages 90–99


• Text Detective

• Quick Quiz


• Quick Quiz

• Text Detective


• Text Detective

4. Quick answers Focus on: Q1, Q2, Q5 (PCM 2)

5. Longer answers Focus on: Q2, Q4 , Q5, Q6 (PCM 3)

For the intervention activities below, use Unit A9: Animal Sprinters pages 80–89


• Text Detective

• Quick Quiz



• Text Detective

• Quick Quiz



• Q1–Q6 (PCM2)

5. Longer answers Focus on: Q1–Q6 (PCM 3)





3. Finishing the story Focus on: Vocabulary Explorer




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Area of learning Questions in area of learning


marks or fewer at which to

intervene)



PiRA Text 1 Another Start [Questions 1–10] Inference –Word

Level

☐ Q3

☐ Q5

☐ Q9

2 For the intervention activities below, use Unit B1: The Country Pancake pages 90–99 1.Tuning in Focus on: Vocabulary Explorer





• Q3 (PCM 2)


☐ Q2

☐ Q6

☐ Q8

2

For the intervention activities below, use Unit B1: The Country Pancake pages 90–99 1.Tuning in Focus on:

• Quick Quiz

• Predicting



• Predicting

• Quick Quiz

5. Longer answers Focus on: Q1, Q3 (PCM 3)


☐ Q6(a)

☐ Q6(b)

☐ Q7(i)

☐ Q7(ii)

☐ Q8

☐ Q11(a)

☐Q11(b)

☐ Q12

5 For the intervention activities below, use Unit B1: The Country Pancake pages 90–99 1.Tuning in Focus on:

• Text Detective

• Quick Quiz


• Quick Quiz

• Text Detective


• Summary

• Text Detective

4. Quick answers Focus on: Q1, Q2, Q5 (PCM 2)

5. Longer answers Focus on: Q2, Q4 , Q5, Q6 (PCM 3)



9

PiRA Text 2 A Day in the Life of Roger Hunter [Questions 14–24]


☐ Q14

☐ Q15

☐ Q16

☐ Q20

☐ Q22(i)

☐ Q22(ii)

☐ Q24

4



3. Finishing the story Focus on: Quick Quiz


Comprehension

☐ Q19(i)

☐ Q19 (ii)

☐ Q21

2



• Text Detective

• Quick Quiz

2. Reading On Focus on: Text Detective


• Summary

• Text Detective



• Q1–Q6 (PCM2)


Language use ☐ Q18 1 For the intervention activities below, use Unit A9: Animal Sprinters pages 80–89






10

PiRA Text 3 Time [Questions 25–31]


☐ Q30

☐ Q31

1 For the intervention activities below, use Unit A5: St George and the Dragon pages 41–49 1.Tuning in Focus on:

• Text detective

• Quick Quiz


3. Finishing the story Focus on: Summary

4. Quick answers Focus on: Q1, Q5 (PCM 2)



☐ Q27(i)

☐ Q27(ii)

2

For the intervention activities below, use Unit A5: St George and the Dragon pages 41–49 1.Tuning in Focus on: Quick Quiz


3. Finishing the poem Focus on:

• Summary

• Text Detective



• Q2, Q3, Q4 (PCM 2)

5. Longer answers Focus on: Q1, Q2, Q4, Q5 (PCM 3)

Language use ☐ Q25(i)

☐ Q25(ii)

☐Q25(iii)

☐ Q28

☐ Q29

☐ Q30




3. Finishing the poem Focus on: Vocabulary Explorer



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Inference For the intervention activities below, use Unit B8: The Egyptian Enchantment pages 160–169



3. Finishing the story Focus on: Identifying the Strategy


For the intervention activities below, use Unit C3: Pets who Saved Lives pages 200–209



• Summary


• Quick Quiz

• Summarising

5. Longer answers Focus on: Q2, Q3, Q4, Q7, Q8, Q9 (PCM3)


For the intervention activities below, use Unit C1: Emails from the Planets pages 180–189


• Text Detective

• Quick Quiz


• Summary

• Text Detective

• Quick Quiz


• Text Detective

• Quick Quiz

4. Quick answers Focus on: Q3, Q4, Q5, Q6, Q7 (PCM2)




• Text Detective

• Quick Quiz, Recap



• Text Detective

• Quick Quiz

4. Quick answers Focus on: Q2, Q3, Q4 (PCM2)

5. Longer answers Focus on: Q2, Q3, Q8 (PCM3)


For the intervention activities below, use Unit B8: The Egyptian Enchantment pages 160–169




• Vocabulary Recall












12





intervene)



PiRA Text 1 Great Escapes [Questions 1–9]


☐ Q5

☐ Q6(i)

☐ Q6(ii)

☐ Q9(i)

☐ Q9(ii)

3


1. Tuning in Focus on: Predicting




Comprehension ☐ Q1(i)

☐ Q1(ii)

☐ Q2

☐ Q3

☐ Q7(i)

☐ Q7(ii)

☐ Q7(iii)

☐ Q8(i)

☐ Q8(ii)

☐ Q8(iii)

☐ Q9I)

☐ Q9(ii)

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• Text Detective

• Quick Quiz


• Summary

• Text Detective

• Quick Quiz


• Text Detective

• Quick Quiz



Language use ☐ Q4

☐ Q5

1










13

PiRA Text 2 Lucky Escape [Questions 10–15] Inference – word

level ☐ Q10

1 For the intervention activities below, use Unit C3: Pets who Saved Lives pages 200–209




☐ Q13

☐ Q14(i)

☐ Q14(ii)

2



• Summary

• Tuning in

• Quick Quiz


• Quick Quiz

• Summarising



☐ Q12(i)

☐ Q12(ii)

2 For the intervention activities below, use Unit C3: Pets who Saved Lives pages 200–209


• Text Detective

• Quick Quiz

• Recap



• Text Detective

• Quick Quiz





14

PiRA Text 3 Crossing the Canyon [Questions 16–29]


☐ Q22

☐ Q25

1




3. Finishing the story Focus on: Identifying the Strategy

5. Longer answers Focus on: Q5


☐ Q24

☐ Q26(i)

2

For the intervention activities below, use Unit B8: The Egyptian Enchantment pages 160–169 1.Tuning in Focus on:

• Text Detective

• Quick Quiz


• Summary

• Text Detective


• Text Detective

• Quick Quiz

• Sequencing


• Summary

• Q1, Q3, Q5, Q6 (PCM2)


Language use ☐ Q25

☐ Q26(i)

☐ Q26(ii)

☐ Q27(i)

☐ Q27(ii)

☐ Q30

4







5. Longer answers Focus on: Q5



15



Inference For the intervention activities below, use Unit D1: The Story Thief pages 270–289



• Quick Quiz

• Prediction




For the intervention activities below, use Unit D1: The Story Thief pages 270–279

2. Reading on Focus on: Predicting





For the intervention activities below, use Unit C9: At the Zoo pages 260–269

1.Tuning in Focus on: Text Detective


• Summary

• Text Detective


• Summary

• Text Detective

4. Quick answers Focus on: Q4, Q5 (PCM2)




• Text Detective

• Quick Quiz


• Summary

• Text Detective

• Revisiting the Text


• Text Detective

• Reading for Meaning







• Review









16





intervene)



PiRA Text 1 Kayaking [Questions 1–6]


☐Q6(i)

☐ Q6(ii)

1


2. Reading on Focus on: Predicting





☐ Q2

☐ Q7

☐ Q8

☐ Q9(a)

☐ Q9(b)

4




• Recap

• Text Detective

• Revisiting the Text


• Text Detective

• Reading for Meaning





17

PiRA Text 2 Keeping Joe Busy [Questions 7–21]

Inference –word level

☐ Q9

☐ Q10

☐ Q15

1






☐ Q7

☐ Q17

1 For the intervention activities below, use Unit C9: At the Zoo pages 260–269


2. Reading On Focus on:

• Quick Quiz

• Prediction


4. Quick Answers Focus on: Q3 (PCM3)

5.Long Answers Focus on: Q1, Q3 (PCM3)


☐ Q12(i)

☐ Q12(ii)

☐ Q18(i)

☐ Q18(ii)

☐ Q18(iii)

☐ Q19

4




• Summary

• Text Detective


• Summary

• Text Detective



Language use ☐ Q10

☐ Q20

☐ Q21(i)

☐ Q21(ii)

2










☐ Q11(i)

☐ Q11(ii)

☐ Q13(i)

☐ Q13(ii)

☐ Q14(i)

☐ Q14(ii)

☐ Q16

4


4. Quick Answers Focus on: Identifying the strategy

5.Long Answers Focus on: Q1 (PCM3)



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PiRA Text 3 Otter Info [Questions 22–29]


☐ Q24 1

For the intervention activities below, use Unit D2: Bushcraft pages 280–281






Comprehension ☐ Q22(i)

☐ Q22(ii)

☐ Q23(i)

☐ Q23(ii)

☐ Q25

☐ Q26

☐ Q29

4


1.Tuning in Focus on: Text detective


• Summary

• Text Detective

• Quick Quiz

• Literal Comprehension


• Text Detective

• Quick Quiz

• Sequencing


5. Longer answers Focus on: Q2, Q3, Q4, Q5, Q6, Q7 (PCM3)


☐ Q27

☐ Q28

1


1.Tuning in Focus on: Unpicking the Genre

strand level intervention · 2019. 7. 10. · vocabulary explorer 2. reading on focus on:...

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