ks3 reading presentation 2

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					Analysis of pupil performance 2004


Key stage 3 English Reading

Presentation 2:
How structure and organisation
influence the reader (AF4)
Aims of the session


 To introduce the implications for teaching and
  learning relating to assessment focus (AF) 4
 To illustrate these with examples from pupils’
  answers to specific questions.
Assessment Focus 4

AF4: identify and comment on the structure
and organisation of texts, including
grammatical and presentational features at
text level.
Implications for teaching and learning for levels 4 to 5


  Help pupils to:
   Recognise how features of structure contribute
    to text organisation and overall meaning, eg
    openings to capture the reader’s interest. AF4

  Q3b    1 mark
  Q10    2 marks
AF4    Q3b    1 mark

Example 1 0 marks
so there is two ways of seeing what it is like.

No reference to why personal experience and
facts/statistics

Example 2 0 marks
To see what there personal experiences and the facts
are like.

Nothing added to what is already in question.
AF4    Q3b (cont.)

Example 3 1 mark
This is because if it was only statistic facts then
the reader would get bored, on the other hand if it
was only personal experience then the readers
wouldn’t know if was true. That’s why they’ve got
statistic facts to support their ideas and personal
experience.

Pupil has reflected on the structure overall and
offered a plausible explanation for why it is as it is.
AF4   Q10    2 marks

Example 1 0 marks
 The phrase makes the reader want to read more
  because it makes you want to know what it is.
 And it makes you want to know about the Eden
  Project.

Both parts of answer too vague, and are
 unsupported by a quotation.
AF4   Q10(cont)

Example 2 1 mark
• ‘Something huge, strange, almost magical’, is
  describing words which empthasise the
  meaning and making people want to read more.
• ‘has been growing’ which means it has been
  there for a long time and may have an
  interesting story to tell the readers.

1 mark for the second point; picks up verb tense
  to suggest a possible plausible interpretation.
  First point too vague.
Implications for teaching and learning for levels 5 to 6



     Help pupils to:
      Recognise how the organisation of
       information directs the reader’s response.
       AF4

       Q8b 1 mark
AF4    Q8b    1 mark

Example 1 0 marks
because the place describes why it is good and
the problem is whats ruining the good parts.

True, but doesn’t address the question which is
about the significance of the order of the sections.
AF4    Q8b(cont)

Example 2 1 mark

It starts off nicely with the place making it sound
   really nice and then it brings in the problem
   allowing you to fully understand how bad it is.

Answer which addresses the question asked:
- starts off indicates order
- and then establishes link in order between the two
- allowing introduces idea of purpose.
Implications for teaching and learning for levels 6 to 7



    Help pupils to:
     Identify and analyse how texts are structured to
      present a writer’s viewpoint. AF4

       Question 8a       1 mark
AF4   Q8a    1 mark


Example 1 0 marks
The place mentions things about Lulworth Cove but
The problem mentions the bad things that are
happening to Lulworth Cove and Purbeck.

True, but not about the way they are written.

Example 2 0 marks
‘The Place’ is written praising the area and the tone is
very calming. ‘The problem’ is much more negative.

Attempts to answer question but too general.
AF4    Q8a(cont)

Example 3 1 mark
One difference in the way they are written is that
‘The place’ is the writer’s opinion and ‘The
problem” is true facts.

Clearly recognises a difference between sections.
Summary

What kinds of classroom activities might be
devised to help pupils talk about the structure
and organisation of texts?

				
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posted:6/7/2012
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