Improving reading - Archive 1523-200MIG9_Redacted.pdf · SoW offer opportunity for a full range of shared, modelled, guided and independent reading. SoW address fiction, non-fiction,

Guidance

Curriculum andStandards

English subjectleadersStatus: Recommended

Date of issue: 06-2005

Ref: DfES 1523-2005 FLR-EN

Improving reading – a department handbook

Photo redacted due to third party rights or other legal issues

Improving reading: a department handbook

© Crown copyright 2005 Secondary National Strategy l Improving reading l 1DfES 1523-2005 FLR-EN

2 l Secondary National Strategy l Improving reading © Crown copyright 2005DfES 1523-2005 FLR-EN

Disclaimer

The Department for Education and SkilIs wishes tomake clear that the Department and its agents acceptno responsibility for the actual content of any materialssuggested as information sources in this document,whether these are in the form of printed publications oron a website.

In these materials icons, logos, software products andwebsites are used for contextual and practical reasons.Their use should not be interpreted as an endorsementof particular companies or their products.

The websites referred to in these materials existed atthe time of going to print. Tutors should check allwebsite references carefully to see if they havechanged and substitute other references whereappropriate.

Contents

1 The route to improving reading 5Introduction 5• The route to improving reading at Key Stage 3 6

Appendix 1: Department self-evaluation 7

2 Information gathering 11Introduction 11• Analysing reading test data 11• Reading test script analysis 14• Teacher assessment 15• Lesson observation 16• Work sampling 16• Pupil interviews 20• Reviewing schemes of work 21

Appendix 2: Observation prompts 23Appendix 3: Generic lesson observation checklist 25Appendix 4: Questions for pupil interviews on reading unit 26Appendix 5: Questions for pupil interviews on year’s reading 27Appendix 6: Building a Year 7 reading profile 28Appendix 7: Key Stage 4 reading profile 32Appendix 8: Questions to ask of schemes of work 33

3 Planning for improving reading 35Introduction 35• Establishing a plan for improving reading 36• Example action plans 37• Reading improvement matrix 46

Appendix 9: Key Stage 3 reading plan 37Appendix 10: Key Stage 3 action plan 42Appendix 11: QCA assessment focuses and GCSE assessment objectives 45Appendix 12: Reading improvement matrix 46

4 Teaching and assessing reading 61Introduction 61• Planning the teaching 61• Reading for meaning 63• Responding to reading 67• Assessing reading 70

5 Reviewing progress 74Introduction 74• Monitoring 74• Evaluation 74

Appendix 13: Key Stage 3 reading action plan (with evidence for evaluation identified) 75




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The route to improving reading

IntroductionPupils as motivated and independent readers

Our aim in the Strategy is for pupils to become engaged, motivated andindependent readers who enjoy their reading and who are able to:

• orchestrate a range of strategies and skills to gain meanings from texts;

• reflect critically upon and respond to a wide range of printed and visual texts.

To achieve this aim, departments need to ensure that all pupils who enter theirschool make progress in their reading every year. These materials will providedepartments with support and guidance on how to review and plan for progressionand how to make best use of the Strategy material that already exists on theteaching of reading.

A key focus is on teachers giving pupils the opportunity and teaching themstrategies to explore the meaning and effects of a text at the same time as givingthem the tools to understand and articulate how the author has achieved these. Wewant pupils to become confident, good readers who identify the impact a text hason them and who explore the relationship of the ‘parts’ to the ‘whole’.

Recent evidence, emerging from the joint QCA/Key Stage 3 Strategy pilot projectMonitoring Pupil Progress, from Ofsted surveys and from Strategy regional directorsand consultants, has highlighted the need for departments to review:

• how far their schemes of work for reading address progression as well ascontent;

• the way assessment for learning is informing the teaching of reading.

The improvement process

This handbook suggests departments use the now familiar process exemplified inImproving writing (English department core training 2003/04) to plan and implementimprovements in reading by pupils aged 11–16.

Using the handbook

The handbook is designed primarily to support subject leaders and is most likely tobe effective when used alongside support from a consultant.

The route to improving reading diagram (page 6) and the self-evaluation promptsthat follow (Appendix 1) are designed to help subject leaders decide which stagesof the process their department is confident with and which need to be developedfurther. Each section provides relevant resources and tools to guide and supportthis work.



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Appendix 1

Department self-evaluation

Planning for teaching reading Well-established Developing Not yet

Review and planning of schemes ofwork (SoW) and units of work arebased on data and evidence of pupils’achievement and progress in reading.

Planning is focused on reading skillsand strategies. Content and coverage(texts/range/topics) are well matchedto the planned teaching.

SoW offer opportunity for a full rangeof shared, modelled, guided andindependent reading.

SoW address fiction, non-fiction,poetry, media texts and drama in allyears.

Units of work on reading are plannedaround a few relevant Frameworkobjectives and pupils’ progress istracked using the full range ofassessment focuses (AFs) for KeyStage 3, and assessment objectives(AOs) for GCSE.

Units of work on reading fit into anoverall plan of progression for Years7–11.

Planned sequences of lessons allowsufficient time for pupils’ independentapplication of the reading skills taught.


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The department engages in regularmoderation and agreeing of standardsfor reading at both key stages.

Teachers assess all aspects of pupils’reading, through a range of oral as wellas written means, for example, guidedreading, book talk and presentations.

Teachers know groups’ and individualpupils’ reading targets and use themto support pupils during lessons.

Teachers involve pupils in theassessment process, share the criteriaand show how they assess reading.

Pupils receive clear feedback includingguidance on improving their work.

Teaching and learning Well-established Developing Not yet

A few, specific teaching objectives aremade explicit in all lessons.

Teacher questioning and response topupils’ answers are planned to guidepupils to deeper explanation andanalysis.

Teachers know and use a range ofinteractive strategies.

Teachers model new or unfamiliarreading skills.

Pupils are shown how reading skills aretransferable from one text to another.

Pupils work as a whole class, ingroups and individually, as appropriateto the objectives.

The department works closely with thelibrary and ensures structured booktalk is built in to teaching time.


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Reviewing Well-established Developing Not yet

Teachers’ practice in teaching andassessing reading is regularlymonitored and reviewed.

SoW and units of work are monitoredto ensure curriculum targets are beingmet.

Impact of teaching is evaluatedthrough tracking pupils’ progressagainst curricular targets.

There are opportunities for pupils toevaluate their progress and to feedback their views to teachers.



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Introduction

This section offers guidance on a number of ways (from analysis of test data tolesson observations and interviewing pupils) in which you and your department canidentify pupils’ strengths and weaknesses in reading so that planning and teachingcan be tailored to their learning needs.

• Analysing reading test data

• Reading test script analysis

• Teacher assessment

• Lesson observation

• Work sampling

• Pupil interviews

• Reviewing schemes of work

Analysing reading test data

What data do I need to help improve the teaching and learning of reading in mydepartment?

This section offers a range of information-gathering activities and there is nointention that a department should undertake them all. Identify the most productivelines of enquiry for your department and discuss these with the school’sassessment manager who can provide specific analyses for you.

1 Retrospective analysis using national test data

i Compare performance in reading at Key Stage 3 and Key Stage 4:

• against the national results;

• against the LA average;

• with similar schools locally;

• at school level across teaching groups;

• at individual pupil level, for example, by using PAT or similar diagnostic software.

ii Identify under-achievement in specified groups – determined by gender, ethnicity, special educational needs, including gifted and talented pupils, and pupils with English as an additional language:

• performance in English of boys, girls and specific groups;

• performance in reading of boys and girls and specified groups;

• pupils’ reading performance in relation to their writing;

• trend over three years in attainment in reading by all groups above (not yet possible using Key Stage 3 national test data).

Information gathering


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iii Analyse value-added data – for this to be useful, schools need to look at pupil numbers rather than percentages and to identify named pupils whose progress can be targeted and tracked.

Key Stage 2 to Key Stage 4 conversion data for pupils’ progress:

• Key Stage 2 level 3 � Key Stage 3 level 5 � GCSE level C+

• Key Stage 2 level 4 � Key Stage 3 level 5 � GCSE C+

• Key Stage 2 level 5 � Key Stage 3 level 6/7 � GCSE C/B/A

• Key Stage 3 level 4 � GCSE C+

• Key Stage 3 level 5 � GCSE C+

• Key Stage 3 level 6 � GCSE B/A

• Key Stage 3 level 7 � GCSE A*

2 Tracking pupil progress and use of predictive data

As well as analysing outcome data, successful schools identify pupils’ potential,set targets and monitor their progress closely to ensure that they are on trackto achieving all they are capable of. The range of information that can be drawnon includes:

• Key Stage 2 to Key Stage 3 transfer data including Year 6 item level analysis;

• Regular assessment by teachers of:– pupils’ attitude towards and confidence in reading;– participation in shared and group reading; – end of reading unit tasks, to assess learning outcomes in relation to key

objectives and specific assessment focuses;– pupils’ progress in reading intervention programmes (Reading

challenge, Literacy Progress Units);– reading diary/log; – library use;

• Year 7 progress test analysis (for pupils entering Year 7 on level 3);

• Optional tests analysis (Year 7 and Year 8);

• Year 9 National Curriculum test data and question-level analysis;

• Conversion data (Key Stage 2 to Key Stage 3 progress), and Key Stage 3 to Key Stage 4 conversion data;

• Reading ages;

• School PANDA and Autumn Package;

• Ofsted, QCA, NAA and examination board reports;

• Fischer Family Trust (FFT);

• CATs (Cognitive ability tests) to reflect on how pupils are performing in relation to their potential (see scores for the language test);

• Pupil Achievement Tracker (PAT) or similar assessment management system;

• Attendance, behaviour and other contextual information.


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3 Useful questions about reading data

The same questions apply to all performance data:

• Are all pupils who achieved national expectations at Key Stage 2 (level 4) ontrack to achieve national expectations at Key Stage 3 (level 5+) and at GCSE (A*–C)?

• Are all pupils making the progress they are capable of, whatever their starting point?

• What is the trend in reading attainment over time, for specific groups? (Note: At present schools have separate Key Stage 3 data for reading and writing for 2003 and 2004 only.)

A close level of analysis is better done using actual pupil numbers andindividuals’ names rather than simply using percentages.

Specific prior attainment groups

What issues does this data raise about reading attainment for:

• more able pupils, for example, Key Stage 2 level 5 � Key Stage 3 level 6/7 � GCSE A or A*?

• pupils who achieved national expectations at Key Stage 2 (level 4) and Key Stage 3 (level 5)?

• lower-attaining pupils, for example, those entering Year 7 at level 3 and below?

Gender


• boys and specific groups of boys, for example, white boys eligible for free school meals?

• girls and specific groups of girls, for example, black Caribbean girls?

Ethnic minority groups

What issues does this data raise about reading attainment for pupils:

• of specific ethnic origin?

• learning English as an additional language?

• at a specific stage of learning English as an additional language?

Other groups


• pupils entitled to free school meals?

• looked-after children?

• mobile pupils who join during a key stage?

• pupils whose attendance is irregular?

• pupils with consistently poor behaviour?

4 Question-level analysis

Entering data (from both national and optional tests) into PAT (PupilAchievement Tracker) or a similar assessment management system canindicate relative pupil performance on different types of reading questions, forexample, information retrieval, rather than analytical, questions. A school canobtain its Key Stage 3 national test data from the QCA ‘Key to Success’website at pupil and question level and:


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• use the bar charts and radar plots to identify strengths and weaknesses at cohort, class, group and individual pupil levels and review priorities for improving reading;

• identify weaknesses and identify curricular targets based on class or group performance on specific questions;

• identify future targets based on pupil performance on specific questions and linked to the Reading improvement matrix (Appendix 12);

• look at a bar chart of Key Stage 3 reading question results, for example, differences between reading scores for Shakespeare and Reading Paper 1 from Year 9 test papers in 2004.

Reading test script analysis

Having used numerical data to raise questions about pupils’ strengths andweaknesses in reading, it is worth looking closely at borderline pupils’ test scripts toidentify what causes them specific difficulty.

Such scrutiny, if undertaken as a team, will:

• identify aspects of an assessment focus that require targeting in futureteaching;

• inform a review of the scheme of work;

• identify specific teacher needs for continuing professional development;

• promote consistency in teaching across the department.

The process

To undertake a focused script analysis it is best to:

• work as a department team;

• choose a specific focus, such as borderline scores for reading on Paper 1, or agroup of pupils whose performance you want to understand more about;

• gather the selected scripts, the mark scheme and a PAT (or similar) printout:– note the glaringly obvious, for example, Shakespeare scores noticeably

lower than Reading Paper 1; – prioritise a focus for further analysis: borderline and specific groups of

pupils identified by the numerical data, for example, boys are doing worseon Shakespeare than girls; pupils of a particular ethnic heritage are losingmarks on the explanation aspect of ‘point, evidence, explanation’;

– identify the assessment focuses needing most improvement or needing tobe addressed in teaching for year group/cohort/class, for example, AF4(text structure and organisation), AF5 (writers’ use of language) and AF6(writers’ purposes and viewpoints/overall effect);

– feed information gathered into an action plan, to include review of SoW,use of the Reading improvement matrix (Appendix 12) for pupil targets orkey teaching objectives and Key markers of progress in reading fortracking progress. (See Section 3, Appendix 10.)

Where schools have requested the return of scripts, a similar process at Key Stage4 would:

• identify the assessment objectives needing most improvement or needing to beaddressed in teaching for year group/cohort/class;

• feed the information gathered into an action plan, to include review of schemeof work and use of the 11–16 progression grids for tracking progress.

Resources There is further comprehensive guidance on Making the most of English testinformation on the Key Stage 3 website:www.standards.dfes.gov.uk/keystage3/repub/en_test.

Key Stage 4 Subject leaders material (DfES 0158-2005 G)

Teacher assessment

Secure teacher assessment is essential for improving the quality of teaching andpupils’ learning in reading. The design of assessment opportunities and tasks hasto ensure that pupils can show their understanding and response to the whole textand their close analysis of the features that contribute to this, covering, over time,the full range of assessment focuses at Key Stage 3 and the assessment objectivesat Key Stage 4.

What to do

1 Use data from the school’s data manager to compare teacher assessment ofreading with test results.

2 Ask what this tells you about your department’s judgements in assessingreading by comparison with test results. Can you account for the differences?

3 At Key Stage 3 do not wait for test scripts to tell you – identify a work samplefrom every class in a year group focused on the same reading assessmentfocus, for example, AF4 (text structure and organisation) and identify strengthsand weaknesses in teacher assessment.

4 At Key Stage 4 the use of examples to standardise assessment is wellestablished, but at Key Stage 3 make sure that all teachers in your departmenthave a ready source of examples of pupil work at different levels for reading, forexample, from the mark schemes for the optional and Year 9 tests.

5 Establish half-termly common assessment tasks or end of unit assessments atKey Stage 3 and establish paired marking across the department at both keystages.

Resources Key Stage 3

• Mark schemes for optional and end of key stage tests

• Implications for teaching and learning, QCA posters

• Standards exemplification material, QCA website

• Using assessment focuses: reading (QCA Conferences material 2004), leafletsthat are particularly useful for teachers when planning to teach and assessreading

• Monitoring Pupil Progress (QCA/Key Stage 3 Strategy pilot 2004/05) – astructured approach to teacher assessment. Information will be available in2005/06

• Making assessment work, QCA (on website)

• Making the most of English test informationwww.standards.dfes.gov.uk/keystage3/respub/en_test

• Improving writing: gap task (DfES 0399/2003)

• Increasing pupils’ rates of progress in English: gap task using conversion data;radar graphs for individual pupils at Key Stage 2 (DfES 0463-2004 G)


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• How to get more pupils from level 3 to level 5 in English, part 1: gap task (DfES0264-2004 G)

Key Stage 4

• GCSE mark schemes

• GCSE examiners’ reports

• Key Stage 4 Subject leaders folder (DfES 0817-2004)

Lesson observation

It goes almost without saying that information gained from lesson observation isnecessarily just one source of evidence, albeit a very important one. Observationsin classrooms need to be looked at alongside all other forms of evidence, forexample, pupil work samples, in particular the quality of marking and feedback andpupils’ responses to this.

The lesson observation prompts in Appendix 2 and Appendix 3 follow theingredients of a well-structured lesson but do not identify parts of a lesson.

Work sampling

Regular sampling of selected pupils’ work is an important tool in department self-evaluation. It adds to information from data and classroom observation andprovides tangible and immediate evidence of how pupils are doing and what couldbe improved. It can provide useful information on: pupil progress; teacher and pupilexpectations; consistency and quality of pupil response and independence; theusefulness of marking and feedback; the consistency and comparability of teachingand learning across the department.

Findings from work scrutiny need to be addressed in any department action planand a simple way to evaluate impact is to re-sample the same pupils’ work toidentify how they are responding to targeted teaching.

1 Process

To judge pupils’ progress in reading you need to:

• have a question you want answered (see Identifying a focus below);

• have a sample that is manageable;

• decide who is to undertake the work (pairing teachers up works well);

• ensure that it results in a few, clear curricular targets;

• give feedback to the whole department;

• repeat it at regular intervals so as to evaluate progress made on the issues identified;

• gather a range of evidence.

Possible sources of evidence

Exercise books, reading records and logs, homework diaries, readinginterviews, hearing pupils’ read, Reading challenge interviews (and as adaptedin The school library and the Key Stage 3 National Strategy, DfES 0452-2004 G) lesson plans and observations, library records.


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Resources

• Mark schemes for optional and end of key stage tests

• Organising a work sample (DfES 0390/2003)

• Implications for teaching and learning, QCA poster

• Standards exemplification material, QCA website

• GCSE mark schemes

2 Identifying a focus

It is important to have a specific focus so that limited time, energy andresources will make the most difference to pupils. For example:

Questions on whole department work

• Are current reading resources sufficiently engaging and motivating?

• Are expectations high enough?

• Which classes, groups and individuals are underachieving?

• Does the scheme of work cover National Curriculum requirements and address the full range of teaching objectives and assessment focuses?

• Is the department reading policy being implemented?

• Are marking and assessment useful and linked to teaching objectives?

• Are reading targets set, monitored, achieved and adjusted?

• Is there consistency in teacher assessment of levels?

Questions on the progress of specific pupil groups

• How well is the Key Stage 3 scheme of work for reading meeting the needs of more able pupils?

• How do you account for the different progress made by Year 9 boys and girls in their written responses to reading?

• How much are targeted pupils benefiting from Reading challenge andLiteracy Progress Unit support?

• Does the Year 10 scheme of work for less confident readers who did not attain level 5 incorporate sufficient revisiting of reading for meaning?

• Do Year 11 pupils on the C/D borderline know how to compare texts effectively?

3 Sampling pupils’ reading

Hearing pupils read and discussing their reading with them is an importantaddition to sampling written responses to reading. It can provide first-handevidence of pupils’:

• confidence, fluency and skill in reading a range of material;

• reading skills and knowledge of texts that are not sufficiently drawn on in class;

• lack of confidence in their day-to-day reading in school and specifically their:

– ability to use inference and deduction;

– understanding beyond the literal;

– ability to make connections between different parts of a text;

– clarity and expression when reading aloud;


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– ability to prioritise information, identify specific features, detect bias and distinguish fact from opinion;

– understanding, appreciation and response to literary texts;

– awareness of the writer’s attitude or viewpoint.

It is most useful when:

• pupils are asked to read from familiar fiction and non-fiction texts linked to other reading in school and at home;

• the setting and atmosphere are as relaxed as possible;

• sufficient time and skilled questions allow the pupil to speculate, consider and reflect on the material;

• the teacher has the specialist knowledge to evaluate strengths and weaknesses accurately and sensitively.

Example of a department’s Key Stage 3 work scrutiny

A department decided to look at the work of four pupils with level 5 potential ineach class in Years 7, 8 and 9 in relation to the identified assessment focuses. Care was taken to ensure a balance of gender and ethnic grouping.

The results of this department’s scrutiny are shown in the table below.


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Assessment Year 7 Year 8 Year 9focus

Understand,describe, selector retrieveinformation,events or ideasfrom texts anduse quotationand reference totext. (AF2)

Deduce, infer orinterpretinformation,events or ideasfrom texts. (AF3)

Pupils are performingcomparatively well inrelation to thisassessment focus.

• Most pupils graspand communicateliteral meanings well.

• Most pupils showsome capacity toinfer and makedeductions in fiction.

• Inferences areidentified but notoften exemplifiedthrough precisereferences to thetext.

Pupils are performingcomparatively well inrelation to this assessmentfocus.

• Most pupils show theycan infer and deducefrom a range of textsand provide textualevidence.

• Most pupils can bothdescribe and explaintheir interpretation of atext when questioned.

• Writing includes someinterpretation but is notsustained and too oftenturns into description.

Pupils are performingcomparatively well inrelation to thisassessment focusalthough few pupils areable to confidentlysynthesise informationfrom different sources ordifferent places in thesame text.

• Most pupils show theycan infer, deduce andprovide textualevidence for theirinterpretations from arange of texts.

• Most pupils are able tocomment on differentlayers of meaning inclass discussion butfew carry this throughinto their writing abouttexts.


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Identify andcomment on thestructure andorganisation oftexts, includinggrammatical andpresentationalfeatures at textlevel. (AF4)

Explain andcomment onwriters’ uses oflanguage,includinggrammatical andliterary featuresat word andsentence level.(AF5)

Identify andcomment onwriters’purposes andviewpoints andthe overall effect

• Most pupils canidentify features ofeffective openingsand endings of texts.

• Most pupilsrecognise and canexplain the reasonsfor simplepresentationalfeatures such asbullet points.

• Description ofstructural featuresrarely includes anexplanation of whythese are effective.

• Most pupils can pickout basic languagefeatures, forexample, the use ofaggressive soundingadjectives.

• Most pupils canidentify main themesand points made in atext.

• Most pupils are ableto identify the writer’s

• Most pupils are able todescribe and commenton structural features ina text.

• Most pupils can explainhow a writer usesorganisational featuresto strengthen the impactof their writing, forexample, graphs inmagazine articles.

• Written responses tendto describe rather thanexplain.

• Most pupils are able toidentify various featuresof language use indifferent texts andsuggest why the authorhas chosen them.

• While confident inteacher-led discussion,pupils now need toindependently applythese skills.

• Most pupils can identifyand explain a writer’sviewpoint.

• Most pupils can explainthe overall effect of atext on themselves and

• Most pupils show theability to explore awriter’s use of structureto support theirmeaning.

• When questioned,most pupils are able toidentify and explain theuse of organisationalfeatures in a textacross a range oftexts, but now need todo so independently.

• While most pupils canverbally explain theuses of structural andorganisational featuresin a range of texts, fewcarry this throughconfidently into theirwriting.

• Most pupils are able toexplain the writer’schoice of words, useof grammatical andrhetorical devices andthe effect these haveon the reader.

• Verbal explanations aredetailed in classdiscussion but formany pupils writingabout texts lacksclarity in terms ofexplaining cause andeffect with evidence.

• Most pupils are able toidentify and quotespecific references inthe text to explain thewriter’s purpose andviewpoint.

Pupil interviews

One of the five acid tests of effective school self-evaluation is that it involves staff,pupils, governors and parents at all levels (New Relationship with Schools, DfES 2004).

A self-evaluating department will want to seek the views of pupils:

• to track learning outcomes and progress;

• to monitor effective teaching approaches;

• to evaluate the impact of the scheme of work on pupils’ learning and motivation.

The activities suggested in this section will support self-evaluation and, in particular,the department’s Ofsted self-evaluation form (SEF) which has a substantial sectionon pupils’ views.

Suggested prompts and questions for pupil interviews or pupil self-evaluationYou can use Appendix 4 and Appendix 5 to find out pupils’ views of their readingprogress within a unit or over a year. The department can customise themaccording to its own priorities and lines of enquiry. They can be used by a teacherinterviewing pupils (individually or in a small group) or adapted so that pupils canevaluate their own reading.

• Appendix 4 and Appendix 5 focus on pupils’ experience of the readingcurriculum and teaching;

• Appendix 6 comes from Part 1 of the Reading challenge (DfES 0293/2003)and focuses on pupils’ independent reading. This can be used formativelyand involves the setting and reviewing of personal reading targets.

• Appendix 7 is an example of how one department profiles pupils’ reading atKey Stage 4.

What do you do with the outcomes?It is important that all such exercises are seen to have an outcome. You may:

• take the results into account when reviewing schemes of work;

• share it with the department to highlight good practice;


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General observations• too much rushed and unfinished class work• too few pupils show evidence of wide personal reading• teachers use of marking and feedback needs to explain more clearly what pupils need to do to

improve their explanations.

• Some pupils canexplain the effect of atext on the reader,recounting explicitlyhow this is achievedbut this lacks claritywhen put into writing.

link this to the writer’sintentions, but stillneed to work onselecting relevantevidence.

main purpose andcan comment on theviewpoint explicitlyexpressed.

of the text onthe reader. (AF6)

• use it to strengthen and build consistency in the teaching of reading across thedepartment;

• link to the school’s work on developing pupils’ independent reading.

Who does it?This depends on your purpose. You will need to decide whether it is best for theclass teacher, the subject leader or a teacher who does not teach the group toundertake pupil interviews.

It works best when:

• you are clear about the objectives and what you want to find out;

• pupils know why you are doing it and what it will contribute to – for example,pupils are told this will be part of the evaluation of the unit;

• questions focus on teaching, not teachers;

• pupils are prepared in advance for the kinds of questions they will be asked;

• questions are open and invite reflection (for example, how was this different toyour usual work?);

• you talk with a group rather than with individuals;

• it feels safe – say that there are no right answers, and that you genuinely wantto know what pupils think.

Reviewing schemes of work

Planning and securing progression in reading

As well as covering a range of texts and a variety of teaching and learningapproaches, department planning needs to ensure progression across the keystage so that pupils are not undertaking the same activities at the same level onslightly different texts in Years 7 and 9.

Data analysis and other evaluation activities will reveal strengths and weaknesses ina class or cohort’s reading progress. To address any gaps in teaching and ensureall pupils are supported and challenged to achieve what they are capable of,schemes of work need regular review and adjustment.

Long-term plans for reading need to cover:

• National Curriculum requirements for the key stage;

• key reading objectives from the Framework for each year group in Key Stage 3;

• regular assessment opportunities covering the full range of assessmentfocuses;

• key reading assessment objectives for GCSE;

• a progressive and balanced reading curriculum.

Medium-term plans for reading need to cover:

• a range of texts, reading skills and strategies;

• groups of reading objectives;

• sequences of lessons;

• a range of end-of-unit assessments of reading.


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Short-term plans need to cover:

• how to teach the objectives in medium-term plan;

• specific reading strategies to be taught;

• teaching approaches;

• learning outcomes;

• pace and timings of episodes in lessons;

• assessment tasks to monitor progress and inform future teaching(see Section 4).

Appendix 8 is designed to support your department when reviewing schemes andunits of work. You will need to select specific questions depending on the key stageand level of planning under review.


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Appendix 2

The following observation prompts are examples only. To be most useful they willneed to be edited to focus on a few department priorities for improvement, seeAppendix 1: Department self-evaluation, page 7.

Lesson observation prompts – the teaching of reading

Whole class/shared/guided/group/independent reading (ring as appropriate)

Focus • Are curricular targets identified and linked to an analysis of pupils’ current learning needs?

• Can effective progression be identified in the planning?

Assessment for learning • Are the learning needs of the full range of pupils addressed? For example, are lower-attaining pupils and gifted and talented pupils engaged?

• Are connections made to pupils’ previous reading and the strategies they have been taught?

• Are expectations reviewed on the basis of continuous assessment?

• Are pupils aware of what they need to do to improve?

Resources • Do the texts chosen motivate and challenge their readers?

• Does the teacher’s use of technology and other resources enhance pupils’ access toand understanding of the text?

Objectives • Are teaching objectives shared with pupils?

• Are pupils clear about what they are expected to learn by the end of the lesson or unit of work?

Shared teaching • Does the teacher encourage responses to the text as a whole before leading pupil exploration of how the writer achieves his/her effects?

• Are pupils encouraged to question the text, its degree of objectivity and the writer’s viewpoint?


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• Is sufficient thinking time provided between the reading of the text and having to answer questions or present views? Do less confident pupils have the chance to talk with a partner before presenting to a wider audience?

• Does the teacher encourage the use of the correct terms when referring to specific features (for example, ‘topic sentence’, ‘connotation’)?

• Do the teacher’s questions ensure close analysis and increasing depth of understanding or do they stay at the level of information retrieval? i.e. are pupils asked to clarify the ‘why’ and ‘how’ as well as the ‘what’ in their reading?

• Are links made to pupils’ personal and wider reading? to whole-school reading objectives?

Group, guided and • Do tasks set enable pupils to show what independent work they are capable of against Framework

objectives and the AFs or assessment objectives targeted? (for guided groups apply the prompts above)

• Is enough time allowed for the application of skills taught in the shared session?

• Is the grouping of the pupils appropriate for the text and task?

• Are pupils clear about the expectations for their behaviour or do they need ‘ground-rules’, for example, on chairing, reporting, recording?

Review • What evidence is there that pupils have made progress against the lesson objectives and expectations?

• How do pupils show that they understand the progress they have made?

• Does the teacher praise, build on and give clear feedback to pupils on their outcomes? Does the feedback include clear advice on how they might improve?


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Appendix 3

Generic lesson observation checklist

Starter activity • Objective – expectations(when used)

• Timing and pace

• Differentiation

• Interactivity

• Purpose – links to main learning/prior learning/future learning

• Teacher knowledge

Development • Objectives – expectations

• Choice and use of text

• Teacher knowledge

• Modelling/scaffolding

• Active reading strategies

• Group reading activities

• Teacher role in independent and guided work

• Support for independent work

• Use of other adults

Plenary • Review of objective(s)

• Sharing the learning outcomes

• Feedback, reinforcement of learning and use of praise


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Appendix 4

Suggested prompts and questions for pupil interviews on a reading unit

Questions and prompts Pupil’s responses

Tell me about this reading unit. What sort of things were you asked to do?

Did you find it interesting? Which parts did you enjoy most? Why?

Which parts of the work you did are you mostpleased with? Why?

Which parts did you find most difficult?Why?

What sort of things did the teacher do to makethe lessons in this unit worthwhile? What sort of things did the teacher do to makethe lessons in this unit interesting?

How is this unit of work in English different fromthe sort of work you did last year?


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Appendix 5

Suggested prompts and questions for pupil interviews on this year’s reading

Questions and prompts Pupil’s responses

Has there been a difference in reading in Englishlessons this year from last?Can you explain how they are different?

What have you enjoyed about reading this year?

What have you found most difficult in reading inEnglish this year?

When you have difficulty what do you find helpsyou most? (For example, working with a partner,working in a small group with the teacher,working one to one with the teacher, any otherstrategies?)

What improvements in reading have you madethis year?

What in the way you have been taught hasparticularly helped your reading? (modelled,shared, guided teaching, etc.)

What other things help you to improve yourreading and response to reading?

Do you know which level you’re aiming at forreading this year?

Do you know what you need to do next to makeprogress?


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Appendix 6

Building a Year 7 reading profile

The starting point for developing reading in the school is knowing each pupil’sattitude towards reading.This reading interview is designed to give librarians orteachers a baseline of Year 7 pupils’ reading habits/diet/challenges.

Designed to take no more than 10 minutes, the interview is part 1 of the readinginterview in Reading challenge (DfES 0293/2003).

Undertaken in the autumn term and then reviewed in the spring and summer terms,the profile is passed on to Year 8 teachers and tutors.

Two targets are set as a result of the interview:

• one on extending the range of reading and increasing the challenge;

• one on a reading strategy to adopt or improve on.

The targets are agreed and signed by both adult and pupil and reviewedtermly.

Examples of targets might be:

• Regularly talk to someone about choosing books and listen to advice.

• Choose a book or author you would normally avoid.

• Try to finish the whole book.

• Keep a reading log and update it regularly.

• Read fiction or poetry and drama.

• Practise reading aloud on your own.

• Prepare reasons for convincing someone else to read or avoid reading aparticular book or author.


Sectio

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Sch

oo

l nam

e

Year

7 r

ead

ing

inte

rvie

ws

Pup

il:__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

Cla

ss:_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

Key

que

stio

nsR

esp

ons

eO

ther

res

po

nses

Do

you

like

read

ing

toyo

urse

lf?

Wha

t so

rt o

f thi

ng d

o yo

uch

oose

to

read

by

your

self?

Wha

t ha

ve y

ou r

ead

rece

ntly

?

Very

pos

itive

Pos

itive

Neg

ativ

e:bo

ring,

har

d w

ork,

slo

w,

poin

tless

, bet

ter

thin

gs t

o do

Fict

ion:

regu

larly

, som

etim

es, n

ever

Info

rmat

ion

book

s: r

egul

arly,

onl

y in

the

libra

ry,

neve

rM

agaz

ines

:reg

ular

ly, s

omet

imes

, ne

ver

Pic

ture

boo

ks, c

omic

s: r

egul

arly,

som

etim

es,

neve

rN

ewsp

aper

art

icle

s: r

egul

arly,

som

etim

es,

neve

rTV

gui

de: r

egul

arly,

som

etim

es,

neve

rE

nviro

nmen

tal (

for

exam

ple,

CD

cove

rs, c

erea

l pac

ket):

reg

ular

ly,so

met

imes

, ne

ver

Not

hing

Sho

ws

know

ledg

e of

a r

ange

of

read

ing

mat

eria

l of a

ppro

pria

tedi

fficu

lty a

nd h

ow t

o ac

cess

it


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Key

que

stio

nsR

esp

ons

eO

ther

res

po

nses

Can

you

thi

nk o

f any

boo

ksth

at y

ou w

ould

find

inte

rest

ing

or u

sefu

l to

read

nex

t?W

here

wou

ld y

ou fi

nd t

hem

?

Why

do

you

read

?

Whe

re d

o yo

u re

gula

rly d

oso

me

read

ing?

How

do

you

feel

if s

omeo

neas

ks y

ou t

o re

ad s

omet

hing

to

your

self?

Why

do

you

thin

k yo

u fe

ellik

e th

is?

How

do

you

feel

ifso

meo

ne a

sks

you

to r

ead

som

ethi

ng o

ut lo

ud?

Why

?

Sho

ws

som

e kn

owle

dge

but

lack

sde

tail

or r

ange

– m

entio

ns w

ell-k

now

nbu

t un

likel

y m

ater

ial,

for

exam

ple,

Trea

sure

Isla

ndS

how

s lit

tle k

now

ledg

e or

inte

rest

inth

e w

orld

of p

rint

To g

et in

form

atio

nE

njoy

men

tS

choo

l wor

kM

ade

toN

othi

ng e

lse

to d

o

Hom

eH

ome

in b

edIn

cla

ssLi

brar

yB

us/t

rain

/car

Fine

Dep

ends

wha

t it

isA

bit

wor

ried

Thre

aten

ed/u

nhap

py

Fine

Dep

ends

wha

t it

isA

bit

wor

ried

Thre

aten

ed/u

nhap

py


Sectio

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Targ

ets

Pro

gre

ss

Aut

umn

term

Sp

ring

ter

mS

umm

er t

erm

Targ

et 1

Targ

et 2


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Appendix 7

Key Stage 4 reading profile

Coding: I = needs developing II = needs consolidation III = secure

PUPILS a b c d e f g h

AO2 i Read with insight and engagement, making appropriate references and developinginterpretations

Reads non-literary texts with understanding

Reads fiction and poetry with engagement

Reads with insight

Can refer to textual evidence

Offers a personal interpretation

AO2 ii Distinguish between fact and opinion and evaluate how information is presented

Knows fact from opinion

Recognises presentational techniques

Can evaluate use of presentational techniques

AO2 iii Follow an argument, identifying implications and recognising inconsistencies

Reads with literal understanding

Sees implications

Recognises inconsistencies

Can track a line of argument

AO2 iv Select material appropriate to purpose, collate material from different sourcesand make cross-references

Can select appropriate material

Can collate material from different sources

Can make cross-references

AO2 v Understand and evaluate linguistic, structural and presentational devices and comment on language variety and change

Can recognise and evaluate linguistic devices

Can recognise and evaluate structural devices

Can recognise and evaluate presentational devices

Can recognise and comment on language variety

Can recognise and comment on language change

Class/group


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Appendix 8

Questions to ask of your schemes of work forreading

Note: Departments will need to select the criteria appropriate to the level ofplanning or key stage under review.

Content and range Secure Developing To do

At Key Stage 3 specific Frameworkobjectives and AFs for reading areidentified and addressed at long-, medium-and short-term levels.

At Key Stage 4 all GCSE contentrequirements and assessment objectivesfor reading are identified and addressed atlong-, medium- and short-term levels.

The focus of teaching and learningactivities and the assessment tasks setensure that pupils are able to show whatthey are capable of in relation to theidentified teaching and assessmentobjectives.

Reading objectives and assessmentfocuses that need to be focused on morethoroughly have been identified andaddressed.

Gaps in NC or GCSE specificationcoverage in each year group have beenidentified and addressed, for example, therange of non-fiction, fiction, poetry, drama,media.

Texts identified in units of work for eachyear group are ones that provide interest,enjoyment and challenge.

Objectives and activities in teaching plansaddress both:

• the teaching of reading and response;

• pupils’ development as motivated,independent readers.


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Expectations Secure Developing To do

The progression expected in reading isclearly defined and communicated topupils, that is, plans clearly illustrate whatis different about the teaching of reading inYear 8 as opposed to Year 7 and pupils,when asked, can tell you what thesedifferences are.

Units of work address the expectationsidentified in the Reading improvementmatrix (Appendix 12), NC level descriptionsor GCSE assessment objectives.

Plans show sufficient support andchallenge for the full range of pupilattainment and the level of differentiation isidentified (resources/task/outcome). Pupilsof different reading abilities and interestsare supported through guided work andgroup reading units.

Teaching and learning Secure Developing To do

Plans exemplify structured, sequencedteaching which moves from direct teachingand support, to pupil independence – thereis a balance between the modelling ofeffective reading strategies andindependent practice, including timedpractice, of the skills taught.

Teaching objectives are made explicit topupils in all lessons and aspects ofassessment for learning are threadedthrough each unit of work.

Plans identify key questions to guide pupilsto deeper explanation and analysis.

Long-term plans identify regular points inthe key stage where the department workswith the library to ensure structured booktalk and progression in pupils’ widerreading.


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Introduction

This section offers guidance to departments on how to use information gathered onpupils’ reading attainment to identify learning needs and plan for progressionthrough targeted, interactive teaching.

• Establishing a plan for improving reading

• Example action plans

• Reading improvement matrix

Planning for improving reading

Establishing a plan for improving reading

Appendix 9 and Appendix 10 show examples of how two departments plannedto improve reading across Key Stage 3. The following guidance notes are designedto help you work up your own plan for improving reading.

The information you gather on pupil progress (outlined in the previous section) willhelp you undertake four linked planning activities:

1 Set numerical targets

Agree on some challenging but achievable numerical targets for improving onpast reading performance in both teacher assessments and test outcomes.

For example, these might include:

• How many more pupils will reach level 5 in reading?

• How many more pupils will increase their rate of progress by adding two levels to their Key Stage 2 reading level?

• How many more pupils will achieve levels 6 or 7 in reading?

• Will all pupils who gained level 5 at Key Stage 3 reach grade C or above in English and in English literature?

• How many pupils will gain A or A*?

2 Identify curricular targets

• Identify ‘curricular targets’ which you will need to concentrate on across the whole key stage in order to achieve these improvements. (Refer in the first instance to QCA’s assessment focuses.)

• Then use the Key Stage 3 Framework objectives to identify ‘layered’ year group targets which will need particular attention to bring about the improvements needed systematically. (Each class teacher will need to layer these targets even further to address the needs of groups and individuals. See examples in Reading improvement matrix, Appendix 12.)

• Use a similar approach at Key Stage 4, using the GCSE assessment objectives and mark schemes.

3 Review teaching plans

• Having established the curricular targets for reading which will make the difference, review your long-term scheme of work to identify progression expected throughout the key stage (see Appendix 8).

• Review particular units of work for classes to ensure that teaching and texts motivate pupils, address specific curricular targets and meet the needs of groups and individuals. (This may also make additional demands on resources and preparation time which will need to be addressed.)

4 Monitor progress and build department capacity for improving reading

• Agree how progress will be monitored and ensure that further adjustments are made to teaching and resources if necessary.

• Support individual teachers and work together as a department in developing new and more effective ways to address the targeted areas of reading.

Appendix 11 (QCA assessment focuses and GCSE assessment objectives) andAppendix 12 (Reading improvement matrix) are included here for your reference.


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Key Stage 3 reading action plan

Appendix 9

Success criteria:

• Pupils are independent and regular readers able to talk and write about theirreading with confidence.

• Pupils in a structured sample, drawn from across classes, recognise theirstrengths as readers and know what they need to do to improve.

• Lesson plans and lesson observation show that pupils’ personal targets arereflected in their learning opportunities.

• All pupils who entered Year 7 with level 4 in reading achieve at least level 5 inreading.

• 50% of pupils who entered Year 7 with level 3 in reading achieve level 5 inreading.

Work scrutiny and test analyses indicate that there is a general need to improvepupil response to whole texts in relation to AF4 (Text structure and organisation).

Curricular target: Pupils can identify and comment on the structure andorganisation of texts, including their grammatical and literary features at textlevel.

,,,Numerical target: 83% level 5+ in reading by the end of Year 9


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Year 7

Identified teaching objectives7S9 Identify the main point in a paragraph, and how the supporting informationrelates to it.

7S13 Revise the stylistic conventions of the main types of non-fiction.

7R7 Identify the main points, processes or ideas in a text and how they aresequenced and developed by the writer.

7R13 Identify, using appropriate terminology, the way writers of non-fiction matchlanguage and organisation to their intentions.

7R15 Trace the ways in which a writer structures a text to prepare a reader forthe ending and comment on the effectiveness of the ending.

7R19 Explore how form contributes to meaning in poems from different timesand cultures.

Planned teaching strategies (see Key Stage 3 English Key objectivesbanks)

• Share the reading of a text with key connectives and pronouns blanked out– ask pupils to suggest suitable words and phrases.

• Model annotation of a text for cohesive links between paragraphs.

• Use shared reading to revisit knowledge about the structure andorganisation of non-fiction text types.

• Identify topic sentences in shared and guided work.

• Revise paragraph structuring through sequencing exercises.

• Expect pupils to give subheadings to paragraphs in a piece of text.

Pupil targetsPupils can:

• use appropriate terms when describing how texts are structured;

• identify and comment on the writing styles and features of particular texttypes;

• recognise and comment on how writers organise paragraphs in non-fiction;

• comment on how the organisation of a text affects meaning;

• discuss and identify how writers prepare readers for the ending of a text.


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Year 8

R13 Read a substantial text (novel, play or work of one poet) revising andrefining interpretations of subject matter, style and technique.

R10 Analyse the overall structure of a text to identify how key ideas aredeveloped, for example, through the organisation of the content and thepatterns of language used.

R8 Investigate how meanings are changed when information is presented indifferent forms or transposed into different media.

R14 Recognise the conventions of some common literary forms, for example,sonnet, and genres, for example, gothic horror, and explore how a particular textadheres to or deviates from established conventions.


• Share the reading of part of a novel and a film sequence of the samesection: discuss the differences between telling and showing.

• Develop pupils’ understanding of, for example, sonnets, and gothic as asubset of horror, through shared and guided reading, pointing out features attext, sentence and word level. Draw up checklists of features.

• In shared reading, identify the features of a particular writer and then askpupils to develop them further through independent and guided work,drawing up their own checklists.

• Model looking at endings of substantial texts and trace back the way thereader is prepared for them through clues, and stylistic devices such asimages and symbols.


• recognise particular types of poem or genre and describe some of theirfeatures;

• contribute to discussion on what effect the choice of form has on the waythe content is organised;

• recognise and begin to explain the various ways in which writers preparereaders for the ending of their texts;

• identify the impact a text has on its reader through its organisation,presentation and development, as well as its sentences and words.


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Year 9

• W8 Recognise how lines of thought are developed and signposted throughthe use of connectives.

• S6 Compare and use different ways of opening, developing, linking andcompleting paragraphs.

• S7 Analyse and exploit the stylistic conventions of the main text types.

• R6 Comment on the authorial perspectives offered in texts on individuals,community and society in texts from different cultures.

• R8 Analyse how media texts influence and are influenced by readers.

• R16 Analyse ways in which different cultural contexts and traditions haveinfluenced language and style.


• Share the reading of a text with key connectives and pronouns blanked out– ask pupils to suggest suitable words and phrases.

• Model annotation of a text for cohesive links between paragraphs.

• Offer examples of poorly-organised text and model and share ways ofimproving them.

• Use moving images to discuss how verbal and pictorial information iscombined with sounds to meet audience and purpose.

• Demonstrate skimming and scanning of paragraphs for connectives andtext-mark purpose and/or effect.

• Shared reading of teenage magazine article, showing how far language,layout, text and pictures fulfil different purposes, for example, entertain,inform, persuade.

• Model what happens to meaning and cohesion if paragraphs are reordered.


• analyse the order and presentation of ideas by, for example, commentingupon the structuring and linking of paragraphs;

• recognise when texts are not well organised to support the reader, forexample, through poor signposting or prioritisation, and can suggestappropriate changes;

• describe the ways in which a text exploits the features of a text type for, forexample, comic effect;

• identify the ways in which the same information is presented in differentmedia; can suggest why the differences are there both from the demands ofthe text type and the needs of audience and purpose.


Sectio

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Intervention

• Identify pupils who need additional targeted support (for example, via guidedwork, Literacy Progress Units, Reading challenge) in order to be able toengage with the above objectives.

• Provide and monitor individual support programmes for identified pupils.

Marking and assessment

• Share and use learning objectives and intended outcomes with pupils.

• Involve pupils in self- and peer-assessment.

• Introduce individual pupil targets where appropriate.

• Secure focused marking followed by specific pupil targets.

• Share marking focus with pupils in advance.

• Standardise marking across staff.

Provision and resources

• Compile bank of resources to show examples of good pupil responses onthe structure and organisation of texts and their effects on the reader.

Departmental development needs

• Shared time for medium-term planning and the scheme of work

• Paired observation and co-coaching

• Familiarisation with Strategy materials

• Training in data analysis

• Guidance over work scrutiny


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Appendix 10K

ey

Sta

ge 3

Acti

on

pla

nR

ead

wel

l Co

mm

unit

y S

cho

ol

To s

ecur

e an

impr

ovem

ent

in r

eadi

ng s

tand

ards

so

that

pup

ils r

ecog

nise

the

ir st

reng

ths

as r

eade

rs a

nd k

now

wha

t th

ey n

eed

to d

o to

impr

ove.

All

pupi

ls w

ho e

nter

on

leve

l 4 in

rea

ding

gai

n at

leas

t le

vel 5

at

the

end

of t

he k

ey s

tage

and

50%

of t

hose

ent

erin

g w

ith le

vel 3

gai

n le

vel 5

in r

eadi

ng.

Task

Tim

eW

hoTr

aini

ngne

eded

Res

our

ces

Co

sts

Suc

cess

crit

eria

Acc

oun

t-ab

lep

erso

n

Mo

nito

ring

/ev

alua

tio

n an

dev

iden

ce

By

end

of Sep

t

SL

and

dept

Is t

he a

ppro

pria

teda

ta a

vaila

ble

and

usea

ble?

Sta

ndar

dise

teac

her

asse

ssm

ents

early

inS

epte

mbe

r if

thes

e se

emin

secu

re.

Test

dat

a fo

rYe

ar 7

, 8, 9

and

teac

her

asse

ssm

ents

whe

reap

prop

riate

.In

terv

entio

nto

olki

t

Hal

f-da

yde

part

men

ttim

e, fu

nded

from

SIP

or

addi

tiona

lS

trat

egy

supp

ort

fund

ing

and/

orIn

terv

entio

nfu

ndin

g.

Pup

ils id

entif

ied

and

know

n to

all

teac

hers

in t

hede

part

men

t.

SL

and

SM

TS

L fin

alis

es t

helis

ts. D

ept

agre

eslis

t an

d al

l are

awar

e of

the

pupi

ls in

the

irte

achi

ng g

roup

s.In

terv

entio

n is

man

agea

ble

and

spec

ific

to p

upil

need

.

Task

1: i

den

tify

pup

ilsId

entif

y pu

pils

in Y

ear

9 w

ho a

rele

vel 4

s, b

orde

rline

leve

l 5 a

ndse

cure

leve

l 5s.

Iden

tify

pupi

ls in

Yea

r 7

who

nee

dra

pid

catc

h-up

to

secu

re le

vel 4

by

the

end

of Y

ear

7 or

soo

ner.

Iden

tify

pupi

ls in

Yea

r 8

who

are

stil

lat

the

top

end

of l

evel

3 a

ndin

secu

re le

vel 4

s.

By

half

term

SL

+de

pt.

Dis

cuss

ion

tose

cure

the

appr

opria

tefo

cus

onre

adin

g.Fa

milia

rise

teac

hers

/TA

sw

ith in

terv

entio

nto

olki

t if

appr

opria

te a

ndim

plem

ent

help

ful

stra

tegi

es.

TA t

rain

ing

toim

plem

ent

any

tool

kit

activ

ities

.

Test

pap

ers/

ara

nge

of w

ork

from

iden

tifie

dpu

pils

. A w

ider

sam

ple

for

high

er/a

vera

gean

d lo

wer

-at

tain

ing

pupi

lsac

ross

the

key

stag

e.Fr

amew

ork

for

teac

hing

Engl

ish:

Yea

rs7,

8 a

nd 9

for

each

tea

cher

.P

upil

disc

ussi

onre

spon

ses.

Hal

f-da

y fo

rw

ork

scru

tiny,

fund

ed e

ither

from

addi

tiona

lsu

ppor

tm

oney

or

SF

as p

art

of S

IP.

Str

ateg

ysu

ppor

tfu

ndin

g an

d/or

Inte

rven

tion

fund

ing.

Pup

ils’ l

earn

ing

need

s id

entif

ied

and

tran

slat

edin

to F

ram

ewor

kob

ject

ives

.P

upils

’ vie

ws

soug

ht a

nd t

heir

view

s ta

ken

acco

unt

of in

read

ines

s fo

rac

tion

plan

ning

.In

terv

entio

nst

rate

gies

inpl

ace

asap

prop

riate

for

targ

eted

gro

ups

of p

upils

.

SL

asab

ove

All

teac

hers

inde

pt h

ave

list

ofde

pt c

urric

ular

targ

ets

and

how

thes

e tr

ack

back

thro

ugh

Year

8an

d 7,

and

forw

ard

from

Yea

r7.

Dep

t pl

an t

hepr

ogre

ssio

nth

roug

h th

e ke

yst

age.

Inte

rven

tion

ism

anag

eabl

e an

dsp

ecifi

c to

pup

ilne

ed.

Task

2: i

den

tify

lear

ning

nee

ds

for

pup

ils a

t ri

skU

se t

est

pape

rs/w

ork

scru

tiny

toid

entif

y w

hat

the

grou

ps n

eed

tole

arn

to s

ecur

e th

e re

leva

nt le

vels

.Tr

ansl

ate

into

Fra

mew

ork

obje

ctiv

es.

Use

pup

il di

scus

sion

to

seek

the

irvi

ews

on t

heir

lear

ning

nee

ds a

ndho

w t

hese

are

sup

port

ed.

Dec

ide

on a

ny in

terv

entio

nst

rate

gies

if a

ppro

pria

te, f

orex

ampl

e,R

eadi

ng c

halle

nge

orLi

tera

cy P

rogr

ess

Uni

ts, T

arge

ting

leve

l 4/5

.


Sectio

n3

Task

Tim

eW

hoTr

aini

ngne

eded

Res

our

ces

Co

sts

Suc

cess

crit

eria

Acc

oun

t-ab

lep

erso

n

Mo

nito

ring

/ev

alua

tio

n an

dev

iden

ce

By

half-

term

By

Dec

SL

+de

pt +

cons

ult-

ant

supp

ort

if need

ed

Dep

t ta

ilor

a pl

anto

geth

er a

ndth

en w

ork

inde

pend

ently

,ev

alua

ting

each

othe

r’s p

lans

.

Twilig

ht t

rain

ing

sess

ion

onm

odel

ling

and

shar

ed w

ork.

Twilig

htin

trod

uctio

n to

guid

ed w

ork

follo

wed

by

plan

/tea

mte

ach/

revi

ew w

ithpa

irs o

f tea

cher

s.

Twilig

ht o

nqu

estio

ning

to

diffe

rent

iate

and

targ

et A

Fs w

ithw

hole

dep

t.

Thre

e te

ache

rs to

follo

wP

edag

ogy

and

prac

tice:

teac

hing

and

lear

ning

in t

hese

cond

ary

scho

ol, U

nit 7

,qu

estio

ning

.

NQ

T to

follo

wU

nit 6

, mod

ellin

g,an

d U

nit 9

,gu

ided

lear

ning

,w

ith th

e sc

hool

’sot

her

NQ

Tsun

der

the

Indu

ctio

nco

ordi

nato

r.

Dep

t S

oWs,

Targ

etin

g le

vel 4

and

5m

ater

ials

,LP

Us,

Rea

ding

chal

leng

e.

The

mat

rices

.In

crea

sing

pupi

ls’

rate

s of

prog

ress

,se

ssio

ns 2

, 3, 4

.

How

to

get

mor

e pu

pils

from

leve

l 3 t

ole

vel 5

.

HO

2.4

from

Incr

easi

ngpu

pils

’ ra

tes

ofpr

ogre

ss.

Gui

ded

read

ing;

Engl

ish

dept

trai

ning

: Ye

ar 9

,se

ssio

n 2

for

shar

ed r

eadi

ng.

Engl

ish

dept

trai

ning

: Ye

ar 7

and

Year

8,

read

ing

sect

ions

, gui

ded

read

ing.

Ext

ende

d de

ptm

eetin

g tim

e,ag

reed

with

SM

T.

3 x

twilig

hts

supp

orte

d by

SM

T un

der

SIP

.

Par

t of

who

le-

scho

ol t

rain

ing.

SoW

s id

entif

yob

ject

ives

cle

arly

and

are

clea

rab

out

whe

re a

ndho

w t

hese

will

beta

ught

. Rel

evan

tob

ject

ives

are

trac

ked

back

from

Yea

r 9

thro

ugh

Year

7an

d 8

and

forw

ard

from

Yea

r7

into

Yea

r 8

and

9. Teac

hers

kno

who

w t

o ta

ilor

lear

ning

in t

heir

shor

t-te

rmpl

anni

ng s

o th

atpu

pils

’ nee

ds a

rem

et a

ndpr

ogre

ssed

.Th

ese

impa

ct o

npu

pils

’ wor

k an

dat

tain

men

t.

Teac

hers

are

fam

iliar

with

peda

gogi

esw

hich

will

secu

repu

pils

’ lea

rnin

gth

roug

hap

prop

riate

diffe

rent

iatio

n.

SL

and

dept

.S

hort

-ter

m p

lans

and

thei

rim

plem

enta

tion

mon

itore

d by

peer

s an

d S

L.P

edag

ogie

sm

onito

red

by S

Lan

d pe

erte

ache

rs a

ndim

pact

on

pupi

lat

tain

men

tev

alua

ted

by a

llte

ache

rs t

hrou

ghw

ork

scru

tinie

san

d pu

pil

disc

ussi

on.

Inte

rven

tion

stra

tegi

es a

resu

ppor

ted

inE

nglis

hcl

assr

oom

s as

appr

opria

te a

ndpu

pils

are

tran

sfer

ring

and

appl

ying

ski

llsle

arne

d.

Task

3: p

lann

ing

is t

ailo

red

to

ensu

re t

hat

need

s ar

e m

et

Use

a d

epar

tmen

t m

eetin

g fo

rte

ache

rs t

o ch

eck

SoW

s fo

r id

entif

ied

obje

ctiv

es a

nd h

ow t

hese

are

prog

ress

ed t

hrou

gh t

he S

oWs.

Sec

ure

teac

hers

’ abi

lity

to t

ailo

rsh

ort-

term

pla

ns t

o m

eet

need

.

Sec

ure

the

peda

gogi

es r

equi

red

toen

sure

diff

eren

tiatio

n to

mee

t ne

eds.

Inte

rven

tion

stra

tegi

es a

re s

uppo

rted

in E

nglis

h cl

assr

oom

s.


Secti

on3

Task

Tim

eW

hoTr

aini

ngne

eded

Res

our

ces

Co

sts

Suc

cess

crit

eria

Acc

oun

t-ab

lep

erso

n

Mo

nito

ring

/ev

alua

tio

n an

dev

iden

ce

By

half-

term

By

Dec

,th

enth

roug

hth

eac

adem

icye

ar

SL

+de

ptTw

ilight

run

by

SL

on n

ewag

reed

mar

king

syst

em.

Dev

elop

asse

ssm

ent

mat

eria

ls if

need

edan

d/or

use

optio

nal t

ests

.

Engl

ish

dept

trai

ning

2000

,m

odul

e X

onm

arki

ng.

1 x

twilig

htag

reed

by

SM

Tun

der

SIP

.

1 de

pt m

eet

insp

ring

and

1 in

sum

mer

to

stan

dard

ise.

Trac

king

sys

tem

is in

pla

ce a

nd it

is u

sed

to t

rack

pupi

ls t

hrou

ghcu

rric

ular

tar

gets

.

Mar

king

and

feed

back

isfo

cuse

d an

den

sure

s ta

rget

sar

e m

et a

nd t

hen

rese

t.

Ass

essm

ent

poin

ts a

reag

reed

, tas

ks s

etan

d tr

ialle

d an

das

sess

men

tsre

cord

ed t

o m

ove

pupi

ls o

n.

Att

ainm

ent

inre

adin

g is

ris

ing

for

all p

upils

, but

fast

er fo

r th

eta

rget

gro

ups.

SL

Trac

king

sys

tem

eval

uate

d by

teac

hers

, SL,

cons

ulta

nt a

ndS

SM

. Tra

ckin

gsy

stem

sho

ws

pupi

l att

ainm

ent

is r

aise

d, a

lso

evid

ence

d by

pupi

ls’ o

ngoi

ngw

ork

and

asse

ssm

ent

task

s .

Task

4: t

rack

pup

ils

Ens

ure

teac

hers

und

erst

and

how

the

agre

ed t

rack

ing

syst

em w

orks

and

use

it in

the

ir le

sson

s.

Agr

ee m

arki

ng s

yste

ms

whi

ch a

refo

cuse

d an

d de

velo

pmen

tal u

sing

targ

ets.

Agr

ee r

egul

ar a

sses

smen

t po

ints

for

obje

ctiv

es c

ontr

ibut

ing

to A

Fs t

osu

ppor

t tr

acki

ng.


Sectio

n3

QCA assessment focuses for reading

GCSE assessment objectives

• read with insight and engagement, making appropriate references

• distinguish between fact and opinion

• follow an argument

• select material appropriate to purpose

• understand and evaluate linguistic, structural and presentational devices

Appendix 11

AF1 use a range of strategies, including accurate decoding of text, to read for meaning

AF2 describe, select or retrieve information, events or ideas from text and use quotation and reference to text

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

AF5 comment on writers’ uses of language, including grammatical and literary features at word and sentence level

AF6 identify and comment on writers’ purposes and viewpoints, and the effect of the text on the reader

AF7 relate texts to their social, cultural and historical contexts and literary traditions


Secti

on3

Appendix 12

Year

7 S

elec

ted

Fra

mew

ork

ob

ject

ives

Rel

ated

QC

A A

sses

smen

t fo

cus

Hel

pfu

l tea

chin

g a

pp

roac

hes

See

Key

obj

ectiv

es b

anks

for

mor

e de

taile

dgu

idan

ce

Po

ssib

le g

rad

uate

d p

upil

targ

ets

Not

e: t

arge

ts t

o be

set

as

appr

opria

te fo

rgr

oups

or

indi

vidu

als

and

to b

e ad

apte

d to

sui

tdi

ffere

nt t

ypes

of r

eadi

ng

7R1

Kno

w h

ow t

o lo

cate

res

ourc

es fo

r a

give

n ta

sk, a

ndfin

d re

leva

nt in

form

atio

n in

the

m, e

.g.

skim

min

g,us

e of

inde

x, g

loss

ary,

key

wor

ds,

hotli

nks.

7R2

Mo

del

/rev

ise

app

rop

riat

e re

adin

g s

trat

egie

s to

extr

act

par

ticu

lar

info

rmat

ion,

e.g

.h

igh

ligh

tin

g, s

can

nin

g.

7R3

Com

pare

and

con

tras

t th

e w

ays

info

rmat

ion

ispr

esen

ted

in d

iffer

ent

form

s, e

.g. w

eb p

ages

,di

agra

ms,

pro

se.

7R4

Mak

e br

ief,

clea

rly-o

rgan

ised

not

es o

f key

poi

nts

for

late

r us

e.

7R5

App

rais

e th

e va

lue

and

rele

vanc

e of

info

rmat

ion

foun

d an

d ac

know

ledg

e so

urce

s.

7W15

Use

a d

ictio

nary

and

the

saur

us w

ith s

peed

and

skill.

7W21

Rea

d ac

cura

tely,

and

use

cor

rect

ly, v

ocab

ular

yw

hich

rel

ates

to

key

conc

epts

in e

ach

subj

ect,

dist

ingu

ishi

ng b

etw

een

ever

yday

use

s of

wor

ds a

ndth

eir

subj

ect-

spec

ific

use,

e.g

. ene

rgy,

res

ista

nce.

AF2

Und

erst

and,

des

crib

e, s

elec

t, re

trie

ve in

form

atio

n,ev

ents

or

idea

s fro

m t

exts

and

use

quo

tatio

n an

dre

fere

nce

to t

ext.

•U

se g

rids

and

tabl

es s

uch

as t

he K

WL

or Q

UA

DS

grid

s to

sup

port

rea

ding

for

a pu

rpos

e.

•M

odel

rea

ding

for

diffe

rent

pur

pose

s (s

kim

min

g,sc

anni

ng, c

lose

rea

ding

) dur

ing

shar

ed r

eadi

ngse

ssio

ns.

•U

se t

ext

mar

king

and

ann

otat

ion

to s

uppo

rtin

form

atio

n re

trie

val.

•Te

ach

a va

riety

of n

ote-

mak

ing

stra

tegi

es a

s ai

de-

mem

oire

s to

app

eal t

o di

ffere

nt le

arni

ng s

tyle

s,e.

g. m

ind

map

s, u

sing

pic

ture

s as

wel

l as

text

,us

ing

key

wor

ds a

nd p

hras

es.

•D

evis

e sh

ort,

pacy

act

iviti

es a

s st

arte

rs t

o re

vise

and

hone

dic

tiona

ry a

nd s

cann

ing

skills

, e.g

.re

vise

usi

ng t

he q

uart

iles

of a

dic

tiona

ry;

dict

iona

ry r

aces

in t

eam

s.

•U

se p

lena

ries

to d

iscu

ss h

ow p

upils

tac

kled

info

rmat

ion

retr

ieva

l tas

ks in

ord

er t

o co

nsol

idat

eex

plic

it st

rate

gies

.

•U

se IC

T to

sup

port

tea

chin

g, e

.g. p

rese

nt t

ext

on-s

cree

n, u

se h

ighl

ight

ing,

del

etin

g an

d ‘fi

nd a

ndre

plac

e’ fa

cilit

y.

•B

efor

e be

ginn

ing

rese

arch

, not

e w

hat

is a

lread

ykn

own

and

wha

t is

nee

ded

to fi

nd o

ut, t

o he

lp t

osh

arpe

n th

e fo

cus

(KW

L, Q

UA

DS

).

•B

e ab

le t

o us

e in

dexe

s, c

onte

nts

page

s an

ddi

ctio

narie

s qu

ickl

y an

d ef

ficie

ntly.

•E

nsur

e un

ders

tand

ing

of v

ocab

ular

y in

a t

ext

soth

at it

mak

es s

ense

, esp

ecia

lly w

hen

it m

ight

be

spec

ialis

ed.

•S

kim

-rea

d to

get

the

gis

t of

a p

assa

ge t

o de

cide

whe

ther

it s

houl

d be

rea

d m

ore

clos

ely,

e.

g. t

o co

mpa

re o

r fin

d de

tails

.

•B

e ab

le t

o de

cide

wha

t is

rel

evan

t in

a t

ext.

Kee

ping

pur

pose

for

read

ing

in m

ind:

•U

se h

ighl

ight

ing

to id

entif

y ke

y w

ords

and

phr

ases

in t

exts

.

•Id

entif

y qu

otat

ions

and

tex

t re

fere

nces

whi

chsu

ppor

t th

e w

riter

’s c

omm

ents

and

opi

nion

s.

•W

hen

sear

chin

g fo

r in

form

atio

n, c

onsi

der

a va

riety

of d

iffer

ent

type

s of

res

ourc

e,

e.g.

boo

ks, t

he w

eb, m

agaz

ines

, etc

.

•U

se a

var

iety

of w

ays

of t

akin

g no

tes,

e.

g. b

ulle

t po

ints

, min

d-m

aps,

flow

cha

rts.

Read

ing i

mp

rove

men

t m

atr

ix

Rea

din

g: Y

ear

7


Sectio

n3

Year

7 S

elec

ted

Fra

mew

ork

ob

ject

ives

Rel

ated

QC

A A

sses

smen

t fo

cus

Hel

pfu

l tea

chin

g a

pp

roac

hes

See

Key

obj

ectiv

es b

anks

for

mor

e de

taile

dgu

idan

ce

Po

ssib

le g

rad

uate

d p

upil

targ

ets

Not

e: t

arge

ts t

o be

set

as

appr

opria

te fo

rgr

oups

or

indi

vidu

als

and

to b

e ad

apte

d to

sui

tdi

ffere

nt t

ypes

of r

eadi

ng

7R6

Ado

pt a

ctiv

e re

adin

g ap

proa

ches

to

enga

ge

with

and

mak

e se

nse

of t

exts

, e.g

. vis

ualis

ing,

pred

ictin

g, e

mpa

this

ing

and

rela

ting

to o

wn

expe

rienc

e.

7R7

Iden

tify

the

mai

n po

ints

, pro

cess

es o

r id

eas

in

a te

xt a

nd h

ow t

hey

are

sequ

ence

d an

d de

velo

ped

by t

he w

riter

.

7R8

Infe

r an

d d

educ

e m

eani

ngs

usin

g e

vid

ence

in

the

tex

t, id

enti

fyin

g w

here

and

ho

w

mea

ning

s ar

e im

plie

d.

7R11

Rec

ogni

se h

ow p

rint,

soun

ds a

nd s

till o

r m

ovin

g im

ages

com

bine

to

crea

te m

eani

ng.

AF3

Ded

uce,

infe

r or

inte

rpre

t in

form

atio

n, e

vent

s or

idea

sfro

m t

exts

.

•M

odel

infe

renc

e an

d de

duct

ion

durin

g sh

ared

read

ing,

e.g

. usi

ng s

tate

men

t ca

rds,

sea

rchi

ng fo

rev

iden

ce in

the

tex

t to

sup

port

or

disp

rove

the

stat

emen

t an

d an

nota

ting

the

text

app

ropr

iate

ly.

•U

se t

he fi

rst

para

grap

h of

a p

iece

of t

ext

to m

odel

findi

ng c

lues

as

to w

hat

the

who

le t

ext

will

cont

ain.

•W

hen

doin

g sh

ared

rea

ding

, use

‘tim

e ou

t’ to

giv

epu

pils

the

opp

ortu

nity

in p

airs

to

find

clue

s an

dev

iden

ce in

tex

t.

•A

sk p

upils

to

pred

ict

moo

d, t

ime,

pla

ce, e

tc. f

rom

pict

ures

, e.g

. wed

ding

or

foot

ball

phot

ogra

phs,

and

show

why

the

y ar

e ab

le t

o do

thi

s th

roug

h a

sim

ilar

proc

ess

to t

hat

in w

hich

rea

ders

pre

dict

tex

t(k

now

ledg

e ab

out

conv

entio

ns, g

enre

s, e

tc).

•In

vest

igat

e th

e us

e of

con

nota

tion

and

emot

ive

lang

uage

thr

ough

a s

tudy

of a

dver

ts.

•U

se d

ram

a te

chni

ques

, e.g

. fre

eze-

fram

ing,

tabl

eaux

, to

expl

ore

depi

ctio

ns o

f cha

ract

er a

ndre

latio

nshi

ps, r

ecor

ding

opi

nion

s an

d ev

iden

ce, e

.g.

on a

soc

iogr

am o

r ‘c

hara

cter

on

the

wal

l’.

•M

ake

sure

the

diff

eren

ce b

etw

een

infe

renc

e an

dde

duct

ion

is k

now

n.

•R

ead

back

as

wel

l as

forw

ards

in a

tex

t to

find

link

sbe

twee

n ke

y ev

ents

and

the

mes

. Thi

nk a

bout

how

this

affe

cts

a re

spon

se a

s a

read

er.

•Li

nk c

omm

ents

cle

arly

to

the

evid

ence

.

•B

egin

to

reco

gnis

e th

e w

ay in

whi

ch a

spec

ts o

f am

ulti-

med

ia t

ext

com

bine

to

mak

e m

eani

ng fo

r th

eau

dien

ce.

•B

egin

to

disc

uss

how

sou

nd, p

ictu

res

and

wor

dsaf

fect

a r

espo

nse

to a

nd u

nder

stan

ding

of t

he t

ext.

•C

heck

the

que

stio

n or

tas

k to

mak

e su

re a

full

answ

er h

as b

een

give

n.


Secti

on3

Year

7 S

elec

ted

Fra

mew

ork

ob

ject

ives

Rel

ated

QC

A A

sses

smen

t fo

cus

Hel

pfu

l tea

chin

g a

pp

roac

hes

See

Key

obj

ectiv

es b

anks

for

mor

e de

taile

dgu

idan

ce

Po

ssib

le g

rad

uate

d p

upil

targ

ets

Not

e: t

arge

ts t

o be

set

as

appr

opria

te fo

rgr

oups

or

indi

vidu

als

and

to b

e ad

apte

d to

sui

tdi

ffere

nt t

ypes

of r

eadi

ng

7S13

Rev

ise

the

styl

istic

con

vent

ions

of t

he m

ain

type

s of

non-

fictio

n:a)

Info

rmat

ion,

whi

ch m

aint

ains

the

use

of t

he p

rese

nt

tens

e an

d th

e th

ird p

erso

n; o

rgan

ises

and

link

s in

form

atio

n cl

early

, inc

orpo

rate

s ex

ampl

es;

b)R

ecou

nt, w

hich

mai

ntai

ns t

he u

se o

f pas

t te

nse,

cl

ear

chro

nolo

gy a

nd t

empo

ral c

onne

ctiv

es;

c)Ex

plan

atio

n, w

hich

mai

ntai

ns t

he u

se o

f pre

sent

te

nse

and

impe

rson

al v

oice

, and

link

s po

ints

cle

arly

;d)

Inst

ruct

ions

, whi

ch a

re h

elpf

ully

seq

uenc

ed a

nd

sign

post

ed, d

eplo

y im

pera

tive

verb

s an

d pr

ovid

e cl

ear

guid

ance

;e)

Per

suas

ion,

whi

ch e

mph

asis

es k

ey p

oint

s an

d ar

ticul

ates

logi

cal l

inks

in t

he a

rgum

ent;

f)D

iscu

rsiv

e w

ritin

g, w

hich

sig

npos

ts t

he o

rgan

isat

ion

of c

ontr

astin

g po

ints

and

cla

rifie

s th

e vi

ewpo

int.

7R7

Iden

tify

the

mai

n po

ints

, pro

cess

es o

r id

eas

in a

tex

tan

d ho

w t

hey

are

sequ

ence

d an

d de

velo

ped

by t

hew

riter

.7R

13Id

entif

y, u

sing

app

ropr

iate

ter

min

olog

y th

e w

ay w

riter

sof

non

-fic

tion

mat

ch la

ngua

ge a

nd o

rgan

isat

ion

to t

heir

inte

ntio

ns, e

.g. i

n ca

mpa

ign

mat

eria

l.7R

15Tr

ace

the

way

s in

whi

ch a

writ

er s

truc

ture

s a

text

to

prep

are

a re

ader

for

the

endi

ng a

nd c

omm

ent

on t

heef

fect

iven

ess

of t

he e

ndin

g.7R

19E

xplo

re h

ow fo

rm c

ontr

ibut

es t

o m

eani

ng in

poe

ms

from

diff

eren

t tim

es a

nd c

ultu

res,

e.g

. sto

ryte

lling

inba

llads

.7S

9Id

entif

y th

e m

ain

poin

t in

a p

arag

raph

, and

how

the

supp

ortin

g in

form

atio

n re

late

s to

it, e

.g. a

s illu

stra

tion.

AF4

Iden

tify

and

com

men

t on

the

str

uctu

re a

nd o

rgan

isat

ion

of t

exts

incl

udin

g gr

amm

atic

al p

rese

ntat

iona

l fea

ture

s at

text

leve

l.

•R

evis

e kn

owle

dge

abou

t st

ruct

ure

and

orga

nisa

tion

of m

ain

genr

es o

f non

-fic

tion

text

s th

roug

h sh

ared

read

ing

of a

ppro

pria

te t

exts

, ask

ing

pupi

ls t

o pr

edic

tst

ruct

ure

befo

re r

eadi

ng, a

nnot

atin

g th

e te

xtac

cord

ingl

y an

d dr

awin

g up

list

s of

feat

ures

whi

chca

n th

en b

e us

ed a

s cr

iteria

for

thei

r sh

ared

writ

ing

(see

Seq

uenc

e fo

r te

achi

ng w

ritin

g).

•R

evis

e an

d ex

tend

kno

wle

dge

abou

t or

gani

satio

n of

para

grap

hs in

a t

ext

and

orga

nisa

tion

of s

ente

nces

with

in a

par

agra

ph t

hrou

gh s

eque

ncin

g ac

tiviti

es,

e.g.

iden

tifyi

ng t

opic

sen

tenc

es, s

eque

ncin

gpa

ragr

aphs

to

mak

e a

text

; seq

uenc

ing

sent

ence

s to

mak

e a

para

grap

h; g

ivin

g su

bhea

ding

s to

eac

hpa

ragr

aph

and

aski

ng p

upils

to

sequ

ence

the

subh

eadi

ngs

befo

re r

eadi

ng t

he t

ext.

•H

ave

pupi

ls in

pai

rs g

ive

subh

eadi

ngs

to p

arag

raph

sin

a p

iece

of t

ext

and

chal

leng

e an

othe

r pa

ir to

reas

sem

ble

subh

eadi

ngs

and

para

grap

hs in

to a

cohe

rent

tex

t.

•In

sha

red/

guid

ed w

ritin

g, m

odel

how

to

link

opin

ions

with

tex

tual

sup

port

.

•K

now

and

use

the

ter

ms

that

are

use

d fo

r de

scrib

ing

how

tex

ts a

re s

truc

ture

d.

•K

now

the

writ

ing

styl

es a

nd fe

atur

es u

sed

inpa

rtic

ular

non

-fic

tion

text

typ

es.

•R

ecog

nise

how

writ

ers

orga

nise

par

agra

phs

in n

on-

fictio

n, i.

e. t

he w

ay in

whi

ch t

opic

sen

tenc

es a

resu

ppor

ted

by e

vide

nce

late

r in

the

par

agra

ph.

•U

se t

ext

conv

entio

n ch

eckl

ists

to

help

in c

omm

entin

gas

fully

as

poss

ible

on

the

stru

ctur

e an

d or

gani

satio

nof

tex

ts.

•R

emem

ber

to c

omm

ent

on t

he e

ffect

of w

ord

choi

cean

d se

nten

ce s

truc

ture

as

a fe

atur

e of

the

writ

er’s

orga

nisa

tion

of t

he t

ext.

•B

egin

to

disc

uss

why

a w

riter

cho

se t

hat

way

of

orga

nisi

ng a

tex

t.

•B

e ab

le t

o di

scus

s th

e w

ays

in w

hich

writ

ers

prep

are

read

ers

for

the

endi

ng o

f a t

ext.


Sectio

n3

Year

7 S

elec

ted

Fra

mew

ork

ob

ject

ives

Rel

ated

QC

A A

sses

smen

t fo

cus

Hel

pfu

l tea

chin

g a

pp

roac

hes

See

Key

obj

ectiv

es b

anks

for

mor

e de

taile

dgu

idan

ce

Po

ssib

le g

rad

uate

d p

upil

targ

ets

Not

e: t

arge

ts t

o be

set

as

appr

opria

te fo

rgr

oups

or

indi

vidu

als

and

to b

e ad

apte

d to

sui

tdi

ffere

nt t

ypes

of r

eadi

ng

7W16

Wor

k ou

t th

e m

eani

ng o

f the

unk

now

n w

ords

usi

ngco

ntex

t, et

ymol

ogy,

mor

phol

ogy,

com

poun

d pa

tter

nsan

d ot

her

qual

ities

suc

h as

ono

mat

opoe

ia.

7R12

Com

men

t, us

ing

appr

opria

te t

erm

inol

ogy,

on

how

writ

ers

conv

ey s

ettin

g, c

hara

cter

and

moo

d th

roug

hw

ord

choi

ce a

nd s

ente

nce

stru

ctur

e.

7R14

Rec

ogni

se h

ow w

riter

s’ la

ngua

ge c

hoic

es c

an e

nhan

cem

eani

ng, e

.g. r

epet

ition

, em

otiv

e vo

cabu

lary

, va

ried

sent

ence

str

uctu

re o

r lin

e le

ngth

, so

und

effe

cts.

AF5

Com

men

t on

writ

ers’

use

s of

lang

uage

, inc

ludi

nggr

amm

atic

al a

nd li

tera

ry fe

atur

es a

t w

ord

and

sent

ence

leve

l.

•M

odel

way

s of

wor

king

out

mea

ning

s of

wor

ds a

ndof

fer

activ

ities

whe

re p

upils

do

this

inde

pend

ently

.

•In

sha

red

and

guid

ed r

eadi

ng, l

ook

clos

ely

at w

ords

and

phra

ses

that

evo

ke m

ood

or s

ettin

g, e

.g. e

xtra

ctw

ords

and

phr

ases

from

a p

assa

ge t

hat

succ

essf

ully

evok

es a

moo

d an

d as

k pu

pils

wha

t so

rt o

f moo

d is

evok

ed; r

ank

a co

llect

ion

of w

ords

or

phra

ses

on a

cont

inuu

m, e

.g. f

rom

dep

ress

ing

to h

opef

ul, o

r ho

tto

col

d, o

r in

vitin

g to

forb

iddi

ng.

•In

sha

red

and

guid

ed r

eadi

ng, p

oint

out

the

way

s in

whi

ch s

ente

nce

stru

ctur

es a

ffect

mea

ning

and

prio

ritis

atio

n of

idea

s. L

ook

clos

ely

at w

hy w

riter

sva

ry t

hese

asp

ects

for

effe

ct.

•R

ecog

nise

link

s be

twee

n w

ords

and

exp

lain

the

rela

tions

hip

betw

een

them

, mak

ing

refe

renc

e to

wor

dfa

milie

s an

d ro

ots.

•U

nder

stan

d ho

w c

onte

xt c

an c

hang

e th

e m

eani

ng o

fw

ords

.

•K

now

and

use

the

ter

ms

for

anal

ysin

g la

ngua

geus

age,

e.g

. sim

ile, m

etap

hor,

allit

erat

ion,

pers

onifi

catio

n.

•B

e ab

le t

o di

scus

s w

hy w

riter

s ch

oose

spe

cific

effe

cts

to a

ffect

the

rea

der’s

res

pons

e.


Secti

on3

Year

7 S

elec

ted

Fra

mew

ork

ob

ject

ives

Rel

ated

QC

A A

sses

smen

t fo

cus

Hel

pfu

l tea

chin

g a

pp

roac

hes

See

Key

obj

ectiv

es b

anks

for

mor

e de

taile

dgu

idan

ce

Po

ssib

le g

rad

uate

d p

upil

targ

ets

Not

e: t

arge

ts t

o be

set

as

appr

opria

te fo

rgr

oups

or

indi

vidu

als

and

to b

e ad

apte

d to

sui

tdi

ffere

nt t

ypes

of r

eadi

ng

7R17

Rea

d a

rang

e of

rec

ent

fictio

n te

xts

inde

pend

ently

as

the

basi

s fo

r de

velo

ping

crit

ical

refle

ctio

n an

d pe

rson

al r

espo

nse,

e.g

. sha

ring

view

s,ke

epin

g a

read

ing

jour

nal.

7R9

Dis

tingu

ish

betw

een

the

view

s of

the

writ

er a

nd t

hose

expr

esse

d by

oth

ers

in t

he t

ext,

e.g.

the

nar

rato

r,qu

oted

exp

erts

, ch

arac

ters

.

7R16

Dis

tingu

ish

betw

een

the

attit

udes

and

ass

umpt

ions

of

char

acte

rs a

nd t

hose

of t

he a

utho

r.

7R20

Exp

lore

the

not

ion

of li

tera

ry h

erita

ge a

nd u

nder

stan

dw

hy s

ome

text

s ha

ve b

een

part

icul

arly

influ

entia

l or

sign

ifica

nt.

7R18

Giv

e a

cons

ider

ed r

espo

nse

to a

pla

y, a

s sc

ript,

onsc

reen

or

in p

erfo

rman

ce, f

ocus

ing

on in

terp

reta

tion

ofac

tion,

cha

ract

er a

nd e

vent

.

7R10

Iden

tify

how

med

ia t

exts

are

tai

lore

d to

sui

t th

eir

audi

ence

, and

rec

ogni

se t

hat

audi

ence

res

pons

es v

ary,

e.g.

popu

lar

web

site

s.

AF6

Iden

tify

and

com

men

t on

writ

ers’

pur

pose

s an

dvi

ewpo

ints

, and

the

effe

ct o

f the

tex

t on

the

rea

der.

•In

stig

ate

a sy

stem

of i

ndiv

idua

l rea

ding

jour

nals

and/

or w

hole

cla

ss jo

urna

ls, e

.g. o

n th

e w

all t

ore

cord

rea

ding

. Rec

ord

view

s un

der

head

ings

suc

has

gen

re/p

lot/

char

acte

r/st

yle.

•In

sha

red

and

guid

ed r

eadi

ng d

iscu

ss t

ext

in t

erm

sof

the

aut

hor’s

inte

ntio

n, e

.g. ‘

wha

t di

d th

e au

thor

wan

t us

to

thin

k ab

out

this

cha

ract

er w

hen

he m

ade

him

act

thi

s w

ay?’

as

wel

l as

‘why

did

the

cha

ract

erac

t th

is w

ay?’

•C

ompa

re a

pie

ce o

f tex

t w

here

the

diff

eren

cebe

twee

n th

e au

thor

’s v

iew

poin

t an

d th

at o

f oth

ers

inth

e te

xt is

cle

ar, e

.g. a

pas

sage

abo

ut a

villa

in in

fictio

n; a

pie

ce o

f per

suas

ive

writ

ing,

and

one

inw

hich

it is

less

cle

ar, e

.g. d

iscu

rsiv

e te

xt w

here

the

writ

er p

rodu

ces

a ba

lanc

ed a

rgum

ent

and

his

own

view

s ar

e no

t en

tirel

y cl

ear

until

the

con

clus

ion.

•M

odel

a r

eadi

ng o

f a m

edia

tex

t, e.

g. a

nad

vert

isem

ent,

and

dem

onst

rate

how

a d

irect

or o

red

itor

cate

rs fo

r in

tend

ed a

udie

nce

and

purp

ose.

•M

odel

a r

eadi

ng o

f a p

lay

perfo

rman

ce o

r fil

mve

rsio

n to

focu

s on

the

rea

sons

for

dire

ctor

ial

deci

sion

s an

d th

e ef

fect

on

audi

ence

.

•In

sha

red

read

ing,

look

at

how

a t

ext

from

the

lite

rary

herit

age

port

rays

its

time

and

disc

uss

why

.

•K

eep

a re

cord

of y

our

inde

pend

ent

read

ing.

Com

men

t on

you

r re

spon

se t

o a

text

, try

ing

to g

ive

reas

ons

for

your

thi

nkin

g.

•In

a fi

rst-

pers

on t

ext,

dist

ingu

ish

betw

een

the

view

sof

the

nar

rato

r an

d th

ose

of t

he w

riter

.

•Lo

ok fo

r th

e cl

ues

a w

riter

giv

es a

bout

the

way

the

yfe

el a

bout

wha

t th

ey a

re w

ritin

g.

•B

e ab

le t

o co

mm

ent

on t

he c

hoic

es a

dire

ctor

mak

esw

hen

stag

ing

a pl

ay t

o en

sure

the

ir id

eas

are

clea

r to

the

audi

ence

.

•B

egin

to

disc

uss

how

a d

irect

or o

f a m

edia

tex

t pu

tsto

geth

er a

nd d

esig

ns t

hat

text

for

the

inte

nded

audi

ence

and

pur

pose

.


Sectio

n3

Read

ing i

mp

rove

men

t m

atr

ix

Rea

din

g: Y

ear

8

Year

8 S

elec

ted

Fra

mew

ork

ob

ject

ives

Rel

ated

QC

A A

sses

smen

t fo

cus

Hel

pfu

l tea

chin

g a

pp

roac

hes

See

Key

obj

ectiv

es b

anks

for

mor

e de

taile

dgu

idan

ce

Po

ssib

le g

rad

uate

d p

upil

targ

ets

Not

e: t

arge

ts t

o be

set

as

appr

opria

te fo

rgr

oups

or

indi

vidu

als

and

to b

e ad

apte

d to

sui

tdi

ffere

nt t

ypes

of r

eadi

ng

8R2

Und

erta

ke in

depe

nden

t re

sear

ch u

sing

a r

ange

of

read

ing

stra

tegi

es, a

pply

ing

thei

r kn

owle

dge

of h

owte

xts

and

ICT

data

base

s ar

e or

gani

sed

and

ackn

owle

dgin

g so

urce

s.

8R3

Mak

e no

tes

in d

iffer

ent

way

s, c

hoos

ing

a fo

rm w

hich

suits

the

pur

pose

, e.g

. dia

gram

mat

ic n

otes

, m

akin

gno

tes

durin

g a

vide

o, a

bbre

viat

ing

for

spee

d an

d ea

seof

ret

rieva

l.

8Wr1

7In

tegr

ate

evid

ence

into

writ

ing

to s

uppo

rt a

naly

sis

orco

nclu

sion

s, e

.g. d

ata,

quo

tatio

n.

8R1

Com

bine

info

rmat

ion

from

var

ious

sou

rces

into

one

cohe

rent

doc

umen

t.

AF2

Und

erst

and,

des

crib

e, s

elec

t or

ret

rieve

info

rmat

ion,

even

ts o

r id

eas

from

tex

ts a

nd u

se q

uota

tion

and

refe

renc

e to

tex

t.

•R

evis

e us

e of

con

tent

s, in

dexe

s an

d se

arch

eng

ines

as a

sta

rter

act

ivity

.

•M

odel

que

stio

n se

ttin

g, fo

cusi

ng o

n pr

ecis

ion

tose

ek t

he r

equi

red

answ

ers.

•M

odel

the

pla

nnin

g pr

oces

s w

ith p

upils

usi

ng

a K

WL

or Q

UA

DS

grid

to

ackn

owle

dge

sour

ces.

•B

e cl

ear

abou

t th

e re

adin

g st

rate

gy p

upils

sho

uld

use

and

why

the

app

roac

h is

app

ropr

iate

to

the

task

.

•M

odel

var

ious

not

e-ta

king

str

ateg

ies,

exp

lain

ing

thei

rst

reng

ths

and

wea

knes

ses

for

the

task

as

you

go.

•In

gui

ded

read

ing,

ens

ure

pupi

ls a

re c

lear

abo

ut t

ext

orga

nisa

tion

and

how

to

loca

te in

form

atio

n.

•M

odel

way

s of

dra

win

g va

rious

pie

ces

of in

form

atio

nto

geth

er t

o su

mm

aris

e a

text

.

•M

odel

how

to

use

supp

ort

info

rmat

ion

whe

n m

akin

gpo

ints

.

Des

crib

ing

and

sele

ctin

g:

•U

se k

ey w

ords

to

loca

te a

nd r

etrie

ve in

form

atio

n. U

sea

KW

L or

QU

AD

S g

rid t

o ac

tivat

e pr

ior

know

ledg

ean

d to

dec

ide

upon

pre

cise

res

earc

h qu

estio

ns.

•C

hoos

e fro

m a

ran

ge o

f rea

ding

str

ateg

ies,

e.g

.sk

imm

ing,

sca

nnin

g ac

cord

ing

to t

he t

ask

set.

•U

se k

ey w

ords

to

loca

te in

form

atio

n in

a r

ange

of

sour

ces,

incl

udin

g IC

T.

•U

se h

ighl

ight

ing

to lo

cate

info

rmat

ion

abou

t di

ffere

ntto

pics

.

•C

hoos

e a

note

-tak

ing

form

at a

ppro

pria

te t

o th

e ta

sk.

•U

se p

oint

/evi

denc

e an

alys

is g

rids

to e

nsur

e th

atqu

otat

ions

and

com

men

ts a

re in

clud

ed w

hen

disc

ussi

ng t

ext.

Usi

ng e

vide

nce:

•D

ecid

e on

key

poi

nts

whi

ch a

re c

omm

on t

o al

lso

urce

s an

d th

ose

whi

ch a

re c

ompl

etel

y op

posi

ng.

Rec

ord

thes

e in

a s

uita

ble

form

at.

•U

se a

ppro

pria

te q

uota

tions

and

sup

port

ing

evid

ence

whe

n di

scus

sing

tex

t.


Secti

on3

Year

8 S

elec

ted

Fra

mew

ork

ob

ject

ives

Rel

ated

QC

A A

sses

smen

t fo

cus

Hel

pfu

l tea

chin

g a

pp

roac

hes

See

Key

obj

ectiv

es b

anks

for

mor

e de

taile

dgu

idan

ce

Po

ssib

le g

rad

uate

d p

upil

targ

ets

Not

e: t

arge

ts t

o be

set

as

appr

opria

te fo

rgr

oups

or

indi

vidu

als

and

to b

e ad

apte

d to

sui

tdi

ffere

nt t

ypes

of r

eadi

ng

8R4

Rev

iew

the

ir de

velo

ping

ski

lls a

s ac

tive,

crit

ical

rea

ders

who

sea

rch

for

mea

ning

usi

ng a

ran

ge o

f rea

ding

stra

tegi

es.

8R5

Trac

e th

e d

evel

op

men

t o

f th

emes

, val

ues

or

idea

sin

tex

ts.

8R6

Rec

ogni

se b

ias

and

obje

ctiv

ity, d

istin

guis

h fa

cts

from

hypo

thes

es, t

heor

ies

or o

pini

ons.

8R7

Iden

tify

the

way

s im

plie

d an

d ex

plic

it m

eani

ngs

are

conv

eyed

in d

iffer

ent

text

s, e

.g. i

rony

, sa

tire.

8R13

Rea

d a

sub

stan

tial

tex

t (n

ove

l, p

lay

or

wo

rk o

f o

nep

oet

) re

visi

ng a

nd r

efin

ing

inte

rpre

tati

ons

of

sub

ject

mat

ter,

styl

e an

d t

echn

ique

.

AF3

Ded

uce,

infe

r or

inte

rpre

t in

form

atio

n, e

vent

s or

idea

sfro

m t

exts

.

•M

odel

the

rol

e of

the

crit

ical

rea

der.

Ask

que

stio

ns o

fth

e te

xt d

urin

g sh

ared

rea

ding

. Foc

us o

n su

bjec

tm

atte

r, st

yle

and

tech

niqu

e.•

Use

a r

eadi

ng jo

urna

l as

a w

ay o

f rec

ordi

ngre

spon

ses

to t

exts

so

that

the

mes

can

be

trac

ed a

sth

e te

xt is

rea

d (e

spec

ially

the

cla

ss n

ovel

). E

ngag

epu

pils

in r

efle

ctio

ns u

pon

subj

ect,

styl

e an

dte

chni

que.

•M

odel

the

con

stru

ctio

n of

a t

imel

ine

or c

hapt

er g

rid.

•In

sha

red

read

ing,

mod

el w

ith k

ey p

assa

ges

how

to

trac

e pa

tter

ns o

f lan

guag

e us

e.

Ann

otat

e th

ere

petit

ion

of k

ey w

ords

and

imag

es.

Sho

w h

owdi

ffere

nt s

ymbo

ls a

nd c

olou

rs c

an b

e us

ed t

o re

fer

to d

iffer

ent

them

es.

•In

sha

red

read

ing

show

how

writ

ers

use

irony

and

how

it c

an b

e re

cogn

ised

, e.g

. thr

ough

exag

gera

tion.

•In

sha

red

and

guid

ed r

eadi

ng d

emon

stra

te t

he w

ays

in w

hich

con

nota

tions

and

laye

rs o

f mea

ning

wor

k.•

Mod

el t

he t

raci

ng o

f the

mes

thr

ough

min

d-m

aps

and

flow

cha

rts.

•P

rovi

de c

hapt

er s

egm

ents

(bas

ed o

n th

emes

) to

sort

in p

airs

into

the

mai

n th

emes

con

veye

d.•

Use

sta

rter

s an

d pl

enar

ies

to m

odel

how

to

use

stic

ky n

otes

as

a m

eans

of t

raci

ng t

hem

es t

hrou

gh a

text

.•

Pro

vide

pup

ils w

ith a

tra

ckin

g ch

art.

Use

vis

ual

repr

esen

tatio

ns s

uch

as fl

ow c

hart

s or

gra

phs.

•H

ot-s

eat

or in

terv

iew

the

writ

er: c

heck

for

anau

thor

’s w

ebsi

te a

nd u

se it

crit

ical

ly a

s su

ppor

ting

mat

eria

l to

a te

xt.

•In

tera

ct w

ith t

he t

ext,

usin

g te

chni

ques

suc

h as

lett

ers,

pro

blem

pag

es, d

iarie

s an

d ne

ws

repo

rts.

•C

reat

e an

nota

tion

card

s/ch

art

for

pupi

ls t

o id

entif

yte

chni

ques

in a

tex

t th

ey a

re r

eadi

ng, e

.g. p

ower

ful

verb

s sh

ow h

ow a

cha

ract

er fe

els;

sho

rt d

ram

atic

sent

ence

s in

crea

se t

he t

ensi

on.

•B

e ab

le t

o di

scus

s w

hat

the

text

is a

bout

rat

her

than

sim

ply

rete

lling

it.•

Be

able

to

pick

out

key

eve

nts

or id

eas

by m

akin

glin

ks, h

ighl

ight

ing

and

anno

tatin

g.•

Iden

tify

imag

ery

whi

ch s

ugge

sts

a th

eme.

•D

emon

stra

te a

n ab

ility

to p

ick

out

rele

vant

rep

etiti

onw

hich

tra

ces

deve

lopm

ents

.•

Sho

w a

war

enes

s of

voc

abul

ary

choi

ces

whi

chin

dica

te a

writ

er’s

poi

nt o

f vie

w.

•B

e aw

are

of c

hang

es o

f set

ting,

nar

rativ

e pe

rspe

ctiv

ean

d ch

rono

logy

.•

Exp

lain

som

e of

the

met

hods

writ

ers

use

to in

fluen

ceth

e re

ader

.•

Be

able

to

follo

w a

the

me

in a

fict

ion

text

, rec

ogni

sing

how

it is

dev

elop

ed t

hrou

gh c

hara

cter

, nar

rativ

eco

mm

enta

ry a

nd t

he w

riter

’s u

se o

f lan

guag

e.•

Mak

e po

ints

, pro

vide

evi

denc

e an

d ex

plan

atio

nsw

hen

inte

rpre

ting

a te

xt.

•M

ake

a se

ries

of p

oint

s ab

out

the

subj

ect

mat

ter

ofth

e te

xt, s

how

ing

how

idea

s ch

ange

and

dev

elop

thro

ugh

diffe

rent

par

ts o

f the

tex

t.•

Use

app

ropr

iate

voc

abul

ary

whe

n di

scus

sing

the

writ

er’s

sty

le a

nd t

echn

ique

s.


Sectio

n3

Year

8 S

elec

ted

Fra

mew

ork

ob

ject

ives

Rel

ated

QC

A A

sses

smen

t fo

cus

Hel

pfu

l tea

chin

g a

pp

roac

hes

See

Key

obj

ectiv

es b

anks

for

mor

e de

taile

dgu

idan

ce

Po

ssib

le g

rad

uate

d p

upil

targ

ets

Not

e: t

arge

ts t

o be

set

as

appr

opria

te fo

rgr

oups

or

indi

vidu

als

and

to b

e ad

apte

d to

sui

tdi

ffere

nt t

ypes

of r

eadi

ng

8R13

Rea

d a

sub

stan

tial

tex

t (n

ove

l, p

lay

or

wo

rk o

f o

nep

oet

) re

visi

ng a

nd r

efin

ing

inte

rpre

tati

ons

of

sub

ject

mat

ter,

styl

e an

d t

echn

ique

.

8R10

Ana

lyse

the

ove

rall

stru

ctur

e o

f a

text

to

iden

tify

how

key

idea

s ar

e d

evel

op

ed, e

.g.t

hro

ug

h t

he

org

anis

atio

n o

f th

e co

nte

nt

and

th

e p

atte

rns

ofla

ng

uag

e u

sed

.

8R8

Inve

stig

ate

how

mea

ning

s ar

e ch

ange

d w

hen

info

rmat

ion

is p

rese

nted

in d

iffer

ent

form

s or

tra

nspo

sed

into

diff

eren

t m

edia

.

8R14

Rec

ogni

se t

he c

onve

ntio

ns o

f som

e co

mm

on li

tera

ryfo

rms,

e.g

. son

net,

and

genr

es, e

.g. g

othi

c ho

rror

, and

expl

ore

how

a p

artic

ular

tex

t ad

here

s to

or

devi

ates

from

est

ablis

hed

conv

entio

ns.

AF4

Iden

tify

and

com

men

t on

the

str

uctu

re a

nd o

rgan

isat

ion

of t

exts

, inc

ludi

ng g

ram

mat

ical

and

pre

sent

atio

nal

feat

ures

at

text

leve

l.

•S

hare

the

rea

ding

of p

art

of a

nov

el a

nd a

film

clip

of

the

sam

e se

ctio

n: d

iscu

ss t

he d

iffer

ence

s be

twee

nte

lling

and

show

ing.

•D

evel

op p

upils

’ und

erst

andi

ng o

f son

net,

and

goth

icho

rror

, for

exa

mpl

e, a

s a

subs

et o

f hor

ror,

thro

ugh

shar

ed a

nd g

uide

d re

adin

g, p

oint

ing

out

feat

ures

at

text

, sen

tenc

e an

d w

ord

leve

l. D

raw

up

chec

klis

ts o

ffe

atur

es.

•E

nsur

e pu

pils

hav

e op

port

uniti

es t

o in

vest

igat

e th

eac

cura

cy o

f the

che

cklis

ts in

depe

nden

tly t

hrou

ghfu

rthe

r ex

ampl

es.

•M

odel

look

ing

at e

ndin

gs o

f sub

stan

tial t

exts

and

trac

e ba

ck t

he w

ay t

he r

eade

r is

pre

pare

d fo

r th

emth

roug

h cl

ues,

and

sty

listic

dev

ices

suc

h as

imag

esan

d sy

mbo

ls.

•In

sha

red

read

ing,

iden

tify

the

feat

ures

of a

par

ticul

arw

riter

and

the

n as

k pu

pils

to

deve

lop

them

furt

her

thro

ugh

inde

pend

ent

and

guid

ed w

ork,

dra

win

g up

thei

r ow

n ch

eckl

ists

.

•B

egin

to

desc

ribe

wha

t w

riter

s ne

ed t

o do

whe

ntr

ansf

orm

ing

a bo

ok in

to a

film

or

a fil

m in

to a

boo

k.

•B

e ab

le t

o de

scrib

e th

e re

ason

s fo

r bo

ok a

nd v

ideo

cove

r ch

oice

s an

d ho

w t

hey

rela

te t

o th

e te

xt a

s a

who

le a

nd t

heir

effe

ct o

n th

e re

ader

.

•B

egin

to

reco

gnis

e pa

rtic

ular

typ

es o

f poe

m o

r ge

nre

and

desc

ribe

som

e of

the

ir fe

atur

es.

•B

egin

to

reco

gnis

e w

hat

effe

ct t

he c

hoic

e of

form

has

on t

he w

ay t

he c

onte

nt is

org

anis

ed.

•B

egin

to

reco

gnis

e th

e va

rious

way

s in

whi

ch w

riter

spr

epar

e re

ader

s fo

r th

e en

ding

of t

heir

text

s.

•B

egin

to

eval

uate

wha

t im

pact

a t

ext

has

on it

sre

ader

thr

ough

its

orga

nisa

tion

and

deve

lopm

ent,

asw

ell a

s its

sen

tenc

es a

nd w

ords

.


Secti

on3

Year

8 S

elec

ted

Fra

mew

ork

ob

ject

ives

Rel

ated

QC

A A

sses

smen

t fo

cus

Hel

pfu

l tea

chin

g a

pp

roac

hes

See

Key

obj

ectiv

es b

anks

for

mor

e de

taile

dgu

idan

ce

Po

ssib

le g

rad

uate

d p

upil

targ

ets

Not

e: t

arge

ts t

o be

set

as

appr

opria

te fo

rgr

oups

or

indi

vidu

als

and

to b

e ad

apte

d to

sui

tdi

ffere

nt t

ypes

of r

eadi

ng

8W7

Rev

iew

and

dev

elop

the

ir ab

ility

to:

a)re

cogn

ise

links

bet

wee

n w

ords

rel

ated

by

wor

d fa

milie

s an

d ro

ots;

b)w

ork

out

the

mea

ning

of u

nkno

wn

wor

ds u

sing

co

ntex

t, sy

ntax

, ety

mol

ogy,

mor

phol

ogy

and

othe

r fa

ctor

s;c)

unde

rsta

nd a

nd e

xpla

in e

xact

ly w

hat

wor

ds m

ean

in

part

icul

ar c

onte

xts.

8W8

Und

erst

and

and

use

key

term

s th

at h

elp

to d

escr

ibe

and

anal

yse

lang

uage

, e.g

. wor

d cl

ass,

nou

n ph

rase

,su

bord

inat

e cl

ause

, sy

ntax

, co

nditi

onal

.

8W13

Und

erst

and

the

impl

icat

ions

whe

n a

wor

d is

inqu

otat

ion

mar

ks o

r is

use

d iro

nica

lly.

8S11

Und

erst

and

the

mai

n d

iffer

ence

s b

etw

een

stan

dar

d E

nglis

h an

d d

iale

ctal

var

iati

ons

, e.g

.su

bje

ct-v

erb

ag

reem

ent,

fo

rmat

ion

of

pas

t te

nse,

adve

rbs

and

neg

ativ

es, u

se o

f p

rono

uns

and

pre

po

siti

ons

.

AF5

Exp

lain

and

com

men

t on

writ

ers’

use

of l

angu

age,

incl

udin

g gr

amm

atic

al a

nd li

tera

ry fe

atur

es a

t w

ord

and

sent

ence

leve

l.

•In

pai

rs, c

reat

e a

wor

d w

eb (s

ee V

ocab

ular

y an

dsp

ellin

g un

it in

Lite

racy

acr

oss

the

curr

icul

umfil

e an

dYe

ar 7

spe

lling

bank

).•

Use

car

d so

rts

and

mat

chin

g ac

tiviti

es a

s pa

ired

activ

ity, e

.g. o

ne w

ord

with

tw

o or

mor

e m

eani

ngs,

as s

tart

er a

ctiv

ities

.•

Offe

r cl

ear

and

conc

ise

expl

anat

ions

of k

ey t

erm

san

d m

ake

clas

sroo

m p

oste

rs, w

ord

bank

s, e

tc.

•M

odel

dec

onst

ruct

ion

of a

ppro

pria

te t

exts

in s

hare

dre

adin

g, fo

cusi

ng o

n an

alys

is o

f spe

cific

gra

mm

atic

alfo

rms,

e.g

. effe

ct o

f add

ing

subo

rdin

ate

clau

ses,

posi

tioni

ng w

ithin

sen

tenc

es,

effe

ct u

pon

mea

ning

.•

Mod

el p

roce

ss b

y w

hich

rea

ders

que

stio

n te

xts

toan

alys

e m

eani

ng.

•A

lert

pup

ils t

o sp

ecia

list

use

of v

ocab

ular

y as

the

yen

coun

ter

this

in c

lass

tex

ts e

spec

ially

in s

eman

ticfie

lds.

Con

side

r th

is a

s an

indi

cato

r of

aud

ienc

e, e

.g.

spec

ialis

t or

non

-spe

cial

ist.

•M

odel

pro

cess

of m

akin

g w

ord

choi

ces

thro

ugh

shar

ed w

ritin

g.•

Mod

el h

ow t

o co

mm

ent

clea

rly o

n an

aut

hor’s

wor

dch

oice

whe

n de

mon

stra

ting

to p

upils

how

to

writ

eab

out

the

effe

ct o

f lan

guag

e on

a t

ext’s

mea

ning

.•

Whe

re a

ppro

pria

te a

nd w

ith s

ensi

tivity

, inv

ite p

upils

to s

hare

reg

iona

l var

iatio

ns in

the

ir sp

eech

.•

Inve

stig

ate

olde

r fo

rms,

e.g

. Sha

kesp

eare

and

Cha

ucer

.•

Sel

ect

poem

s or

dia

logu

e w

ith a

reg

iona

l var

iety

or

othe

r va

riety

e.g

. bla

ck o

r A

mer

ican

Eng

lish.

•In

vest

igat

e w

ays

in w

hich

sta

ndar

d E

nglis

h w

ith a

regi

onal

acc

ent

is e

asie

r to

und

erst

and

than

reg

iona

ldi

alec

t fo

rms.

•In

vest

igat

e th

e in

fluen

ce o

f Am

eric

an a

nd A

ustr

alia

nva

rietie

s on

Brit

ish

tele

visi

on. W

hat

have

we

adop

ted

and

why

?

•B

e ab

le t

o ap

ply

prio

r kn

owle

dge

of w

ords

to

supp

ort

unde

rsta

ndin

g of

a t

ext.

•B

e aw

are

of k

ey t

erm

s w

hich

des

crib

e an

d an

alys

ela

ngua

ge w

ithin

tex

ts, e

.g. e

llipsi

s, r

heto

rical

ques

tions

, ass

onan

ce, i

mag

ery.

•B

e aw

are

that

cer

tain

wor

ds h

ave

spec

ialis

t m

eani

ngs

in a

dditi

on t

o m

ore

gene

ral m

eani

ngs.

•R

ecog

nise

iron

ic u

se o

f lan

guag

e w

ith s

ome

refe

renc

e to

inte

nded

effe

ct o

n th

e re

ader

.•

Com

men

t up

on t

he u

se o

f non

-sta

ndar

d fo

rms

ofE

nglis

h in

tex

ts a

nd w

hy w

riter

s ch

oose

non

-sta

ndar

dfo

rms.


Sectio

n3

Year

8 S

elec

ted

Fra

mew

ork

ob

ject

ives

Rel

ated

QC

A A

sses

smen

t fo

cus

Hel

pfu

l tea

chin

g a

pp

roac

hes

See

Key

obj

ectiv

es b

anks

for

mor

e de

taile

dgu

idan

ce

Po

ssib

le g

rad

uate

d p

upil

targ

ets

Not

e: t

arge

ts t

o be

set

as

appr

opria

te fo

rgr

oups

or

indi

vidu

als

and

to b

e ad

apte

d to

sui

tdi

ffere

nt t

ypes

of r

eadi

ng

8R12

Rec

ord

and

revi

ew t

he d

evel

opm

ent

of t

heir

inde

pend

ent

read

ing,

and

iden

tify

way

s of

incr

easi

ng it

ssc

ope

and

chal

leng

e.

8R11

Inve

stig

ate

the

diffe

rent

way

s fa

milia

r th

emes

are

expl

ored

and

pre

sent

ed b

y di

ffere

nt w

riter

s.

8R15

Iden

tify

links

bet

wee

n lit

erar

y he

ritag

e te

xts

and

thei

rtim

es, e

.g. t

he s

ocia

l con

text

of a

nin

etee

nth-

cent

ury

nove

l.

8R16

Rec

ogni

se h

ow t

exts

ref

er t

o an

d re

flect

the

cul

ture

inw

hich

the

y w

ere

prod

uced

, e.g

. in

thei

r ev

ocat

ion

ofpl

ace

and

valu

es.

AF6

Iden

tify

and

com

men

t on

writ

ers’

pur

pose

s an

dvi

ewpo

ints

and

the

ove

rall

effe

ct o

f the

tex

t on

the

read

er.

•U

se r

eadi

ng jo

urna

ls t

o re

cord

the

mes

and

resp

onse

s.

•M

odel

how

to

trac

e de

velo

pmen

ts o

f the

mes

thro

ugh

min

d-m

aps,

stic

ky n

otes

, cha

ract

er c

hart

s,flo

w c

hart

s. IC

T w

ould

be

usef

ul.

•M

odel

com

paris

on o

f app

roac

hes

to t

hem

es –

whe

reas

one

aut

hor..

.the

oth

er .

.. ho

wev

er,

it ca

nse

en,

is n

otic

eabl

e, e

tc.

•A

s st

arte

r or

ple

nary

ses

sion

org

anis

e pu

pils

to

read

resp

onse

s fro

m jo

urna

ls, r

ecom

men

d bo

oks,

‘sel

l’bo

oks

as p

ossi

ble

clas

s no

vels

.

•H

ave

a If

you

liked

thi

s ...

try

this

list

ofre

com

men

datio

ns.

•Li

aise

with

the

his

tory

dep

artm

ent

over

wha

t th

ey a

rete

achi

ng a

nd r

ead

text

s fro

m t

he p

erio

d, d

iscu

ssin

gho

w fa

r th

e te

xts

and

topi

cs a

re a

ccur

ate

in t

heir

refle

ctio

n of

the

tim

es.

•S

hare

the

rea

ding

of t

exts

from

diff

eren

t cu

lture

s to

show

how

the

y re

pres

ent

the

cultu

re. I

nvite

pup

ils t

ore

ad s

uch

text

s as

par

t of

the

ir pr

ivat

e re

adin

g.

•U

se IC

T, p

hoto

grap

hs a

nd a

rtef

acts

to

disc

uss

links

betw

een

text

and

vis

ual i

mag

es.

•In

sha

red

and

guid

ed r

eadi

ng, d

iscu

ss h

ow w

riter

sar

e of

ten

advo

cate

s fo

r so

cial

cha

nge

thro

ugh

thei

rw

ritin

g, e

.g. D

icke

ns, c

harit

y le

afle

ts, c

ampa

igni

ngw

ebsi

tes.

•C

ontin

ue t

o de

velo

p di

ffere

nt v

ocab

ular

y an

dex

pres

sion

s to

des

crib

e yo

ur r

espo

nses

to

read

ing.

•K

eep

an u

p-to

-dat

e de

taile

d re

adin

g jo

urna

l to

reco

rdth

e ra

nge

of r

eadi

ng a

nd e

xper

imen

ts w

ith d

iffer

ent

text

s an

d au

thor

s. G

ive

reas

ons

for

your

opi

nion

s an

dfe

elin

gs.

•S

eek

reco

mm

enda

tions

for

futu

re r

eadi

ng.

•S

how

how

to

follo

w u

p a

genr

e, a

utho

r or

the

me

inpr

ivat

e re

adin

g.

•C

ompa

re t

he t

reat

men

t of

a t

hem

e by

tw

o di

ffere

ntau

thor

s in

depe

nden

tly.

•B

e ab

le t

o di

scus

s ho

w w

riter

s re

pres

ent

the

time

and

cultu

re t

hrou

gh s

tyle

and

con

tent

.

•B

e ab

le t

o di

scus

s th

at w

riter

s m

ight

be

advo

cate

sfo

r a

caus

e an

d ho

w t

hey

do t

his

in t

heir

writ

ing.

Read

ing i

mp

rove

men

t m

atr

ix

Rea

din

g: Y

ear

9


Secti

on3

Year

9 S

elec

ted

Fra

mew

ork

ob

ject

ives

Rel

ated

QC

A A

sses

smen

t fo

cus

Hel

pfu

l tea

chin

g a

pp

roac

hes

See

Key

obj

ectiv

es b

anks

for

mor

e de

taile

dgu

idan

ce

Po

ssib

le g

rad

uate

d p

upil

targ

ets

Not

e: t

arge

ts t

o be

set

as

appr

opria

te fo

rgr

oups

or

indi

vidu

als

and

to b

e ad

apte

d to

sui

tdi

ffere

nt t

ypes

of r

eadi

ng

9R1

Rev

iew

and

ext

end

thei

r ow

n st

rate

gies

for

loca

ting,

appr

aisi

ng a

nd e

xtra

ctin

g re

leva

nt in

form

atio

n.

9R4

Eva

luat

e th

e re

leva

nce,

rel

iabi

lity

and

valid

ity o

fin

form

atio

n av

aila

ble

thro

ugh

prin

t, IC

T an

d ot

her

med

iaso

urce

s.

9R2

Syn

thes

ise

info

rmat

ion

fro

m a

ran

ge

of

sour

ces,

shap

ing

mat

eria

l to

mee

t th

e re

ader

’s n

eed

s.

9S4

Inte

grat

e sp

eech

, ref

eren

ce a

nd q

uota

tion

effe

ctiv

ely

into

wha

t th

ey w

rite.

9Wr1

7C

ite s

peci

fic a

nd r

elev

ant

text

ual e

vide

nce

to ju

stify

criti

cal j

udge

men

ts a

bout

tex

ts.

AF2

Und

erst

and,

des

crib

e, s

elec

t or

ret

rieve

info

rmat

ion,

even

ts o

r id

eas

from

tex

ts a

nd u

se q

uota

tion

and

refe

renc

e to

tex

t.

•E

nsur

e pu

pils

hav

e op

port

uniti

es t

o re

sear

chin

depe

nden

tly. E

nsur

e th

ey h

ave

clea

r re

ason

s fo

rth

e re

sear

ch a

nd a

cle

ar o

utco

me,

e.g

. to

turn

info

rmat

ion

from

a v

arie

ty o

f writ

ten

sour

ces

into

ara

dio

prog

ram

me.

•M

odel

the

pro

cess

of e

stab

lishi

ng if

som

ethi

ng is

fact

or

opin

ion.

•U

se a

grid

to

com

pare

tex

ts d

ealin

g w

ith t

he s

ame

subj

ect

for

audi

ence

, pur

pose

, lan

guag

e an

d st

yle.

•C

reat

e w

ith t

he c

lass

a c

heck

list

of c

ritic

al a

ndev

alua

tive

ques

tions

to

ask

abou

t re

sear

ch.

•In

sha

red

and

guid

ed w

ritin

g m

odel

‘poi

nt-e

vide

nce-

expl

anat

ion’

par

agra

ph o

rgan

isat

ion

in w

ritin

g ab

out

text

s.

•U

se a

sha

red

writ

ing

sess

ion

to d

emon

stra

te h

ow t

om

arsh

al a

nd c

ateg

oris

e in

form

atio

n fo

r a

spec

ific

audi

ence

and

pur

pose

.

•A

men

d an

exi

stin

g te

xt b

y in

sert

ing

delib

erat

e fa

ctua

ler

rors

or

by in

trod

ucin

g in

appr

opria

te s

tylis

ticfe

atur

es –

ask

the

cla

ss t

o id

entif

y th

ese

erro

rs a

ndto

exp

lain

the

m.

•C

ompa

re a

web

pag

e w

ith t

he s

ame

info

rmat

ion

strip

ped

of it

s pr

esen

tatio

nal a

nd g

raph

ical

dev

ices

and

show

wha

t gr

aphi

cal e

lem

ents

add

to

a te

xt in

term

s of

cla

rity

and

impa

ct.

•U

se s

ampl

e S

ATs

prac

tice

pape

rs t

o m

odel

how

to

resp

ond

to t

ext

quic

kly

and

pert

inen

tly.

•U

se a

KW

L or

QU

AD

s gr

id t

o di

rect

res

earc

h,ke

epin

g th

e pu

rpos

e fo

r re

adin

g in

min

d.

•S

elec

t, hi

ghlig

ht a

nd a

nnot

ate

part

s of

the

tex

tre

leva

nt t

o pu

rpos

e or

aud

ienc

e as

spe

edily

as

poss

ible

.

•M

atch

rea

ding

str

ateg

y to

rea

ding

pur

pose

, e.g

. ski

man

d sc

an w

hen

tryi

ng t

o lo

cate

spe

cific

bits

of

info

rmat

ion.

•Id

entif

y ap

prop

riate

sou

rces

of i

nfor

mat

ion

in r

elat

ion

to r

esea

rch

topi

cs.

•Q

uick

ly d

ecid

e up

on a

nd u

se a

str

ateg

y fo

r no

teta

king

whi

ch is

app

ropr

iate

to

the

task

and

the

lear

ning

sty

le.

•A

ckno

wle

dge

and

eval

uate

sou

rces

and

quo

tatio

nsac

cura

tely.

•U

se e

vide

nce

to s

uppo

rt a

rgum

ents

by

mak

ing

apo

int.

Bac

k it

up w

ith id

eas

and

then

exp

lain

how

thi

sre

info

rces

the

poi

nt.


Sectio

n3

Year

9 S

elec

ted

Fra

mew

ork

ob

ject

ives

Rel

ated

QC

A A

sses

smen

t fo

cus

Hel

pfu

l tea

chin

g a

pp

roac

hes

See

Key

obj

ectiv

es b

anks

for

mor

e de

taile

dgu

idan

ce

Po

ssib

le g

rad

uate

d p

upil

targ

ets

Not

e: t

arge

ts t

o be

set

as

appr

opria

te fo

rgr

oups

or

indi

vidu

als

and

to b

e ad

apte

d to

sui

tdi

ffere

nt t

ypes

of r

eadi

ng

9R18

Dis

cuss

a s

ubst

antia

l pro

se t

ext,

shar

ing

perc

eptio

ns, n

egot

iatin

g co

mm

on r

eadi

ngs

and

acco

untin

g fo

r di

ffere

nces

of v

iew

.

9R8

Co

mp

are

the

pre

sent

atio

n o

f id

eas,

val

ues

or

emo

tio

ns in

rel

ated

or

cont

rast

ing

tex

ts.

9R10

Com

men

t on

inte

rpre

tatio

ns o

f the

sam

e te

xt

or id

ea in

diff

eren

t m

edia

, usi

ng t

erm

s ap

prop

riate

for

criti

cal a

naly

sis.

9R18

Dis

cuss

a s

ubst

antia

l pro

se t

ext,

shar

ing

perc

eptio

ns, n

egot

iatin

g co

mm

on r

eadi

ngs

and

acco

untin

g fo

r di

ffere

nces

of v

iew

.

9S&

L13

Dev

elo

p a

nd c

om

par

e d

iffer

ent

inte

rpre

tati

ons

of

scen

es o

r p

lays

by

Sha

kesp

eare

or

oth

er d

ram

atis

ts.

AF3

Ded

uce,

infe

r or

inte

rpre

t in

form

atio

n, e

vent

s or

idea

sfro

m t

exts

.

•E

ncou

rage

the

rea

ding

and

sha

red

unde

rsta

ndin

g of

subs

tant

ial t

exts

thr

ough

inde

pend

ent

read

ing

and

grou

p re

adin

g.•

Look

at

leaf

lets

on

a co

ntro

vers

ial i

ssue

, com

parin

gem

otio

ns a

nd v

alue

s th

ey e

ndor

se.

•In

sha

red

read

ing

of a

tex

t’s o

peni

ng, m

odel

anno

tatin

g em

otio

nal a

nd in

telle

ctua

l im

pact

of a

writ

er’s

lang

uage

on

a cr

itica

l rea

der.

•U

se g

uide

d re

adin

g se

ssio

ns t

o su

ppor

t pu

pils

inbe

com

ing

mor

e co

nfid

ent

in t

alki

ng a

bout

the

irre

adin

g of

diff

eren

t te

xts.

•U

se a

grid

to

note

sim

ilarit

ies

and

diffe

renc

esbe

twee

n th

e em

otio

ns a

nd v

alue

s co

nvey

ed b

y a

pair

of t

exts

from

diff

eren

t m

edia

, e.g

. w

eb p

age

and

prin

ted

leaf

let.

•In

a p

lena

ry s

essi

on, a

sk p

upils

to

com

pare

ent

ries

abou

t a

com

mon

tex

t in

rea

ding

jour

nals

and

to

note

sim

ilarit

ies

and

diffe

renc

es in

ter

ms

of t

heir

resp

onse

s.•

Wat

ch t

wo

vers

ions

of t

he s

ame

scen

e fro

m a

pla

y,pu

pils

com

pare

: cha

ract

eris

atio

n; s

ettin

g an

dat

mos

pher

e; d

ram

atic

ten

sion

; vie

wpo

int

and

purp

ose.

•P

upils

pre

sent

a s

cene

as

if on

a s

tage

and

the

n re

-pr

esen

t it

usin

g a

prom

enad

e th

eatr

e.•

Hot

-sea

t th

e au

thor

of a

sha

red

text

and

pup

ils a

skhi

m o

r he

r qu

estio

ns a

bout

the

tex

t an

d th

em

eani

ngs

of a

mbi

guou

s pa

rts.

•E

xplo

re d

iffer

ent

inte

rpre

tatio

ns, e

.g. ‘

This

phr

ase

coul

d m

ean

“……

……

” or

it c

ould

mea

n“…

……

…..”

.’•

Dev

elop

the

sen

tenc

e st

em a

ppro

ach

by e

mbe

ddin

gju

stify

ing

clau

ses

such

as:

‘I t

hink

the

writ

er m

eans

this

bec

ause

…’.

•B

e ab

le t

o su

stai

n re

adin

g of

a lo

nger

tex

t an

d to

disc

uss

inte

rpre

tatio

ns a

nd p

refe

renc

es w

ith o

ther

s.•

Be

able

to

deci

de q

uick

ly a

nd c

onfid

ently

how

to

read

a t

ext

for

a pu

rpos

e.•

Exp

erim

ent

with

diff

eren

t w

ays

of r

eadi

ng a

spe

ech

alou

d to

sho

w c

hara

cter

, fee

lings

and

att

itude

.•

Exa

min

e w

ays

in w

hich

writ

ers

expr

ess

idea

s, v

alue

san

d em

otio

ns t

hrou

gh c

hara

cter

, set

ting,

dia

logu

ean

d w

ord

choi

ce.

•Id

entif

y ho

w t

he w

riter

use

s ev

iden

ce t

o su

ppor

t th

eir

argu

men

ts o

r to

att

ack

the

argu

men

ts o

f a r

ival

.•

Exp

ress

an

opin

ion

and

mak

e ju

dgem

ents

upo

n th

eef

fect

iven

ess

of a

pie

ce o

f tex

t, be

arin

g in

min

d its

inte

ntio

n an

d pu

rpos

e.•

Use

app

ropr

iate

lang

uage

to

com

men

t on

and

com

pare

tex

ts a

nd m

ake

deta

iled

refe

renc

es t

oev

iden

ce.


Secti

on3

Year

9 S

elec

ted

Fra

mew

ork

ob

ject

ives

Rel

ated

QC

A A

sses

smen

t fo

cus

Hel

pfu

l tea

chin

g a

pp

roac

hes

See

Key

obj

ectiv

es b

anks

for

mor

e de

taile

dgu

idan

ce

Po

ssib

le g

rad

uate

d p

upil

targ

ets

Not

e: t

arge

ts t

o be

set

as

appr

opria

te fo

rgr

oups

or

indi

vidu

als

and

to b

e ad

apte

d to

sui

tdi

ffere

nt t

ypes

of r

eadi

ng

9W8

Rec

ogni

se h

ow li

nes

of t

houg

ht a

re d

evel

oped

an

d si

gnpo

sted

thr

ough

the

use

of c

onne

ctiv

es,

e.g.

none

thel

ess,

con

sequ

ently

, fu

rthe

rmor

e.

9S6

Co

mp

are

and

use

diff

eren

t w

ays

of

op

enin

g,

dev

elo

pin

g, l

inki

ng a

nd c

om

ple

ting

p

arag

rap

hs.

9S7

Ana

lyse

and

exp

loit

the

sty

listi

c co

nven

tio

ns

of

the

mai

n te

xt t

ypes

, e.g

. par

od

y.

9R8

Inve

stig

ate

the

orga

nisa

tion

and

conv

entio

ns

of IC

T te

xts,

e.g

. CD

-RO

M,

e-m

ail,

web

pag

es.

AF4

Iden

tify

and

com

men

t on

the

str

uctu

re a

nd o

rgan

isat

ion

ofte

xts,

incl

udin

g gr

amm

atic

al a

nd p

rese

ntat

iona

l fea

ture

sat

tex

t le

vel.

•S

hare

the

rea

ding

of a

tex

t w

ith k

ey c

onne

ctiv

es a

ndpr

onou

ns b

lank

ed o

ut –

ask

pup

ils t

o su

gges

tsu

itabl

e w

ords

and

phr

ases

.

•M

odel

ann

otat

ion

of a

tex

t fo

r co

hesi

ve li

nks

betw

een

para

grap

hs.

•D

emon

stra

te s

kim

min

g an

d sc

anni

ng o

f par

agra

phs

for

conn

ectiv

es a

nd t

ext-

mar

k pu

rpos

e an

d/or

effe

ct.

•S

hare

the

rea

ding

of a

tee

nage

mag

azin

e ar

ticle

,sh

owin

g ho

w fa

r la

ngua

ge, l

ayou

t, te

xt a

nd p

ictu

res

fulfi

l diff

eren

t pu

rpos

es, e

.g. e

nter

tain

, inf

orm

,pe

rsua

de.

•M

odel

wha

t ha

ppen

s to

mea

ning

and

coh

esio

n if

para

grap

hs a

re m

oved

rou

nd.

•O

ffer

exam

ples

of p

oorly

org

anis

ed t

ext

and

mod

elor

sha

re w

ays

of im

prov

ing

them

.

•U

se m

ovin

g im

ages

to

disc

uss

how

ver

bal a

ndpi

ctor

ial i

nfor

mat

ion

is c

ombi

ned

with

sou

nds

tom

eet

audi

ence

and

pur

pose

.

•U

se a

web

pag

e an

d a

prin

ted

leaf

let

on s

imila

rto

pics

, e.g

. hea

lth is

sues

, and

com

pare

layo

uts,

use

of p

icto

rial e

lem

ents

in t

erm

s of

mee

ting

inte

nded

audi

ence

and

pur

pose

.

•A

sk p

upils

to

do t

he s

ame

as a

bove

inde

pend

ently

.U

se t

he p

lena

ry t

o co

mpa

re t

heir

findi

ngs

and

see

ifco

mm

on fe

atur

es c

an b

e id

entif

ied.

•A

naly

se t

he o

rder

and

pre

sent

atio

n of

idea

s by

, for

exam

ple,

com

men

ting

upon

the

str

uctu

ring

and

linki

ng o

f par

agra

phs.

•R

ecog

nise

whe

n te

xts

are

not

wel

l org

anis

ed t

osu

ppor

t th

e re

ader

, thr

ough

poo

r si

gnpo

stin

g or

prio

ritis

atio

n, a

nd b

e ab

le t

o su

gges

t ap

prop

riate

chan

ges.

•B

e ab

le t

o de

scrib

e th

e w

ays

in w

hich

a t

ext

expl

oits

the

feat

ures

of a

tex

t ty

pe, e

.g. f

or c

omic

effe

ct.

•B

e ab

le t

o id

entif

y th

e w

ays

in w

hich

the

sam

ein

form

atio

n is

pre

sent

ed in

diff

eren

t m

edia

; sug

gest

why

the

diff

eren

ces

are

ther

e bo

th fr

om t

he d

eman

dsof

the

tex

t ty

pe a

nd t

he n

eeds

of a

udie

nce

and

purp

ose.


Sectio

n3

Year

9 S

elec

ted

Fra

mew

ork

ob

ject

ives

Rel

ated

QC

A A

sses

smen

t fo

cus

Hel

pfu

l tea

chin

g a

pp

roac

hes

See

Key

obj

ectiv

es b

anks

for

mor

e de

taile

dgu

idan

ce

Po

ssib

le g

rad

uate

d p

upil

targ

ets

Not

e: t

arge

ts t

o be

set

as

appr

opria

te fo

rgr

oups

or

indi

vidu

als

and

to b

e ad

apte

d to

sui

tdi

ffere

nt t

ypes

of r

eadi

ng

9W6

Kno

w a

nd u

se t

he t

erm

s th

at a

re u

sefu

l for

ana

lysi

ngla

ngua

ge, e

.g. t

ype

of p

hras

e or

cla

use,

con

ditio

nal

verb

.

9W7

Rec

og

nise

laye

rs o

f m

eani

ng in

the

wri

ter’s

cho

ice

of

wo

rds,

e.g

. con

not

atio

n, i

mp

lied

mea

nin

g,

dif

fere

nt

typ

es o

r m

ult

iple

mea

nin

gs.

9W8

Rec

ogni

se h

ow li

nes

of t

houg

ht a

re d

evel

oped

and

sign

post

ed t

hrou

gh t

he u

se o

f con

nect

ives

, e.g

.no

neth

eles

s, c

onse

quen

tly,

furt

herm

ore.

9S10

Exp

lore

diff

erin

g at

titud

es t

o la

ngua

ge, a

nd id

entif

ych

arac

teris

tics

of s

tand

ard

Eng

lish

that

mak

e it

the

dom

inan

t m

ode

of p

ublic

com

mun

icat

ion.

9R12

Ana

lyse

and

dis

cuss

the

use

mad

e o

f rh

eto

rica

ld

evic

es in

a t

ext.

9R14

Ana

lyse

the

lang

uage

, for

m a

nd d

ram

atic

impa

ct o

fsc

enes

and

pla

ys b

y pu

blis

hed

dram

atis

ts.

9R16

Ana

lyse

way

s in

whi

ch d

iffer

ent

cult

ural

co

ntex

tsan

d t

rad

itio

ns h

ave

influ

ence

d la

ngua

ge

and

sty

le,

e.g

.bla

ck B

riti

sh p

oetr

y, I

rish

sh

ort

stor

ies.

AF5

Exp

lain

and

com

men

t on

writ

ers’

use

s of

lang

uage

,in

clud

ing

gram

mat

ical

and

lite

rary

feat

ures

at

wor

d an

dse

nten

ce le

vel.

•A

sk p

upils

to

chan

ge k

ey w

ords

in a

poe

m t

o al

ter

its m

ood

sign

ifica

ntly.

•In

trod

uce

rang

e of

tex

ts c

apab

le o

f diff

eren

tin

terp

reta

tions

, e.g

. Ver

non

Sca

nnel

l’s ‘A

Cas

e of

Mur

der’

, and

sho

w h

ow d

iffer

ent

inte

rpre

tatio

ns a

resu

ppor

ted

by a

tex

t.

•M

odel

pro

cess

of t

ext

inte

rrog

atio

n to

sho

w h

ow t

heva

lidity

of d

iffer

ent

inte

rpre

tatio

ns c

an b

e te

sted

.

•A

nnot

ate

text

s to

iden

tify

wor

ds w

hich

may

hav

em

ore

than

one

mea

ning

– id

entif

y m

eani

ng in

cont

ext.

•D

elet

e fiv

e or

six

key

wor

ds fr

om a

sho

rt t

ext.

Ask

pupi

ls t

o se

lect

from

a li

st o

f syn

onym

s th

e w

ords

they

thi

nk h

ave

been

del

eted

. Pup

ils ju

stify

cho

ices

.

•A

sk p

upils

to

mar

k rh

etor

ical

dev

ices

on

ape

rsua

sive

spe

ech

such

as

Mar

tin L

uthe

r K

ing’

s ‘I

have

a d

ream

’.

•M

odel

on

OH

T ho

w t

o an

alys

e rh

etor

ical

dev

ices

,ci

rclin

g an

d hi

ghlig

htin

g ch

ange

s in

pac

e by

var

ied

synt

ax.

•U

se a

n ol

d G

CS

E a

ntho

logy

to

expl

ore

poem

s fro

ma

rang

e of

cul

ture

s. C

ompi

le g

rid u

nder

hea

ding

ssu

ch a

s: la

ngua

ge (i

nclu

ding

non

-sta

ndar

d di

alec

t),hi

stor

y, p

oliti

cs, t

radi

tions

, cus

tom

s, id

eas,

rel

igio

n,be

liefs

, val

ues.

•P

rovi

de a

nnot

atio

n ca

rds

for

mat

chin

g w

ithap

prop

riate

poi

nts

in t

he t

ext,

e.g.

use

of p

atoi

s to

crea

te im

pact

, us

e of

rhy

thm

to

recr

eate

act

ions

,et

c.

•B

e ab

le t

o co

mm

ent

upon

laye

rs o

f mea

ning

by

usin

gsu

ch t

erm

s as

: pun

, am

bigu

ity, c

onno

tatio

n an

d iro

ny.

•S

uppo

rt in

terp

reta

tions

of a

tex

t’s m

eani

ng b

y m

akin

gde

taile

d re

fere

nces

to

it.

•M

ake

a ch

eckl

ist

of r

heto

rical

dev

ices

, e.g

. que

stio

ns,

repe

titio

n, a

lliter

atio

n, s

ente

nce

varie

ty, f

igur

ativ

ela

ngua

ge a

nd c

heck

tex

ts fo

r th

em, t

akin

g ca

re t

oun

ders

tand

why

tho

se e

ffect

s w

ere

chos

en.

•C

olle

ct e

xam

ples

of r

heto

rical

dev

ices

to

illust

rate

the

chec

klis

t an

d no

te w

hy t

hey

wer

e us

ed.

•M

ake

chec

klis

ts o

f typ

ical

feat

ures

of t

exts

from

diffe

rent

his

toric

al a

nd s

ocia

l con

text

s.

•A

nnot

ate

text

s w

ith n

otes

abo

ut: t

hem

es, s

truc

ture

,fo

rm a

nd w

ord

choi

ce in

clud

ing

the

use

of n

on-

stan

dard

and

sta

ndar

d E

nglis

h.

•B

e ab

le t

o co

nfid

ently

des

crib

e an

d di

scus

s w

hy a

writ

er w

rites

as

she

or h

e do

es.

•R

ecog

nise

how

writ

ers

from

oth

er c

ultu

res

crea

teth

eir

effe

cts

at t

ext,

sent

ence

and

wor

d le

vel.


Secti

on3

Year

9 S

elec

ted

Fra

mew

ork

ob

ject

ives

Rel

ated

QC

A A

sses

smen

t fo

cus

Hel

pfu

l tea

chin

g a

pp

roac

hes

See

Key

obj

ectiv

es b

anks

for

mor

e de

taile

dgu

idan

ce

Po

ssib

le g

rad

uate

d p

upil

targ

ets

Not

e: t

arge

ts t

o be

set

as

appr

opria

te fo

rgr

oups

or

indi

vidu

als

and

to b

e ad

apte

d to

sui

tdi

ffere

nt t

ypes

of r

eadi

ng

9R5

Eva

luat

e th

eir

own

criti

cal w

ritin

g ab

out

text

s.

9R13

Rev

iew

and

dev

elop

the

ir ow

n re

adin

g sk

ills,

expe

rienc

es a

nd p

refe

renc

es, n

otin

g st

reng

ths

and

area

s fo

r de

velo

pmen

t.

9R7

Co

mp

are

the

pre

sent

atio

n o

f id

eas,

val

ues

or

emo

tio

ns in

rel

ated

or

cont

rast

ing

tex

ts.

9R6

Com

men

t on

the

aut

horia

l per

spec

tives

offe

red

in t

exts

on in

divi

dual

s, c

omm

unity

and

soc

iety

in t

exts

from

diffe

rent

cul

ture

s.

9R8

Ana

lyse

how

med

ia t

exts

influ

ence

and

are

influ

ence

dby

rea

ders

, e.g

. int

erac

tive

prog

ram

mes

, se

lect

ion

ofne

ws

item

s.

9R9

Com

pare

the

mes

and

sty

les

of t

wo

writ

ers

from

diffe

rent

tim

es.

9R11

Ana

lyse

how

an

auth

or’s

sta

ndpo

int

can

affe

ct m

eani

ngin

non

-lite

rary

as

wel

l as

liter

ary

text

s.

9R17

Com

pare

the

the

mes

and

sty

les

of t

wo

or m

ore

poet

s.

9R15

Ext

end

thei

r un

ders

tand

ing

of li

tera

ry h

erita

ge b

yre

latin

g m

ajor

writ

ers

to t

heir

hist

oric

al c

onte

xt a

ndex

plai

ning

the

ir ap

peal

ove

r tim

e.

AF6

Iden

tify

and

com

men

t on

writ

ers’

pur

pose

s an

dvi

ewpo

ints

and

the

ove

rall

effe

ct o

f the

tex

t on

the

read

er.

•M

aint

ain

read

ing

jour

nals

tha

t no

w a

sk p

upils

to

map

the

deve

lopm

ent

of t

he w

riter

’s p

urpo

ses

and

inte

ntio

ns a

nd t

heir

effe

ct o

n th

em a

s re

ader

s.

•In

sha

red

read

ing

of a

tex

t’s o

peni

ng, m

odel

anno

tatin

g w

riter

’s p

oint

of v

iew

and

how

tha

t is

sust

aine

d or

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Introduction

This section is about making it work in the classroom and how you and yourdepartment can ensure that the teaching and assessment of pupils’ reading issuccessful in terms of improving their learning and their motivation to read.

• Planning the teaching

• Reading for meaning

• Responding to reading

• Assessing reading

ResourcesThe section also contains references to resources from the Strategy and elsewherethat you may find useful. Many of those resources for Key Stage 3 can be found onthe Increasing progress in English CD-ROM (DfES 0025-2005 CD) in the Browseresources section.

Planning the teaching

When teachers in your department are planning lessons that focus on reading, youneed to be sure that the following are always included.

• Teaching objectivesThe objectives should relate to the identified learning needs of the pupils and,at Key Stage 3, should be derived from those objectives for reading in theFramework for teaching English: Years 7, 8 and 9. They should be clearly statedin the scheme of work (see Section 3, Planning for improving reading) and inthe individual lesson plan so that they can be communicated to pupils.

• Learning objectives and outcomesThese also need to be clearly indicated in the scheme of work (see Section 3)and in the individual lesson plan and communicated directly to pupils. Theyshould relate to the appropriate assessment focuses.

• AssessmentOpportunities to assess pupils’ reading orally and in writing should be indicatedin the scheme of work and in more detail in the individual lesson plan.Consideration also needs to be given to how those assessments (particularlyoral assessments) are recorded and then used to inform future teaching andlearning.Assessment focuses are based on the National Curriculum level descriptionsand are useful guides when planning and assessing pupils’ learning. Readinginvolves making meaning from content, structure and language and these arereflected mainly in AFs 2 to 6.

• Pupil groupingThe grouping of pupils (according to their targets for and achievements inreading) for paired and guided group work, in particular, needs to beconsidered and indicated in the planning (see also Section 3).

Teaching and assessing reading


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• Pupil progressThe long- and medium-term scheme of work should indicate at its variousstages pupils’ expected progress in reading (see Section 3). Key objectivesfrom the Framework can be used to plot progression from Year 7 to Year 9 (seebelow). The intended progress in reading of targeted pupils should also informindividual lesson plans.

Focus Year 7 Year 8 Year 9

The craft of thewriter

Viewing the wholetext

Critical viewpoints

Writers’ meaningsand viewpoints

Comparing texts

R6 adopt activereading approaches toengage with and makesense of texts, forexample, visualising,predicting,empathising andrelating to ownexperience.

R7 identify the mainpoints, processes orideas in a text andhow they aresequenced anddeveloped by thewriter.

Wr19 write reflectivelyabout a text, takingaccount of the needsof others who mightread it.

R8 infer and deducemeanings usingevidence in the text,identifying where andhow meanings areimplied.

R12 comment, usingappropriateterminology, on howwriters convey setting,character and moodthrough word choiceand sentencestructure.

R7 identify the waysimplied and explicitmeanings are conveyed indifferent texts, forexample, irony, satire.

R5 trace the developmentof themes, values or ideasin texts.

Wr18 write a critical reviewof a substantial text,taking account of thecontext in which it waswritten and the likelyimpact on its intendedreaders.

R6 recognise bias andobjectivity, distinguishingfacts from hypotheses,theories or opinions.

S2 explore the impact of avariety of sentencestructures, for example,recognising when it iseffective to use short,direct sentences.

R12 analyse anddiscuss the use made ofrhetorical devices in atext.

R18 discuss asubstantial prose text,sharing perceptions,negotiating commonreadings andaccounting fordifferences of view.

R5 evaluate their owncritical writing abouttexts.

R6 comment on theauthorial perspectivesoffered in texts onindividuals, communityand society, in textsfrom different cultures.

R7 compare thepresentation of ideas,values or emotions inrelated or contrastingtexts.


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• Teaching approachesTo assist pupils to become independent and enthusiastic readers, Englishteachers need to deploy shared, modelled and guided reading approaches in away that matches the needs of pupils at the time.

– Shared readingShared reading sessions with the whole class provide the teacher with the opportunity to allow pupils to show, explore and develop their understanding of particular reading strategies and techniques. They also allow pupils to access and engage with texts and skills at a higher level than they might be able to do independently and provide the teacher with opportunities to assess pupils’ understanding of the text and of their skills as readers.

– Modelled readingBy modelling reading and reading strategies that are new or unfamiliar to pupils, the teacher provides pupils with explicit and valuable insight to help their understanding and eventual use of particular reading skills and strategies.

– Guided readingGuided reading sessions can be used by the teacher to develop pupils’ reading strategies and understanding of texts and help them understand how to apply these more widely and independently. They also enable the teacher to make some close individual oral as well as written assessments and to assess and set new targets for pupils.

• Teaching strategies and activitiesTeachers in your department need to know, plan for and use those interactivestrategies and activities for the teaching of reading that will enthuse pupils toread (see below). However, learning objectives and intended learning outcomesshould be the principal focus in planning and appropriate activities should bechosen to support them.

Reading for meaning

The main challenges for English teachers are to develop pupils as readers whoare able to:

• infer and deduce from the information within the text (AF3);

• identify and understand the structure and organisation of a text (AF4);

• identify and analyse the craft, purpose and viewpoint of the writer (AF5);

• gain a sense of the whole text and the contribution of its parts (AF6);

by employing tasks, resources, strategies, techniques and groupings which meetthe varied needs of all pupils.

Teaching strategies to develop pupils’ reading for meaningTeachers in your department can improve and enrich pupils’ reading (their skills,enjoyment and understanding) if they consider and attend to what happens before,during and after pupils’ reading, that is:

• Before: prepare pupils to create a supporting schema and to bring more totheir reading through speculating about the nature of the text, its content andfeatures and relating it to their own experiences (real and literary);

• During: develop pupils’ ability to read for meaning through teaching them whatto look out for and what to do when reading;


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• After: improve pupils’ ability to respond to texts by teaching them how toreflect on, evaluate, capture and shape their responses to and understanding ofthe text, and communicate them to the teacher and their peers.

Drama A number of the strategies and activities outlined below lend themselves toexploration through drama. Drama enables pupils to investigate meaning,relationships, plot, structures, values, ideas and writers’ techniques in a text in anexpressive, active and creative way.

The following teaching strategies engage and motivate pupils and develop theirability to read for meaning:

Before reading

Strategies Example Key objectives

Activating priorknowledge andrelevantexperience

Prediction

The teacher explains that the novel they are going toread involves characters who, through playing a PCvirtual reality game, inhabit a Greek myth. Pupils areasked in pairs to discuss what they know aboutGreek myths, including the one being studied; virtualreality games; any of the books they have read bythe author.

Having read and discussed the events and threemain characters in the first chapter of a novel andbefore reading the next chapter, the teacher askspupils what they think is going to happen to eachcharacter and to give some evidence from the firstchapter for their prediction.

7R69R167SL1

7R2, 7R6, 7R8, 8R57SL1


Prediction

Asking questionsof the text

Pupils have previously studied a selection of poemsby a particular poet and are given a cloze procedureon a new poem by the same author. They are askedto use their knowledge of the poet’s use of imagery,rhythm and rhyme to predict the missing words.

The teacher models asking questions about the textwith either the objective or the AF in mind, beforeasking pupils in pairs to generate their own questionsabout the text, for example, I wonder why the writerhas chosen to put whole sentences and even oneparagraph in italics? Can I detect a pattern? Theteacher and pupils can use Bloom’s taxonomy todevise increasingly demanding questions to stimulatehigher-order thinking skills.

7R6, 7R8 8R5

7R68S2, 8R58SL10

During reading


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Encouragingpupils to articulateand explain theirown thinking, askquestions

Verbalisingthinking about thetext while reading

Reading aloud(teacher andpupil) as a way ofhighlighting andestablishingmeaning

Visualising

Reading formultiple meanings

Empathising

Annotating, textmarking,sequencing, textcompletion, etc.

Having read and discussed a newspaper articleabout a controversial subject, the teacher sets thetask by saying: You clearly all feel strongly about thisarticle. You are going to write a letter to the writerstating your response to the article, giving your viewson the subject and also asking her questions.

The teacher models the process to begin with, ofvoicing aloud their thoughts as they read. Pupils arethen asked either to work in pairs to take it in turnsto read aloud and pausing to voice their thoughts; orto work on their own and annotate the text with theirthoughts as they read.

The teacher models the reading aloud process,explaining why a pause is introduced or why a wordis emphasised. Pupils then work in pairs to try outreadings of a passage or scene where differentemphases are tried and then evaluated.

The teacher explains that Shakespeare’s plays didnot contain stage directions, the theatres couldn’thave elaborate scenery and therefore the scenes,appearances and actions are all implied in the text.The pupils are asked to create visual images fromreading the text (in their mind and then aloud or onpaper or film) and to share them. Visualisation canalso be used with non-fiction texts.

The teacher focuses the reading of a novel where acharacter faces a problem or dilemma. In pairs,pupils are asked to list alternative suggestions andthe evidence base for them. The group thenconsiders the suggested solutions and the evidencefor them before arriving at a group decision.

The teacher asks pupils to think carefully about acharacter from the novel they have been reading andthen to write a short scene (perhaps where thecharacter is present but doesn’t speak) as if theywere the character, expressing what they do, see,think and feel.

Having read and discussed the basic meaning,structure, rhythms and rhymes of a poem whose laststanza is missing, pupils have to construct the finalstanza and explain how and why it relates to the restof the poem.

7R148R5, 8R6, 8R13 9R57Wr198Wr179Wr17

7R6, 7R8, 7R128R5, 8R6, 8R7 9R127SL18SL10

7R2, 7R87SL18SL10

7R2, 7R6, 7R89R127SL1

7R88R58SL10

7R2, 7R8, 7R127Wr5

7R2, 7R8, 7R158R5, 8R10


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ResourcesThe following resources will provide you and your department with furtherinformation on and exemplification of the above activities at Key Stage 3.

Resource Strategy or activity exemplified

*Targeting level 5 and above (CD/Browseresources/Teaching resources/Targeting level 5 andabove p54/Reading autobiography)

*Key objectives banks: Years 7, 8 and 9 (CD/Browseresources/Planning and guidance/ Key objectives banks)

*Grammar for reading (CD/Browse resources/Planningand guidance)

*Group reading at Key Stage 3 (CD/Browseresources/Teaching resources/Group reading with NATE)

*Targeting level 5 and above (CD/Browseresources/Teaching resources/Targeting level 5)

*Targeting level 4: teaching reading (CD/Browseresources/Teaching resources/Targeting level 4 in Year 7Teaching reading)

*Building a bridge from reading into writing (CD/Browseresources/Planning and guidance/Building a bridge fromreading into writing)

English department training 2002/03 Year 9:(CD/Browse resources/0202/2002 video) – Frank Furedi

Drama objectives bank (only available on website –www.standards.dfes.gov.uk/keystage3/respub/en_dramaobjs)

Guided reading in English at Key Stage 3 (0044/2002) –Video Year 8 Holes

English department training 2002/03: Year 7(0313/2002) – Session 2 Developing reading.

English department training 2002/03: Year 9(0317/2002) – Session 2 Challenging texts, challengingreaders.

Modelled and shared oral work focused onunderstanding a non-fiction text

A variety of strategies linked to Frameworkobjectives

Providing examples of texts; exploring andmodelling their features and conventions

Materials to support group and guidedreading in Years 7, 8 and 9

Activating prior knowledge; exploring awriter’s technique

Verbalising thinking about the text whilereading it; annotating, text marking,sequencing, text completion

A variety of ideas for teachers and pupils

Teacher modelling the understanding of apersuasive text

Drama activities and techniques to exploretexts in an expressive and creative way,linked to Framework objectives

Teacher matching questions to the specificneeds of the group

The strategies used by readers whenreading unfamiliar texts plus guidance onshared and guided reading

The close preparation of texts for teachingabout language and the teaching of criticalresponse

*indicates resources that are available on the Increasing progress in English CD-ROM (DfES 0025-2005 CD) in the Browse resources section.


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Strategy training on reading for meaning has taken place over the last four yearsand includes.

• *Literacy Progress Unit: Reading between the lines (CD/Browseresources/Teaching resources/Literacy Progress Unit/Reading between thelines)

• *Reading challenge (CD/Browse resources/Teaching resources/ ReadingChallenge)

• *Key objectives bank: Year 7 (CD/Browse resources/Planning and guidance/Key objectives banks)



• English department training 2001 (DFEE 0234/2001): session 8 Reading

• Improving writing 3 (0377-2004 G) – session 2

• How to get more pupils from level 3 to level 5, part 1

• How to get more pupils from level 3 to level 5 part 2 (0006-2005 G)

• Guided reading in English at Key Stage 3 (0044/2002)

• Literacy across the curriculum (0235/2001): Unit 5 Active reading strategies,Unit 6 Reading for information

Responding to reading

The main challenges for teachers in Key Stage 3 are to develop pupils’ responsesto reading so that they have the skills to:

• explore their own and others’ interpretations (AF6);

• identify and comment on features of literary and non-literary texts (AF4);

• understand and comment on the structure and organisation of a text (AF4);

• analyse and comment on the craft, purpose and viewpoint of the writer (AF5 and 6);

• compare and comment on styles, ideas, themes of different writers and indifferent texts (AF7);

• compose and present understanding, interpretations and analyses in a varietyof formats for assessment purposes (AFs 4, 5, 6 and 7).

Developing these skills across the three years of Key Stage 3 will prepare pupilswell for Key Stage 4.

Assessment focusesThe reading assessment focuses which highlight evaluation and analysis are AFs 4to 7, and they build on the skills in AFs 1 to 3. In exploring a text, readers respondto specific aspects (AFs 4 and 5) and to the text as a whole (AF6), and considerhow the text relates to their wider reading and experience (AF7).

Teaching strategies to develop pupils’ responses to readingIt is important that your department encourages pupils to respond orally as well asin writing, for very often the oral response acts as a necessary exploration and



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capture of meaning and a rehearsal for a written response. Pupils need to movefrom oral responses to articulating the more formal written responses required fortests, examinations and coursework. Teachers in your department therefore need todevise a range of interesting oral activities which can also act as a bridge intowriting. Many of the strategies below can be carried out orally or in writing, andrelate to the after stage when pupils have already read and explored the meaning ofpart, or the whole, of a text.

After reading


Creating plans forwriting from oraldiscussion; toprovide the bridgefrom thinking totalking and writing

Creating mapsand charts;to help pupilsidentify thestructure of acomplex text

Summarising; toinvolve pupils inevaluating a textand identifying itsmost significantelements

Exploringvocabulary;to buildunderstanding ofkey words in atext

Developing andusing sentencestems;to increase pupils’understanding ofcertainconventions ofspecific text types

Groups of pupils are asked to discuss a text andprovide evidence about the writer’s viewpoint. Theyare asked to highlight and annotate the text as ameans of capturing their discussion. The highlightingand annotations are then used to inform a plan(perhaps structured for point, evidence andexplanation) for writing about the writer’s viewpoint.

i Pupils draw a ‘map’ of the events in a complexnarrative such as in a Shakespeare play.

ii Having discussed the structure of a non-fictiontext, the content can then be mapped ontovarious structural organiser grids, such as apoint/evidence grid or a cause/effect grid.

Pupils are asked to restructure key information in atext into a non-prose form (for example, a flowdiagram, a chart).

Pupils create a dictionary or glossary to identify,investigate and understand key words in both fictionand non-fiction texts.

During shared or guided work, the teacher workswith pupils to identify the common sentence stemsused in a particular non-fiction text. Pupils, in pairs,highlight others in the remainder of the same or in anew text of a similar type, before applying suchstems to their own piece of similar non-fiction writing.

7R2, 7R12 8R137Wr1

8R10, 8R13

7R2

7R2

7R2, 7R128S2


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Composing andstructuring writtenresponses

Demonstratingthe importanceand use of point,evidence andexplanation

Developing peer-and self-assessment bypupils

Assessing pupils’written responseto reading duringshared andguided work

Having previously planned an essay comparing twopoems, the teacher uses a good example of such anessay from a previous pupil to explore and identifythe successful compositional and structural featuresbefore pupils write their own.

The teacher follows up the reading of a novel andthe investigation of an essay question based on it,with the modelling of the opening paragraph whichillustrates point, evidence and explanation. Pupils arethen asked to compose the next paragraph with thehelp of the teacher.

Pupils have drafted an additional chapter for thenovel they are reading. In pairs, they are asked toread each other’s work and also to identify thestructure, events and characters’ behaviour that havea sound and logical basis in other chapters.

The teacher takes a pupil’s written response to apoem and, together, the teacher and the pupilsidentify those elements of the writing that displaygood understanding of the writer’s use of language,choices and effects on the reader and those thatrequire development.

7R2,8R109R77Wr108Wr11, 8Wr179Wr9

8R10, 8R138Wr17

7R128R10

7R128R13


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ResourcesThe following resources will provide you and your department with furtherinformation on and exemplification of the above activities.

Resource Strategy or activity exemplified

*Targeting level 4: teaching reading (CD/Browseresources/Teaching resources/Targeting level 4 inYear 7 Teaching reading)

*Targeting level 5 and above (CD/Browseresources/Teaching resources/Targeting level 5)

*Targeting level 5 and above (CD/Browseresources/Teaching resources/Targeting level 5and above p54/Reading autobiography)

English department training 2002/03: Year 9(0202/2002 video) – Ray Bradbury

English department training 2002/03: Year 9(0202/2002 video) – Sue Townsend

How to get more pupils from level 3 to level 5part 2 (0002-2005 VG video)

Summarising; constructing concept maps,demonstrating point, evidence and explanation.

Teaching responses to reading.

Annotating texts, developing an extended writtenanswer.

Developing pupils’ critical response to a shortstory using shared and guided reading andwriting.

Illustrates how teachers can support pupils’written response to reading. The first sequenceshows a guided writing session and the next twoshow individual pupils in mentoring sessions.

Booster lesson showing a teacher developingpupils’ written responses to a non-fiction text.

Assessing reading

Teachers in your department who have an evidence-based view of their pupils’progress in reading and communicate this clearly to their pupils are more likely tosustain their interest and engagement in reading. Without careful assessment ofreading, your department cannot guarantee that pupils will make good progress.

Diagnostic assessment:

• allows teachers to pinpoint areas for additional teaching and development;

• underpins reporting to parents;

• feeds into the monitoring of standards and pupil tracking systems.

Pupils also need to see that they are developing and making progress as readersand need to be shown how to assess their own development and to understandthe next steps for them, as well as gaining feedback from their teacher.



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Teachers need to ... So that pupils ...

Know groups’ and individual pupils’ readingtargets and use them to support pupils’development during lessons.

Know and use a range of assessment techniquesas appropriate to the task and achievement.

Be clear how the learning objective supportspupils to achieve the learning outcomes to beassessed.

Give pupils clear feedback to overcomemisconceptions and misunderstandings andwhich also provides guidance on improving theirwork.

Understand how progress can be measuredagainst different criteria, for example, AFs andNC levels.

Involve pupils in the assessment process, whichrequires them to develop a secure understandingof the success criteria.

Build on the progress pupils have made inintervention programmes.

Ensure that the learning objective is shared withpupils at the start of the lesson and is referred toand used effectively to support, monitor andassess pupils’ reading development duringvarious stages of the lesson.

Provide clear oral feedback.

Model and demonstrate the assessment ofreading.

Know that skills and techniques they areexpected to learn are being addressed.

Perceive a closer relationship between the taskand the assessment.

Understand how the learning objective andoutcome will contribute to their learning needsand achievement.

Know their misconceptions andmisunderstandings and how they might improvetheir understanding and skills.

Can understand how their learning isprogressing.

Develop an ability to identify and assess theirown strengths and weaknesses as readers.

Learning and progress are strengthened andsustained.

Understand what they are expected to learn andwhy, and are able to relate that objective to thetask in hand.

Understand to what extent they are meeting thelearning objectives and if they are on track toachieve a good outcome.

Are able to develop their own ability to assesstheir own and their peers’ work.

Assessing reading


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Planning for the assessment of readingHow do you and your department plan the assessment of reading?

When teachers in your department are planning to assess pupils’ reading as part ofmedium-term and short-term planning, they need to take account of the following:

• previous assessment tasks undertaken by pupils to ensure they experience avariety of tasks that give them the best opportunities to exhibit their learning;

• match of the assessment focuses to the learning outcome and the text, inorder that they are mutually suitable and supportive of the teaching and learningobjectives;

• level of challenge, so that it is appropriate for the pupils;

• learning outcomes, so that they generate the appropriate assessment evidence.

Assessing written and spoken responses to readingAs subject leader you should ensure that all teachers in your department:

• are clear about the criteria (which should be in line with national standards) forassessing the outcomes of particular units and tasks, and that these areapplied consistently;

• apply criteria that have been shared with the pupils and can be seen to belinked to the teaching and learning objectives and the assessment focuses;

• identify and record the following which are related to the learning objectives intheir assessment:– What pupils have done successfully– Where pupils can improve– How pupils can improve– Development points for planning the next teaching unit;

• use efficient recording and tracking systems to allow them and the departmentto build successfully on each assessment;

• use pupils’ outcomes to inform future teaching;

• are skilled in judging progress in reading and that the judgements they makeare linked to national standards. Consistency in assessment judgements iscrucial if all pupils make the progress equivalent to their ability.

ResourcesThe following resources will provide you and your department with furtherinformation on, and exemplification of, assessing reading:

• Assessment for learning: subject development materials: CD-ROM(DfES 0737-2004 G CD). Includes the following:

Developing objective-led lessons in English with examples of:

• why and how to plan lessons using teaching and learning objectives and learning outcomes;

• sharing objectives with pupils;

• giving written feedback based on the lesson’s objectives.

Developing oral feedback in English with examples of:

• strategies for giving effective oral feedback which can be both formal and informal;

• planning for giving effective oral feedback.


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Developing written feedback in English with examples of:

• focusing written feedback on the learning objectives and planned learning outcomes of lessons, so that pupils can see the immediate relevance of comments;

• developing a strategy to provide written feedback that helps pupils to improve.

Developing peer- and self-assessment in English with examples of:

• strategies which promote and develop peer- and self-assessment;

• opportunities to introduce or extend these strategies when planning lessons.

Developing curricular target setting with examples of:

• the principles of curricular target setting;

• the process of setting curricular targets.

• How to get more pupils from level 3 to level 5 in English, part 1 (DfES 0264-2004 G) – Session 1: Key markers of progress in reading and writing.

• Increasing pupils’ rates of progress in English (DfES 0462-2004) – Session 3:the Reading improvement matrix* (CD/Browse resources/Planning andguidance/Reading improvement matrix. Also Appendix 12).

• QCA website. Support for teacher assessment can be found on the QCAwebsite (www.qca.org.uk). Examples of assessed pupils’ work with detailedcommentaries to support the judgement help teachers understand whichcriteria are being assessed and how the work does or does not meet these.

• Monitoring pupils’ progress (MPP). The MPP pilot project (QCA/Key Stage 3National Strategy) has developed useful guidance and in 2005/06 will provideresources on how to improve the quality and consistency of teacher assessmentin assessing reading.

Strategy resources provide exemplification of objective-led lessons, interactiveteaching, assessment, marking and links to national criteria and standards. Themost useful are:

For pupils at level 3

• *Reading challenge (CD/Browse resources/Teaching resources/Reading challenge)

• *Literacy Progress Units (CD/Browse resources/Teaching resources/LiteracyProgress Unit/Reading between the lines/Information retrieval/Phonics

• *Targeting level 4: teaching reading (CD/Browse resources/Teaching resources/Targeting level 4 in Year 7: Teaching reading)

For Year 9 pupils

• *Targeting level 5 and above (CD/Browse resources/Teaching resources/Targeting level 5)

• Year 9 Booster kit (DfES 0550-2004)

– four lessons on teaching reading

– two lessons on each of the prescribed Shakespeare plays for National Curriculum tests

• Bridging Plans from Key Stage 3 to Key Stage 4 English (DfES 0080-2004 G)

*Indicates resources that are available on the Increasing progress in English CD-ROM (DfES 0025-2005 CD).


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Introduction

This final section offers guidance for departments on identifying evidence toevaluate pupil progress in reading and refers back to the criteria set in Section 3,Planning for improvement.

• Monitoring

• Evaluation

ReviewAll improvement work needs to include planned opportunities for reviewing itsprogress and its impact on pupils’ learning and achievement so that adjustmentscan be made to inform future work (see Appendix 13). Your review needs to bebased on secure, tangible evidence from monitoring and evaluation.

Questions to ask:

• What is the current system for monitoring department practice in reading?

• Is practice regularly evaluated and adjusted in the light of monitoring?

• Are there opportunities for pupils to evaluate their own progress and use this toinform department evaluation?

Monitoring

Selected activities from the information-gathering and action-planning sections ofthis handbook will enable you to check progress against your action plan by:

• checking the schemes of work to ensure the curricular targets for reading arebeing met (see Appendix 8);

• devising a system of lesson observations to monitor the implementation ofschemes of work, progress against curricular targets and consistency ofexpectations and teaching across the classes (see page 16);

• using tests and work scrutiny to monitor feedback to pupils, the range ofreading and coherence across the classes (see page 16);

• conducting regular structured discussions with pupils about their progress andtheir perceptions of how their needs are met (see page 20).

Evaluation

Evaluation of the impact of your work will involve you and your departmentreturning to the success criteria and targets in your action plan.

Use the evidence from monitoring (above) and these information-gathering activities:

• Analyse relevant optional and National Curriculum test data at Key Stage 3 andresults from mock and final examinations at Key Stage 4 (see page 11).

• Track targeted pupils’ progress on the above and teacher assessment (see page 12).

• Re-run the work sampling exercise that identified your priorities forimprovement (see page 16).

Appendix 13 identifies an ‘evidence for evaluation’ column added to the readingaction plan (Appendix 9).

Reviewing progress


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Focus and action for improvement Evidence for evaluation

Numerical target: 83% level 5+ in Reading by the endof Year 9

Success criteria:• Pupils are independent and regular readers, able to talk

and write about their reading with confidence.• Pupils in a structured sample, drawn from across

classes, recognise their strengths as readers and knowwhat they need to do to improve.

• Lesson plans and lesson observation show that pupils’personal reading targets are reflecting their learningopportunities.

• All pupils who entered Year 7 with level 4 in readingachieve at least level 5 in reading.

• 50% of pupils who entered Year 7 on level 3 in readingachieve level 5 in reading.

Curricular targets: Work scrutiny and test analyses indicate that there is ageneral need to improve pupil response to text-level work inrelation to AF4 – Identify and comment on the structure andorganisation of texts, including grammatical and literaryfeatures at text level.

Year 7 Pupil targets• can use appropriate terms when describing how texts

are structured. • can identify and comment on the writing styles and

features of particular text types.• can recognise and comment on how writers organise

paragraphs in non-fiction.• can comment on how the organisation of a text affects

meaning.• can discuss and identify how writers prepare readers for

the ending of a text.

Year 8 Pupil targets• can recognise particular types of poem or genre and

describe some of their features.• can contribute to discussion on what effect the choice of

form has on the way the content is organised.

• Year 9 test results for reading• Library records and reading logs• Focused discussion with sample

pupils on their reading• Lesson plans with a focus on

reading. Lesson observationsfocused on reading

Work scrutiny, class discussion,teacher assessment, pupil self-assessment and test analyses showimprovements in pupils’understanding and appreciation ofwriters’ use of structure andorganisation in texts includinggrammatical and literary features.

Pupils’ written responses and oralcontributions show evidence ofhaving achieved the targets identifiedfor their year group.

Appendix 13

Key Stage 3 reading action plan (with evidencefor evaluation identified)


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• can recognise and begin to explain the various ways inwhich writers prepare readers for the ending of theirtexts.

• can identify the impact a text has on its reader throughits organisation, presentation and development, as wellas its sentences and words.

• can analyse the order and presentation of ideas by, forexample, commenting upon the structuring and linkingof paragraphs.

• can recognise when texts are not well organised tosupport the reader, for example, through poorsignposting or prioritisation, and can suggestappropriate changes.

• can describe the ways in which a text exploits thefeatures of a text type, for example, for comic effect.

• can identify the ways in which the same information ispresented in different media; can suggest why thedifferences are there both from the demands of the texttype and the needs of audience and purpose.

Intervention• Identify pupils who need additional targeted support (for

example, via guided work, LPUs, Reading challenge) inorder to be able to engage with the above objectives.

• Provide and monitor individual support programmes foridentified pupils.

Marking and assessment • Share and use learning objectives and intended

outcomes with pupils.• Introduce individual pupil targets where appropriate. • Secure focused marking followed by specific pupil

targets.• Share marking focus with pupils in advance.• Standardise marking across staff.

Provision and resourcesCompile bank of resources to show examples of good pupilresponses on the structure and organisation of texts andtheir effects on the reader.

Pupils receiving guided, group andindividual support achieve the readingtargets identified for them.

Lesson planning and pairedobservations show that all teachers inthe department are sharing learningobjectives and targets for reading withpupils.

Work sampling on responses toreading shows marking focused toshared objectives and pupil targets.

Marking and assessment of readingshows consistency across teachers inthe department.

Department office has a file with suchexamples of pupils’ work at differentlevels.


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Department development needs• Shared time for medium-term planning and the scheme

of work

• Paired observation and co-coaching

• Familiarisation with Strategy materials

• Training in data analysis

• Guidance over work scrutiny

• Development time is allocated topairs of teachers to pool planningand revise specific sections ofthe scheme of work for the keystage.

• A programme of pairedobservations of shared andguided reading work iscompleted over the year.

• Department development timeincludes a focus on the guidedreading material on Increasingprogress in English CD-ROM.

• All English teachers understandand use the department pupildata tracking sheets.

A programme of regular workscrutiny is set up. LA Englishconsultant gives training and support.

Copies of this document may be available from:

DfES Publications Tel: 0845 60 222 60Fax: 0845 60 333 60Textphone: 0845 60 555 60e-mail: [email protected]

Ref: DfES 1523-2005 FLR-EN

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Documents

Improving reading - Archive 1523-200MIG9_Redacted.pdf · SoW offer opportunity for a full range of shared, modelled, guided and independent reading. SoW address fiction, non-fiction,