Book Bands: conversion of Cliff Moon

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Book Bands: conversion of Cliff Moon

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    Hi

    I have taken over the levelling and recording of our reading scheme books. Previously they were levelled using Cliff  Moon but I have discovered this levelling tool was stopped in 2007.

    I have tried comparing Cliff Moon books to the Book Band levels shown on publishers websites for books we already have but these seem to vary greatly.

    Does anyone have a simple conversion chart to move from Cliff Moon to the Book Bands now commonly being used by publishers.

     
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    National Curriculum Criteria for Assessing Reading

    NC Level

    Fluency

    Comprehension & response (fiction, poetry, playscripts, non-fiction)

    Key Texts for Key Stage 1:

    Reading Recovery Book Bands, Cliff Moon

    Research/reference

    W

    Displays reading-like behaviour (i.e. holding book and turning the pages appropriately looking at words at pictures) ;

    Understanding  that print carries meaning

    Relates listening to books to own experiences.

    Retell a story using pictures.

    Book Bands Pink & Red

    Cliff Moon Stages 0 - 6

    .

    1c

    Pupils can recognise familiar words, signs or symbols in simple texts.

    They identify initial sounds in unfamiliar words. Pupils can establish meaning when reading aloud simple sentences, sometimes with prompting.

    .

    They express their response to familiar texts by identifying aspects which they like and dislike

    Supported by teacher’s questions

    Book Bands Yellow

    Cliff Moon Stage 7

    Read and discuss non-fiction texts based on personal experience and using language patterns close to speech.

    1b

    Pupils can read a range of familiar words, signs or symbols and identify initial and final sounds in unfamiliar words. With support, they use their knowledge of letters, sounds and words to establish meaning when reading aloud.

    Pupils respond to events or ideas in stories poems and non-fiction.

    Supported by teacher’s questions

    Book Bands Blue

    Cliff Moon Stage 7

    Read and discuss simple information from non-fiction texts which contain some more impersonal language. 

    Use illustrations to extract information.

    1a

    Pupils use their knowledge of letters, sounds and words to read simple texts with meaning.

    Pupils comment on events or ideas in stories, poems and non-fiction.

    Supported by teacher’s questions

    Book Bands Green

    Cliff Moon Stage 7

    Read and discuss information from simple non-fiction texts with some reference to the detail of the text.

    2c

    Pupils read most  (approx 90%) of a simple unfamiliar text independently and use different strategies (phonic, grammatical and contextual) in reading unfamiliar words.

    They read from word to word, or sign to sign, or symbol to symbol and may need support to establish meaning.

    Use of strategies not always appropriate e.g. attempting to sound out a familiar sight word

    Pupils show understanding of texts, recount the main events or facts with support and comment on obvious features of the text e.g. good/bad characters.

    Re-telling of the story may be rather short or too long and rely heavily on the illustrations.

    Book Bands Orange, Turquoise & Purple

    Cliff Moon Stage 8

    Extract literal information from simple non-fiction texts using text, illustrations and diagrams.

    Use non-fiction texts to answer questions requiring literal information where several alternative answers are suggested (multiple choice)

    2b

    Pupils’ reading of simple unfamiliar texts is almost entirely accurate and well paced, taking some account of punctuation.

    When reading unfamiliar words or symbols they combine a range of strategies (phonic, graphic, grammatical and contextual) to establish meaning. Pupil is able to read ahead and sometimes notices when reading does not make sense by self correcting or attempting to resolve the problem.

    Pupils show understanding of texts by commenting on features such as plot, setting, characters and how information is presented.

    Response to the book may include some reference to features of presentation. 

    Retelling of the story refers to most of the main events and characters.

    Book Bands Gold

    Cliff Moon Stage 9

    Extract information from simple non-fiction texts without reference to illustrations.

    Scan text and locate relevant parts

    2a

    Pupils read simple unfamiliar texts accurately.

    Their independent reading shows they can read ahead and make use of expression and intonation to enhance meaning.

    Pupils tackle unfamiliar words with encouragement only.

    Pupils notice when the reading does not make sense and take appropriate action by for example, self-correcting, looking back/forward or asking for meaning.

    In responding to stories pupils identify and comment on the main characters and how they relate to one another.

    They express opinions about events and actions and comment on some of the ways in which the text is written or presented.

    Pupils can respond when questioned about extensions or alternatives to events and actions.  They can respond to questions about feelings created by the story.

    Pupils’ retellings are balanced and clear.

    In talking about the book they comment on some of the ways in which it was presented or written.

    Book Bands White

    Cliff Moon Stage 10

    Extract information from non-fiction text where information is embedded within sentences/paragraphs. 

    Scan text and locate relevant words/phrases

    e.g. ‘The bee sucks nectar with its mouth which is shaped like a tube.

    Q: What does it say a bee’s mouth is shaped like?


     

    3

    Pupils read a range of texts fluently and accurately.

    They read independently, using strategies appropriately to establish meaning.

    Generally chooses appropriately.

    In responding to fiction and non-fiction they show understanding of the main points and express preferences.

    ·         Pupils can refer to the impact of text layout and organisation

    ·         Pupils give reasons to back up their views and can refer to detail from the text though not necessarily specific words or phrases.

    ·         Pupils show some awareness of the point of view of the author e.g. .responding to ‘Why do you think the author tells the story in two parts?'

    ·         Pupils begin to infer from text especially about characters (why?  and what if? questions e.g. ‘Why do you think Carla and Grandad shared their secrets?’ - 1998 KS2 SAT)

    ·         Their responses express simple understanding of the ideas inferred

     

    Cliff Moon Stages 11 & 12

    Pupils use their knowledge of the alphabet to locate books and find information.

    Pupils can compare/contrast more than one source.

    Is beginning to read in different ways for different purposes e.g. skimming to establish overall meaning.

    Is beginning to be able to sustain investigative reading: devise questions and key words, research using several sources, take notes and draft and record findings.

    4

    Reads a range of quite demanding texts independently

    In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters, beginning to use inference and deduction e.g. Do you think Carla would feel better about school if she read Grandad’s letter?

    They refer to texts when explaining their views.

    ·         Pupils can identify specific words or phrases and identify detail from the text.

    ·         Pupils can explain the impact of word choice and interpret imagery e.g. to explain:‘…the night/Thins…’ by suggesting  it was getting light slowly.

    ·         Pupils can summarise or generalise when responding to text.

    ·         Pupils can refer to the impact of structure and organisation of texts e.g. stanzas in a poem, paragraphs etc.

    ·         Pupils can identify the purpose of a text.

    ·         Pupils can identify the theme(s) of a text and relate this to evidence.

    ·         Pupils show awareness of authorial intention.

    Cliff Moon Beyond Stage 12

    Pupils locate and use ideas and information from a range of sources including organisational devices such as tables, diagrams, charts, glossaries

    Beginning to be able to select a text’s key points and summarise them in succinct notes.

    Beginning to be able to manage their own research projects.


     

    5

     

    Pupils show understanding of a range of texts, selecting essential points and using inference and deduction where appropriate.

    In their responses, they identify key features, themes and characters and select sentences, phrases and relevant information to support their views.

    Pupils can explain and elaborate  the author’s intention when discussing choice of words or phrases e.g. imagery and refer to the impact of this choice in the context of the whole text e.g. to explain “…the night /Thins”

    [Example response:…means that it is no longer pure black-it’s like dropping water into black paint; it gets thinner and less dark.  I think the poet chose the word ‘thins’ because it is a good way to show that it was a gradual return to sunlight in the next verse.]

     

    Pupils retrieve and collate information from a range of sources

    giving detailed examples from more than one source

    e.g. in response to the question ‘Some people do not like spiders.  Explain why they might change their mind if they read this booklet’, children can identify reasons from two or more texts: for instance,  ‘it says that spiders balance the insects and in the poem it says their webs are  beautiful.  In the last part it shows them cartoons so they might see the funny side.’(1999 KS2 reading mark scheme)

    Pupils are able to apply research skills effectively to interpret and use information in a variety of forms including ICT.

    Pupils can produce a succinct summary of key points, or clearly argued response.

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     oops

    thought it would copy

    try here

    http://www.schooltrain.info/english/reading/cliff_moon.htm

    there is a link to Devon document

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    Key Texts for Key Stage 1:

    Reading Recovery Book Bands, Cliff Moon

    Book Bands Pink & Red

    Cliff Moon Stages 0 - 6

    Book Bands Yellow

    Cliff Moon Stage 7

    Book Bands Blue

    Cliff Moon Stage 7

    Book Bands Green

    Cliff Moon Stage 7

    Book Bands Orange, Turquoise & Purple

    Cliff Moon Stage 8

    Book Bands Gold

    Cliff Moon Stage 9

    Book Bands White

    Cliff Moon Stage 10

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