My Reading Journal by msZiMoL

VIEWS: 69 PAGES: 16

									 APP Reading Evidence -
Support booklet for schools
                               Updated September 2010




Kate Mathews, Carol Smith, Liz Sharp
         Reading Assessment Focuses

AF1   I can use what I know about letters and
      sounds to read words



AF2   I can understand what I am reading and
      find the answer to questions



AF3   I can use the words I’m reading to work
      out more information



AF4   I can talk about how texts are
      organised



AF5   I can explain why writers have chosen
      particular words, phrases and sentences



AF6   I can explain my feelings about a text,
      think about why the writer wrote it and
      what the writer’s viewpoint is



AF7   I know that texts can be written about
      different times, people and places
               APP Reading Evidence ~
                  where to find it!


     Reading Journals                  Guided Reading




   Other             Literacy                 Reading
 curriculum           Books                 interviews/
   areas                                   consultations



      Paired             Information          Oral story
     Reading                from               telling
                           support
                            staff
    Running
    records                                 Reading
                                           Interviews
                        SATs Tests

    Book
groups/clubs                                  Book talk
                       Discussions
                      with parents/
                      parents’ logs
      PM
                                              Phonics
 Benchmarking
                                            assessments
    / other
 reading tests          Child’s own
  Better                work read            Independent
 Reading                  aloud                Reading
 Partners                                    observations
                       AF2 - understand, describe, select or retrieve              AF3 - deduce, infer or interpret information, events                           AF4 - identify and comment on the structure and
                       information, events or ideas from texts and use quotation   or ideas from texts                                                            organisation of texts, including grammatical and
                       and reference to text                                                                                                                      presentational features at text level
                       In some reading, usually with support                       In some reading, usually with support                                          In some reading, usually with support

      Level               some simple points from familiar texts recalled            reasonable inference at basic level, eg identifying who is speaking in a
                                                                                       story
                                                                                                                                                                     some awareness of meaning of simple text features, eg font style,
                                                                                                                                                                      labels, titles
                          some pages/sections of interest located, eg favourite
        1                  characters/events/information/pictures                     comments/questions about meaning of parts of text, eg details of
                                                                                       illustrations, opening, impact of cover




Suggested Activities   Picture sequencing of events                                Puppet retelling                                                               Share fiction and non-fiction books and discuss the
                       Character/setting drawing                                   Puppet in role                                                                 similarities and differences
                       Puppet retelling                                            Labelled character web/ profile                                                Talk about simple text features
                       Jumble sentences to reorder (nursery rhymes)                Wanted poster                                                                  Talk about what the roles of illustrations, photos
                       List of characters                                          Letter to / from character                                                     and diagrams have
                       Chart of interesting words                                  Postcard from setting
                       Information retrieval questions in Reading Journals         Design own front cover/ annotate front cover with
                                                                                   thoughts and predictions
                                                                                   Thought tracking
                                                                                   Guided tour
                                                                                   Freeze frame of where you’ve read to, then carry on
                                                                                   Choose from a selection of objects or illustrations what
                                                                                   might come next
                                                                                   Match props with a character
                                                                                   Match dialogue (e.g. I’ll huff…) with characters

Suggested Questions    What happened before/after/when…?                           Tell me about…                                                                 Is this real or made up?
                       What happened next?                                         Say why…                                                                       Did … actually happen?
                       Which word/sentence tells us…?                              What might happen next?                                                        What is this part… for? (text features above)
                       Tell me about…                                              How do you feel about…?                                                        Where is the … (title, page number…)?
                       Say why…                                                    How did … feel?                                                                What is this page for? (contents)
                       Find and show me…                                           What clues are there that … is like …?
                       How are…same/different?                                     Who is this story for?
                       Tell me two important things about…                         What can you tell me about this story from the cover?
                       Is … true or not true?
                       Who/what/when/where/why/how…did/are?
                       Who said…?
                       What words tell me…?
                       AF5 - explain and comment on writers' use of language, including grammatical        AF6 - identify and comment on writers' purposes and viewpoints, and   AF7 - relate texts to their social, cultural and historical
                       and literary features at word and sentence level                                    the overall effect of the text on the reader                          traditions



                       In some reading, usually with support                                               In some reading, usually with support                                 In some reading, usually with support

      Level               comments on obvious features of language, eg rhymes and refrains, significant
                           words and phrases
                                                                                                              some simple comments about preferences, mostly linked to on own
                                                                                                               experience
                                                                                                                                                                                    a few basic features of well known story and information texts
                                                                                                                                                                                     distinguished, eg good and bad characters, photos and drawings

        1

Suggested Activities   Text highlighting – words that mean … (good/bad etc)                                Book sort – books I’ve liked and not liked                            Puppet retelling of traditional stories
                       Word sort – pairing words with similar meanings                                     Tell my friend about – ask children in pairs to talk about            Book sort – information and story books
                       Thought bubbles for characters                                                      what they liked/disliked about a book                                 Picture sequencing of traditional stories
                                                                                                           Post it notes on books – what does this book tell us?                 Goodie and baddie character sort
                                                                                                           Gradient sorts – favourite book to least favourite
                                                                                                           Describe a goodies and baddies




Suggested Questions    What do you think this word means?                                                  Did you like this story? Why?                                         Can you tell me who the baddie/ goodie in this
                       What does that word make you feel?                                                  Have you ever done anything like … (name character)?                  story?
                       What does this word tell us?                                                        Do you know any other stories that have a character like              Did you like this book more or less than … (by same
                       What does that word tell you about the character?                                   this one?                                                             author)?
                       Why is this word a good one to use?                                                 Did you like this book more or less than …?                           What is different about the pictures in this book
                       What word rhymes with …?                                                            What would you tell someone else about this book to                   and this book (one with illustrations, one with
                       Which words rhyme?                                                                  make them read it?                                                    photos)
                       What is the pattern in this story?                                                  What did you think about the ending?
                                                                                                           What would you ask the author?
                                                                                                           Does the author make this character a goodie or baddie?
                                                                                                           What is this book telling us about?
                                                                                                           Was this book written to tell us about something real or
                                                                                                           made up?
                       AF2 - understand, describe, select or retrieve information, events or ideas        AF3 - deduce, infer or interpret information, events or ideas from             AF4 - identify and comment on the structure and organisation of
                       from texts and use quotation and reference to text                                 texts                                                                          texts, including grammatical and presentational features at text
                                                                                                                                                                                         level
                       In some reading                                                                    In some reading                                                                In some reading

      Level               some specific, straightforward information recalled, eg names of characters,
                           main ingredients
                                                                                                             simple, plausible inference about events and information, using evidence
                                                                                                              from text eg how a character is feeling, what makes a plant grow
                                                                                                                                                                                            some awareness of use of features of organisation, eg beginning
                                                                                                                                                                                             and ending of story, types of punctuation
        2                 generally clear idea of where to look for information, eg about characters,       comments based on textual cues, sometimes misunderstood
                           topics




Suggested Activities   Picture sequencing of events/ story map                                            Puppet retelling                                                               Share fiction and non-fiction books and discuss the
                       Annotated character / setting drawing                                              Puppet in role or child in role                                                similarities and differences
                       Oral retelling                                                                     Labelled character web/ profile                                                Talk about simple text features
                       Jumble sentences to reorder                                                        Wanted poster                                                                  Puppet retelling beginning, middle and end
                       Compile a factfile about…                                                          Letter to / from character                                                     Omit parts of the story when retelling and discuss
                       KWL grid                                                                           Postcard from setting                                                          effects
                       Information retrieval questions in Reading Journals                                Design own front cover annotate front cover with                               Freeze frame different sections of the story
                                                                                                          thoughts and predictions                                                       Text mark a non-fiction text for features
                                                                                                          Thought tracking
                                                                                                          Guided tour
                                                                                                          Freeze frame of where you’ve read to, then carry on
                                                                                                          Children draw an illustration from a given piece of text
                                                                                                          Children add speech bubbles to an illustration
                                                                                                          Write a summary of a paragraph
                                                                                                          Text detectives – what does front cover/1st
                                                                                                          line/illustrations/blurb tell you?
Suggested Questions    What happened before/after/when…?                                                  Tell me about…                                                                 Is this fiction or non fiction?
                       Which word/phrase tells us…?                                                       Say why…                                                                       How can I find out about (words - glossary, specific
                       Say why…                                                                           What might happen next?                                                        facts – index)
                       Find and copy…                                                                     How do you feel about…?                                                        What does …do? (full stop, question mark, comma)
                       How are…same/different?                                                            How did … feel?                                                                What is the job of … (heading, sub-heading,
                       Name two important things about…                                                   What clues are there that … is like …?                                         diagram)
                       Is … true or not true?                                                             What can you tell me about this story from the cover/                          Tell me about (contents/index etc)
                       Who/what/when/where/why/how…did/are?                                               illustrations?                                                                 What happens at the beginning, middle, end?
                       Who said…?                                                                         Where does it say…?
                       What words tell me…?                                                               How do you know…?
                       What is/are the main problems in the story?                                        Which character would you like/ not like to be friends
                                                                                                          with and why?
                       AF5 - explain and comment on writers' use of language, including grammatical           AF6 - identify and comment on writers' purposes and viewpoints, and          AF7 - relate texts to their social, cultural and historical
                       and literary features at word and sentence level                                       the overall effect of the text on the reader                                 traditions



                       In some reading                                                                        In some reading                                                              In some reading

      Level               some effective language choices noted, eg ‘slimy’ is a good word there                some awareness that writers have viewpoints and purposes, eg ‘it tells
                                                                                                                  you how to do something’, ‘she thinks it’s not fair’
                                                                                                                                                                                              general features of a few text types identified, eg information
                                                                                                                                                                                               books, stories, print media
                          some familiar patterns of language identified, eg once upon a time; first, next,
        2                  last                                                                                  simple statements about likes and dislikes in reading, sometimes with       some awareness that books are set in different times and places
                                                                                                                  reasons




Suggested Activities   Text highlighting – words that mean … (good/bad etc)                                   Book sort – books I’ve liked and not liked                                   Puppet retelling of traditional stories
                       Text highlighting – words that describe the character (with                            Tell my friend about – ask children in pairs to talk about                   Book sort – information and story books
                       explanation)                                                                           what they liked/disliked about a book                                        Picture sequencing of traditional stories
                       Text highlighting – time connectives                                                   Book review – complete a review template for a book                          Book sort – books set in modern times and books set
                       Word sort – pairing words with similar meanings                                        Gradient sorts – favourite book to least favourite                           in olden times
                       Word ladders – ask children to grade words in intensity (big,                          Letter to the author asking questions                                        Book sort – books set in made-up places and books
                       huge, gigantic / tiptoe, jog, sprint etc)                                                                                                                           set in real places
                       Thought bubbles for characters                                                                                                                                      Similarities and differences between different
                       Dictionary work – finding meanings of highlighted words                                                                                                             texts
                       Descriptions of characters and settings from images                                                                                                                 Role on the wall – main character from a series of
                                                                                                                                                                                           books shared




Suggested Questions    What do you think this word / phrase means?                                            Did you like this story? Why?                                                How do we know if this book is fiction or fact?
                       What does that word / phrase make you feel?                                            Do you know any other stories that have a                                    Did you like this book more or less than … (by same
                       What does this word /phrase tell us?                                                   character/theme like this one?                                               author)?
                       What does that word or phrase tell you about the character/                            Did you like this book more or less than …?                                  What time is this story set in?
                       setting?                                                                               What would you tell someone else about this book to                          In what place does this story take place?
                       Why is this word /phrase a good choice?                                                make them read it?                                                           Do you know other stories that are about…?
                       Which words or phrases tell you that this is a story?                                  What did you think about the ending?                                         What does this story remind you of?
                       Can you find any words that tell you when … happened?                                  What would you ask the author?                                               How would you feel if you were treated like…?
                       Why do you think these adjectives were used?                                           What is this text telling us about?                                          How would you feel if … happened to you?
                                                                                                              What was this text written for? (purpose)                                    Which stories have openings like this? (once upon a
                                                                                                              Why do you think the author ended the story that way?                        time etc.)
                                                                                                              What do you think the author wanted you to think about
                                                                                                              …?
                                                                                                              Does the writer like… how do you know?
                       AF2 - understand, describe, select or retrieve information, events or ideas         AF3 - deduce, infer or interpret information, events or ideas from              AF4 - identify and comment on the structure and organisation of
                       from texts and use quotation and reference to text                                  texts                                                                           texts, including grammatical and presentational features at text
                                                                                                                                                                                           level
                       In most reading                                                                     In most reading                                                                 In most reading

      Level               simple, most obvious points identified though there may also be some
                           misunderstanding, eg about information from different places in the text
                                                                                                              straightforward inference based on a single point of reference in the
                                                                                                               text, eg ‘he was upset because it says “he was crying”’
                                                                                                                                                                                              a few basic features of organisation at text level identified, with
                                                                                                                                                                                               little or no linked comment, eg ‘it tells about all the different

        3                 some comments include quotations from or references to text, but not always        responses to text show meaning established at a literal level eg “walking       things you can do at the zoo’
                           relevant, eg often retelling or paraphrasing sections of the text rather than       good” means “walking carefully” or based on personal speculation eg a
                           using it to support comment                                                         response based on what they personally would be feeling rather than
                                                                                                               feelings of character in the text




Suggested Activities   Story map/ board of main events                                                     Conscience alley, thought tracking, guided tour and texts                       Share fiction and non-fiction books and discuss the
                       Annotated character / setting drawing/description                                   round the room                                                                  similarities and differences
                       Summary of events                                                                   Wanted poster                                                                   Book sort – different text types
                       Oral retelling                                                                      Freeze frame                                                                    Text mark non-fiction texts for features (use text
                       Draw lines to link…                                                                 Letters from and to characters                                                  type guidance from
                       Jumble sentences/ paragraphs to reorder                                             Hot seating                                                                     http://nationalstrategies.standards.dcsf.gov.uk
                       Compile a factfile about…                                                           Blurb                                                                           /search/primary/results/nav:45985 )
                       KWL grid                                                                            Personal response to extract
                       Information retrieval questions in Reading Journals                                 Character relationship tree –who are they connected                             Comparison of two text types – similarities and
                                                                                                           with and how?                                                                   differences
                                                                                                           Agony aunt letter – giving a character advice
                                                                                                           Write a summary of a paragraph
                                                                                                           Predict what may happen next
                                                                                                           Text detectives – what does front cover/1st
                                                                                                           line/illustrations/blurb tell you?
Suggested Questions    What happened before/after/when…?                                                   Tell me why…                                                                    Were you surprised by the ending? Why?
                       Which word/phrase/paragraph tells us…?                                              What do you know about this character?                                          What type of text is this?
                       Give one reason why…                                                                What do you think might happen next and why?                                    What does …do? (exclamation mark, comma)
                       Find and copy…                                                                      What were the reasons this character acted the way                              What is the function of … (heading, sub-heading,
                       How are…same/different?                                                             they did?                                                                       diagram)
                       Name two important things about…                                                    Why did … say…?                                                                 What is the purpose of this feature …?
                       Is … true or not true?                                                              How do you feel about…?                                                         How does this (pointing) help the reader?
                       Who/what/when/where/why/how…did/are?                                                How did … feel?                                                                 Why is a different font used here?
                       Who said…?                                                                          What is important about…?                                                       How do I know the order to read this text?
                       What words tell me…?                                                                How do you know…?                                                               What effect does this colour/font have on the
                       What is/are the main problems in the story?                                         What might …have been thinking when they…?                                      reader?
                       Which event…?                                                                       What is the writer trying to make you think and why?
                       AF5 - explain and comment on writers' use of language, including grammatical             AF6 - identify and comment on writers' purposes and viewpoints, and             AF7 - relate texts to their social, cultural and historical
                       and literary features at word and sentence level                                         the overall effect of the text on the reader                                    traditions



                       In most reading                                                                          In most reading                                                                 In most reading

     Level                a few basic features of writer’s use of language identified, but with little or no
                           comment, eg ‘there are lots of adjectives’ or ‘he uses speech marks to show
                                                                                                                   comments identify main purpose, eg ‘the writer doesn't like violence’          some simple connections between texts identified, eg similarities
                                                                                                                                                                                                    in plot, topic, or books by same author, about same characters
                                                                                                                   express personal response but with little awareness of writer’s viewpoint
       3                   there are lots of people there’                                                          or effect on reader, eg ‘she was just horrible like my nan is sometimes’       recognition of some features of the context of texts, eg historical
                                                                                                                                                                                                    setting, social or cultural background




Suggested Activities   Text highlighting – words that mean …                                                    Text sort – texts I’ve enjoyed and not enjoyed                                  Book sort – books with similar plot (i.e. bullying/
                       Text highlighting – words that describe the character (with                              Text sort – books with similar genre/ themes                                    adventure)
                       explanation)                                                                             Book review                                                                     Book sort – books on a similar topic theme
                       Text highlighting – time connectives                                                     Gradient sorts – favourite text to least favourite                              Text comparison chart – similarities and differences
                       Word ladders – ask children to grade words in intensity, i.e.                            Letter to the author asking questions                                           between two texts
                       words that describe walking slowly, or talking loudly                                    Text labelling – purpose of text with evidence                                  Role on the wall – main character from a series of
                       Thought tracking                                                                         Debate about issues in text                                                     books shared
                       Dictionary work – finding meanings of highlighted words                                  Conscience alley – with author walking down middle                              Personal response
                       Descriptions of characters and settings from images                                      Post-its on paragraphs – purpose /message                                       Letter to author about comparison of texts
                       Describe the opposite (choose a setting or character and ask                                                                                                             Questions to ask a main character
                       children to describe the opposite)
                       Pie Corbett’s warm up games to develop vocabulary




Suggested Questions    What do you think this word / phrase means?                                              What did you like/dislike about this style of writing?                          Did you like this book more or less than … (by same
                       What does that word / phrase make you feel?                                              Do you know any other stories that have a                                       author)?
                       What does that word or phrase tell you about the character/                              character/theme like this one?                                                  What time is this story set in?
                       setting?                                                                                 Is this book as good as … why?                                                  In what place does this story take place?
                       Why is this word /phrase effective?                                                      What was the best part of this story? Why?                                      Do you know other stories that are about…?
                       Which words tell you how the character spoke?                                            What did you think about the way … was described?                               What does this story remind you of?
                       Can you find any words that tell you when … happened?                                    What would you ask the author?                                                  How would you feel if you were treated like…?
                       Why do you think these adjectives/ adverbs were used?                                    What is this text telling us about?                                             How would you feel if … happened to you?
                       Did this happen before or after that – how do you know?                                  What was the purpose of this text?                                              Does this story / character remind you of any
                       How does the author make the character frightening/                                      What do you think the author wanted you to think about                          personal experiences?
                       sad/lonely etc?                                                                          …?                                                                              How do you know this story is set in a different
                                                                                                                Does the writer like… how do you know?                                          culture?
                                                                                                                Why did the author write …?                                                     What kind of text is this? How do you know?
                       AF2 - understand, describe, select or retrieve information, events or ideas   AF3 - deduce, infer or interpret information, events or ideas from          AF4 - identify and comment on the structure and organisation of
                       from texts and use quotation and reference to text                            texts                                                                       texts, including grammatical and presentational features at text
                                                                                                                                                                                 level
                       Across a range of reading                                                     Across a range of reading                                                   Across a range of reading

      Level               some relevant points identified                                              comments make inferences based on evidence from different points in
                                                                                                         the text, eg interpreting a character’s motive from their actions at
                                                                                                                                                                                    some structural choices identified with simple comment, eg ‘he
                                                                                                                                                                                     describes the accident first and then goes back to tell you why
                          comments supported by some generally relevant textual reference or
        4                  quotation, eg reference is made to appropriate section of text but is         different points                                                            the child was in the road’
                           unselective and lacks focus                                                  inferences often correct, but comments are not always rooted securely      some basic features of organisation at text level identified, eg
                                                                                                         in the text or repeat narrative or content                                  ‘the writer uses bullet points for the main reasons’




Suggested Activities   Annotated story board of events                                               Conscience alley, thought tracking and texts around the room                Share fiction and non-fiction books and discuss the
                       Blurb                                                                         Description of character interpreting evidence from the text                similarities and differences
                                                                                                     Explanation of events to a friend/ prediction of future event
                       Annotated character / setting description                                                                                                                 Text sort – different text types
                                                                                                     Freeze frame key events, adding details to show interpretation.
                       Summary of events                                                                                                                                         Text mark non-fiction texts for features (use text
                                                                                                     Use different character perspectives
                       Oral retelling                                                                Role on the wall drama activity to examine key characters                   type guidance from
                       Draw lines to link…                                                           Hot seating                                                                 http://nationalstrategies.standards.dcsf.gov.uk
                       Jumble sentences/ paragraphs to reorder                                       Agony aunt letter – giving a character advice                               /search/primary/results/nav:45985 )
                       Compile a factfile about…                                                     Draw a timeline to show how a character/plot changed                        Comparison of two text types – similarities and
                       KWL grid                                                                      Draw tension/ emotion graph and annotate                                    differences
                                                                                                     Character relationship tree –who are they connected with and
                       Information retrieval questions in Reading Journals                                                                                                       Rank books by same and different authors in
                                                                                                     how?
                                                                                                                                                                                 different ways and justify e.g. scariest/ funniest/
                                                                                                     Text detectives – what does front cover/1st
                                                                                                     line/illustrations/blurb tell you?                                          saddest
                                                                                                     Write a different ending based on evidence/extra chapter



Suggested Questions    What happened before/after/when…?                                             SOMETIMES FINDING IN THE TEXT…                                              Were you surprised by the ending? Why?
                       Which word/phrase/paragraph tells us…?                                        Tell me why…                                                                What type of text is this?
                       Give one reason why…                                                          What do you know about this character that you can’t                        What does …do? (exclamation mark, comma, ellipse)
                       Find and copy…                                                                find in the text? (What do illustrations add to text?)                      What is the function of … (heading, sub-heading,
                       How are…same/different?                                                       What do you think might happen next and why?                                diagram)
                       Name two important things about…                                              What were the reasons this character acted the way                          What is the purpose of this feature …?
                       Is … true or not true?                                                        they did?                                                                   How does this (pointing) help the reader?
                       Who/what/when/where/why/how…did/are?                                          Why did … say…?                                                             Why is a different font used here?
                       Who said…?                                                                    What is important about…                                                    How do I know the order to read this text?
                       What words tell me…?                                                          How does… feel about …?                                                     What effect does this colour/font have on the
                       What is/are the main problems in the story?                                   How do you know…?                                                           reader?
                       Which event…?                                                                 What might …have been thinking when they…?                                  How does the layout help the reader?
                                                                                                     What is the writer trying to make you think and why?                        Why is this paragraph in bold?
                                                                                                                                                                                 Why has some information been printed in a table?
                       AF5 - explain and comment on writers' use of language, including grammatical            AF6 - identify and comment on writers' purposes and viewpoints, and           AF7 - relate texts to their social, cultural and historical
                       and literary features at word and sentence level                                        the overall effect of the text on the reader                                  traditions



                       Across a range of reading                                                               Across a range of reading                                                     Across a range of reading

      Level               some basic features of writers’ use of language identified, eg ‘all the questions
                           make you want to find out what happens next’
                                                                                                                  main purpose identified, eg ‘it’s all about why going to the dentist is
                                                                                                                   important and how you should look after your teeth’
                                                                                                                                                                                                features common to different texts or versions of the same text
                                                                                                                                                                                                 identified, with simple comment, eg characters, settings,

        4                 simple comments on writer’s choices, eg ‘“disgraceful” is a good word to use to        simple comments show some awareness of writer’s viewpoint, eg ‘he only        presentational features
                           show he is upset’                                                                       tells you good things about the farm and makes the shop sound boring’        simple comment on the effect that the reader’s or writer’s
                                                                                                                  simple comment on overall effect on reader, eg ‘the way she describes         context has on the meaning of texts eg historical context, place,
                                                                                                                   him as “ratlike” and “shifty” makes you think he’s disgusting’                social relationships


Suggested Activities   Text highlighting – words that mean …                                                   Text sort – books with similar genre/ themes                                  Book sort – books with similar plot (i.e. bullying/
                       Text highlighting – words that describe the character (with                             Book review                                                                   adventure)
                       explanation)                                                                            Letter to the author asking questions / label a piece of                      Book sort – books on a similar topic theme
                       Text highlighting – time connectives                                                    text with questions                                                           Text comparison chart – similarities and differences
                       Word ladders – ask children to grade words in intensity, i.e.                           Text labelling – purpose of text with evidence                                between two texts
                       words that describe walking slowly, or talking loudly                                   Text labelling – opinion and fact                                             Role on the wall – main character from a series of
                       Thought tracking                                                                        Debate about issues in text                                                   books shared
                       Dictionary work – finding meanings of highlighted words                                 Conscience alley – with author walking down middle                            Personal response
                       Descriptions of characters and settings from images                                     Post-its on paragraphs – purpose /message                                     Letter to author about comparison of texts
                       Describe the opposite (choose a setting or character and ask                            Hot seating – questions to author                                             Questions to ask a main character
                       children to describe the opposite)                                                      Personal response paragraphs to sections of text                              Debate about preferences of texts
                       Pie Corbett’s warm up games to develop vocabulary                                       Write a quiz for a friend
                                                                                                               Role on the wall – using author or character



Suggested Questions    What do you think this word / phrase means?                                             What did you like/dislike about this style of writing?                        Did you like this book more or less than … (by same
                       What does that word / phrase make you feel?                                             Do you know any other stories that have a                                     author)?
                       What does that word or phrase tell you about the character/                             character/theme like this one?                                                What time is this story set in?
                       setting?                                                                                Is this book as good as … why?                                                In what place does this story take place?
                       Why is this word /phrase effective?                                                     What was the best part of the text? Why?                                      Do you know other stories that are about…?
                       Which words tell you how the character spoke?                                           What did you think about the way … was described?                             What does this story remind you of?
                       Can you find any words that tell you when … happened?                                   What would you ask the author?                                                How would you feel if you were treated like…?
                       Why do you think these adjectives/ adverbs were used?                                   What was the purpose of this text?                                            How would you feel if … happened to you?
                       Did this happen before or after that – how do you know?                                 What do you think the author wanted you to think about                        Does this story / character remind you of any
                       How does the author make the character frightening/                                     …?                                                                            personal experiences?
                       sad/lonely etc?                                                                         Why did the author write …?                                                   How do you know this story is set in a different
                       Why did the writer choose to start that way?                                            Do you think the author believes…? Why?                                       culture?
                       Which words or phrases create suspense in this piece of                                 What is …’s opinion about …?                                                  What kind of text is this? How do you know? What
                       writing?                                                                                What impression does the first paragraph give of…, how                        can I expect from a text like this?
                       By writing … what do we learn about …?                                                  is the next section different?                                                How does this text compare with other texts
                       Which words / phrases combine to give … effect?                                         How did the author prepare you for…?                                          dealing with similar issues?
                       AF2 - understand, describe, select or retrieve information, events or ideas            AF3 - deduce, infer or interpret information, events or ideas from             AF4 - identify and comment on the structure and organisation of
                       from texts and use quotation and reference to text                                     texts                                                                          texts, including grammatical and presentational features at text
                                                                                                                                                                                             level
                       Across a range of reading                                                              Across a range of reading                                                      Across a range of reading

      Level               most relevant points clearly identified, including those selected from different
                           places in the text
                                                                                                                 comments develop explanation of inferred meanings drawing on evidence
                                                                                                                  across the text, eg “you know her dad was lying because earlier she saw
                                                                                                                                                                                                comments on structural choices show some general awareness of
                                                                                                                                                                                                 author’s craft, eg “it tells you all things burglars can do to your

        5                 comments generally supported by relevant textual reference or quotation, even          him take the letter”                                                           house and then the last section explains how the alarm protects
                                                                                                                                                                                                 you”
                           when points made are not always accurate                                              comments make inferences and deductions based on textual evidence, eg
                                                                                                                  in drawing conclusions about a characters feelings on the basis of their      various features relating to organisation at text level, including
                                                                                                                  speech and actions                                                             form, are clearly identified, with some explanation, eg “each
                                                                                                                                                                                                 section starts with a question as if he’s answering the crowd”



Suggested Activities   Annotated story board of events (including detail about                                Conscience alley, thought tracking and texts around the room                   Share fiction and non-fiction books and discuss the
                       subplots)                                                                              Detailed description of character interpreting evidence from the               similarities and differences
                                                                                                              text
                       Précis of events/ Blurb                                                                                                                                               Text sort – different text types
                                                                                                              Explanation of events to a friend / prediction of future
                       Detailed description of character / setting using evidence                                                                                                            Text mark non-fiction texts for features (use text
                                                                                                              Freeze frame key events, adding details to show interpretation.
                       from text                                                                              Use different character perspectives                                           type guidance from
                       Oral retelling                                                                         Role on the wall drama activity to examine key characters and                  http://nationalstrategies.standards.dcsf.gov.uk
                       Draw lines to link…                                                                    the different roles they play in the text                                      /search/primary/results/nav:45985 )
                       Jumble sentences/ paragraphs to reorder                                                Hot seating – who would they like to meet and why?                             Comparison of two text types – similarities and
                       Compile a factfile about…                                                              Agony aunt letter – giving a character advice                                  differences
                                                                                                              Draw a timeline to show how a character/plot changed
                       KWL grid                                                                                                                                                              Write an explanation of the previous knowledge
                                                                                                              Draw tension/ emotion graph and annotate
                       Relationship map between different characters                                                                                                                         about texts that the author expects you to have as
                                                                                                              Character relationship tree –who are they connected with and
                       Information retrieval questions in Reading Journals                                    how?                                                                           you read this text
                                                                                                               PEE activities (Make a point, give an example and then a quote                Change the writing of one text type to a different
                                                                                                              for evidence)                                                                  text type
                                                                                                              Text detectives – what does front cover/1st                                    Rank books by same and different authors in
                                                                                                              line/illustrations/blurb tell you?                                             different ways and justify e.g. scariest/ funniest/
                                                                                                              Write a different ending based on evidence/extra chapter
                                                                                                                                                                                             saddest
Suggested Questions    Which word/phrase/paragraph tells us…?                                                 FINDING EVIDENCE IN THE TEXT…                                                  Were you surprised by the ending? Why?
                       Give one reason why…                                                                   Tell me why…                                                                   What type of text is this?
                       Find and copy…                                                                         What do you know about this character that you can’t                           What does …do? (punctuation)
                       How are…same/different?                                                                find in the text? (What do illustrations add to text?)                         What is the purpose of this feature …?
                       Name two important things about…                                                       What do you think might happen next and why?                                   How does this (pointing) help the reader?
                       Is … true or not true?                                                                 What were the reasons this character acted the way                             Why is a different font used here?
                       Who/what/when/where/why/how…did/are?                                                   they did?                                                                      How do I know the order to read this text?
                       Who said…?                                                                             Why did … say…?                                                                What effect does this colour/font have on the
                       What words tell me…?                                                                   What is important about…?                                                      reader?
                       What are the main problems in the story? How are they                                  How does… feel about …?                                                        How does the layout help the reader?
                       resolved?                                                                              How do you know…?                                                              Why is this paragraph in bold?
                       Which event…?                                                                          What might …have been thinking when they…?                                     Why has some information been printed in a table?
                                                                                                              What is the writer trying to make you think and why?                           How does the way the title has been written
                                                                                                              What does the character show and is this the same as                           encourage you to read this?
                                                                                                              how they feel?
                       AF5 - explain and comment on writers' use of language, including grammatical          AF6 - identify and comment on writers' purposes and viewpoints, and            AF7 - relate texts to their social, cultural and historical
                       and literary features at word and sentence level                                      the overall effect of the text on the reader                                   traditions



                       Across a range of reading                                                             Across a range of reading                                                      Across a range of reading

      Level               various features of writers’ use of language identified, with some explanation,
                           eg “when it gets to the climax they speak in short sentences and quickly which
                                                                                                                main purpose clearly identified, often through general overview, eg “the
                                                                                                                 writer is strongly against war and wants to persuade the reader to
                                                                                                                                                                                               comments identify similarities and differences between texts, or
                                                                                                                                                                                                versions, with some explanation, eg narrative conventions in

        5                  makes it more tense”                                                                  agree”                                                                         traditional tales or stories from different cultures, ballads,
                                                                                                                                                                                                newspaper reports
                          comments show some awareness of the effect of writers’ language choices, eg “        viewpoint in texts clearly identified, with some, often limited,
                           ‘inked up’ is a good way of describing how the blackberries go a bluey black          explanation, eg “at the end he knows he’s done wrong and makes the            some explanation of how the contexts in which texts are written
                           colour as they ripen”                                                                 snake sound attractive and mysterious”                                         and read contribute to meaning, eg how historical context
                                                                                                                general awareness of effect on the reader, with some, often limited,           influenced adverts or war reports from different times/places; or
                                                                                                                 explanation, eg “you’d be persuaded to sign up because 25p a week              how a novel relates to when/where it was written
                                                                                                                 doesn’t seem that much to help someone see”

Suggested Activities   Text highlighting – words that mean …                                                 Text sort – books with similar genre/ themes                                   Book sort – books with similar plot (i.e. bullying/
                       Text highlighting – words that describe the character (with                           Book review                                                                    adventure)
                       explanation)                                                                          Letter to the author asking questions/ label a piece of                        Text comparison chart – similarities and differences
                       Text highlighting – adverbial phrases (with explanation)                              text with questions                                                            between two texts
                       Word ladders – ask children to grade words in intensity, i.e.                         Text labelling – purpose of text with evidence                                 Role on the wall – main character from a series of
                       words that describe walking slowly, or talking loudly                                 Debate about issues in text                                                    books shared
                       Thought tracking                                                                      Conscience alley – with author walking down middle                             Personal response
                       Dictionary work – finding meanings of highlighted words                               Post-its on paragraphs – purpose /message                                      Letter to author about comparison of texts
                       Descriptions of characters and settings from images                                   Hot seating – questions to author                                              Questions to ask a main character
                       Describe the opposite (choose a setting or character and ask                          Personal response paragraphs to sections of text                               Debate about preferences of texts
                       children to describe the opposite)                                                    Write a quiz for a friend
                       Pie Corbett’s warm up games to develop vocabulary                                     Role on the wall – using author or character
                       PEE activities (Make a point, give an example and then a quote                        PEE activities (Make a point, give an example and then a
                       for evidence)                                                                         quote for evidence)
                       Explain interpretations of imagery                                                    Distinguish the author from the narrator
Suggested Questions    What do you think this word / phrase means and why are they                           What did you like/dislike about this style of writing?                         What time/ setting does this story take place in?
                       used?                                                                                 Do you know any other stories that have a                                      What does this story remind you of?
                       What does that word / phrase make you feel?                                           character/theme like this one?                                                 How would you feel if you were treated like…?
                       What does that word or phrase tell you about the character/                           What effect did this part of the text have on you?                             How would you feel if … happened to you?
                       setting?                                                                              What was the best part of the text? Why?                                       Does this story / character remind you of any
                       Why is this word /phrase effective?                                                   What did you think about the way … was described?                              personal experiences?
                       How does the author make the character frightening/                                   What was the purpose of this text?                                             How do you know this story is set in a different
                       sad/lonely etc?                                                                       What do you think the author wanted you to feel about..?                       culture?
                       Why did the writer choose to start that way?                                          Why did the author write …? How did the author prepare                         What kind of text is this? How do you know? What
                       Which words or phrases create suspense in this piece of                               you for…?                                                                      can I expect from a text like this?
                       writing?                                                                              Do you think the author believes…? Why?                                        How does this text compare with other texts
                       By writing … what do we learn about …?                                                What is …’s opinion about …?                                                   dealing with similar issues?
                       Which words / phrases combine to give … effect?                                       What impression does the first paragraph give of…, how                         Compare what you would have done with what… did
                       Why does the writer compare … to …?                                                   is the next section different?                                                 How does the historical timeframe contribute to
                       Why does the author keep mentioning …?                                                How do the views in this text affect your own views?                           this story’s effectiveness?
                       How does the author lead you into thinking …?                                         What was in the author’s mind when they said…?                                 Tell me about the context in which this was written
                                                Guided Reading Plan – Where is the evidence located?

Year/ Class:                                                                                          Half Term:

Focus    AF1 - use a range of     AF2 - understand,      AF3 - deduce, infer   AF4 - identify and     AF5 - explain and      AF6 - identify and     AF7 - relate texts
child/   strategies, including    describe, select or        or interpret       comment on the      comment on writers'     comment on writers'        to their social,
group    accurate decoding of    retrieve information,   information, events      structure and        use of language,         purposes and             cultural and
           text, to read for     events or ideas from    or ideas from texts     organisation of    including grammatical    viewpoints, and the    historical traditions
                meaning             texts and use                                texts, including   and literary features   overall effect of the
                                     quotation and                              grammatical and          at word and         text on the reader
                                  reference to text                               presentational        sentence level
                                                                                features at text
                                                                                      level
                                    Guided Reading Record of Comments


Name:                                       AF1 - use a range of strategies, including accurate decoding of text, to read for meaning
                                            AF2 - understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference
                                            to text
Class:                                      AF3 - deduce, infer or interpret information, events or ideas from texts
                                            AF4 - identify and comment on the structure and organisation of texts, including grammatical and presentational features
                                            at text level
Half term:
                                            AF5 - explain and comment on writers' use of language, including grammatical and literary features at word and sentence
                                            level
                                            AF6 - identify and comment on writers' purposes and viewpoints, and the overall effect of the text on the reader
                                            AF7 - relate texts to their social, cultural and historical traditions




Date:        Key Question and AF:


Text:        Response:


Date:        Key Question and AF:


Text:        Response:


Date:        Key Question and AF:


Text:        Response:


Date:        Key Question and AF:


Text:        Response:


Date:        Key Question and AF:


Text:        Response:
Attribution of reading questions in national curriculum test booklets to assessment focuses.
Please note that the number of questions per AF is not fixed in advance and varies from year to year according to, for example, the nature of the texts, the level of difficulty of
individual questions and the time available for the test as a whole. The table does not show the number of marks available for individual questions or for each AF overall.

Despite these caveats:
  how far does this broad overview contribute to an understanding of possible differences between teacher assessment outcomes and those from reading tests ?

   what view of progression in reading emerges from this broad overview ?

AF/                 Y3 optional test: The           Y4 optional test:                  Y5 optional test:              Y6 statutory test: On              Y9 statutory test: A
Nos.                hunt for the secret             Antarctic adventures               Changes                        dangerous ground                   change for the better ?
of qtns/            treasure
text type
AF2                 Information:10                  Information:3                      Fact file: 9                   Information (topic): 6             Narrative : 1
                    Narrative : 4                   Narrative : 8                      Poem: 1                        Narrative: 3                       Information: 1
                                                    Diary: 4                           Information: 6                 Information
                                                                                                                      (place) : 4
                    Total = 14                      Total = 15                         Total = 16                     Total = 13                         Total = 2
AF3                 Narrative: 11                   Information: 1                     Fact file: 1                   Narrative: 5                       Narrative : 1
                                                    Narrative: 3                       Poem: 8                        Information                        Information: 1
                                                    Diary: 5                           Information: 1                 (place): 3                         Article: 2
                                                    Whole booklet: 3                   Whole booklet: 1               Advertisements: 1
                                                                                                                      Whole Booklet:1
                    Total = 11                      Total = 12                         Total = 11                     Total = 10                         Total = 3
AF4                 Information: 4                  Information: 1                     Fact file: 1                   Information (topic): 1             Narrative : 1
                    Narrative: 1                    Diary: 1                           Poem: 3                        Advertisements : 2                 Information: 1
                                                                                                                      Whole booklet : 1                  Article: 1

                    Total = 5                       Total = 2                          Total = 4                      Total = 4                          Total = 3
AF5                 Narrative: 1                    Narrative: 1                       Poem: 1                        Information (topic): 1             Narrative: 1
                                                    Diary: 2                           Information: 1                 Information (place): 3             Information: 1
                                                                                                                                                         Article: 3

                    Total = 1                       Total = 3                          Total = 2                      Total = 4                          Total = 5
AF6                 -                               Information: 2                     Poem: 2                        Advertisements: 2                  Narrative: 1
                                                    Diary: 1                                                          Whole Booklet:1                    Information: 1
                                                                                                                                                         Article: 1

                                                    Total = 3                          Total = 2                      Total = 3                          Total = 3
AF7                 -                               -                                  -                              -                                  -

								
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