APP Evidence for Reading - shropshirelg.net · Primary consultants, Wolverhampton teachers, July 2009 9 APP Evidence for Reading AF2: Understand, describe, select or retrieve information,

Primary consultants, Wolverhampton teachers, July 2009

WOLVERHAMPTON LOCAL AUTHORITY

Gathering Evidence

For Reading APP support document

Levels 1 – 5

Primary consultants, Wolverhampton teachers, July 2009 3

Gathering Evidence

For Reading APP support document

Levels 1 – 5 This document has been compiled to provide suggestions of activities and sources of evidence for assessing pupil progress with reading. Thanks to Wolverhampton Primary teachers who contributed many of the suggestions within this document.


Assessment Focus 1:

Use a range of strategies, including accurate decoding of text to read for meaning.


Evidence for Reading

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

Source of Evidence/Activity

Examples

Taking a running record

Recorded evidence e.g. o See Early Literacy Support (ELS) Teacher’s book (p.139-141) for advice and format of running record

Guided reading record

Recorded evidence e.g. o Wolverhampton’s ‘Moving Forward with Reading’

(Available within Reading Documents folder on Literacy site of Engage)

Hearing child read 1/1

Recorded evidence e.g. o Range of key words read on sight, e.g. high frequency words; blending phonemes accurately

Home/school reading diary

Recorded evidence e.g. o Parent/carer comment on child’s use of expression.

Reading scheme records/assessments

Recorded evidence e.g. o Storyworld o Oxford Reading Tree phonics reading scheme, e.g. ‘Floppy’s Phonics’; ‘Songbirds’

RWInc. termly phonic assessment; daily assessment

Recorded evidence e.g. Speed sound cards sets 1,2, 3

o Green words (blending) o Red words (high frequency words)

SEN decoding/phonic

Recorded evidence e.g. o Specific records related to SEN, e.g. ‘Reading Recovery’ records


awareness tests

‘Catch Up’ reading records and assessments

Recorded evidence e.g. o ‘Catch Up’ reading records

Letters and Sounds Primary National Strategy

phonic tracking sheet Letters and Sounds activities HFW check/record

Recorded evidence e.g.

o ‘Letters and Sounds’ end of phase assessments found in Appendix 3 p197

o ‘Letters and Sounds’ Phase 2: Practising oral blending and segmentation pages 55-63, o ‘Letters and Sounds’ Phase 5: Learning to Spell and practising High Frequency words p.148

o ‘Letters and Sounds’ Appendix 1, p.193-5

Teacher/Practitioner/ Teaching Assistant Observation notes

Recorded evidence e.g. o Matching sentences to pictures o Re-ordering cut-up words into sentences o Build a sentence o Magnetic letters – word building, segmenting and blending o Phonic plenary notes o Independently reading classroom labels o Paired reading

Phonic games

Recorded evidence e.g. o Letters and Sounds Primary National Strategy phonics programme including use of activities

such as: o magnetic letters for word building, segmenting and blending phonemes o Behind the Wall revealing grapheme one at a time o word search find words being worked on during week o anagrams


o crosswords

Use of ICT Recorded evidence, e.g. To teach practise apply e.g.

o Smart board software o PC software o Video recording o Audio recording o Sample websites: http://www.bbc.co.uk/cbeebies/razzledazzle/chitchat/chitchatchest/index_full.shtml

o http://www.fisher-price.com/us/littlepeople/clubhouse/games.games.asp?section=animalsounds&gameID=LPAnimalSounds

Child’s writing Pupils able to: Read text, write in own words Read back own writing

Recorded evidence e.g. o photocopied whiteboard writing o independent cross-curricular writing

http://www.bbc.co.uk/cbeebies/razzledazzle/chitchat/chitchatchest/index_full.shtml

http://www.fisher-price.com/us/littlepeople/clubhouse/games.games.asp?section=animalsounds&gameID=LPAnimalSounds


Assessment Focus 2:

Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.


APP Evidence for Reading

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


Examples

Guided reading record (see Appendix 3: Question stems organised under the AFs)

Recorded evidence e.g. o Wolverhampton’s ‘Moving Forward with Reading’ (Available within Reading Documents folder on Literacy site of Engage) o Teacher identified and child created specific AF2 questions o Child use of highlighter pens to identify evidence in response to AF2 focus

Reading Journals (see Appendix 1: activities for reading journals )

Recorded evidence e.g. o Response to specific AF2 questions o Child use of highlighter pens to identify evidence in response to AF2 focus

Hearing child read 1/1 (see Appendix 3: Question stems organised under the AFs)

Recorded evidence e.g. o Identifying specific parts of the text o Specific AF2 questions, e.g. Who? Why? What? When? How?


Parent/Carer ask specific AF2 questions from question list given by teacher and records response e.g.

o Who was the bad/good character in the story?


Recorded evidence e.g. o Storyworld reading programme own record o Oxford Reading Tree programme own record

SEN IEPs Recorded evidence e.g.


o Targets related to AF2 type questions

Teacher/Practitioner/ Teaching Assistant Observation notes

Recorded evidence e.g. o Response to Hot Seating o Response during freeze-framing o Response to specific AF2 questions

Speaking and Listening response (adult observations) (see Appendix 2: Drama Conventions)

Recorded evidence e.g. o Retelling story to others o Group/paired/whole class o Hot seating o Improvisation o Envoying – retelling stories o Sequencing stories o Specific AF questions o Character profiles o News reporter o Cross-curricular problem solving (i.e. mathematics) o Instructions for other cross-curricular tasks o …because sentences e.g. The cup was broken because….

o Story Mountain drawn to identify main parts of read story, then used as a speaking frame to retell/innovate story

Written response Recorded evidence e.g. o Use Story Mountain to retell/order story o Photocopied whiteboard writing o Comprehension activities with specific AF2 focussed questions (literal questions) o Book reviews o Cross-curricular research topics o Story sequencing

orientation conclusion

Initiating event

problem

resolution

Story

mountain

K W L

Cinderella has a stepmother

Why can’t Cinderella go to the ball?

Cinderella has blonde hair


o Note taking when researching facts about Egyptians o Character profiles e.g biography o Setting description o Creating own questions and then researching answers o e.g. K.W.L. grids(Know, Want to know, Learnt); Q.A.D.S.

Grids (Questions, Answers, Detail, Sources)

o Speech bubbles, e.g. What would the main

character say?

o Booklets, posters of main characters o Text turned into playscript o Text marking, e.g. highlighter used to identify subheadings of a non-chronological report

Q A D S

What is the title?

Dogs Dogs are mammals

Espresso web-site

Drawn response Recorded evidence e.g. o Story-map, e.g. Drawings to sequence and retell story

o Mind maps o Character profiles o Storyboards o Cartoons o Posters o Setting description, e.g. Listen to soundtrack of film, draw imagined setting. Teacher give oral

description of features of a treasure island, children visualise, then draw island outline.

Use of ICT Recorded evidence e.g. o Smart board software o PC software o Sequencing film stills into correct order o Use of websites such as Espresso to find literal information on topic o Video/audio recordings during a drama lesson

QCA SATs Recorded evidence e.g.


Question level analysis (Available within

Documents tool bar on Literacy site of Engage)

o Practise with identified AF2 questions and different response layouts, e.g. box matching; sentence ordering

Assessment for Learning

Recorded evidence e.g. o Day to day assessment, e.g. specific written feedback to child relating to AF2; oral feedback

referenced in weekly planner evaluation

o Developing Critical Thinking as a whole school: o Identified AF2 key question focus across whole school e.g. Find one/two things that the main character did in this part of the

story/What is happening at this point/in this part of the story?


Assessment Focus 3:

Deduce, infer or interpret information, events or ideas from texts.


AF3: Deduce, infer or interpret information, events or ideas from texts


Examples

Guided reading record

Recorded evidence e.g. o Wolverhampton’s ‘Moving Forward with Reading’

(Available within Reading Documents folder on Literacy site of Engage)

Reading Journals Appendix 1 Appendix 3

Recorded evidence e.g. o Response to specific AF 3 questions o Use highlighter pens to identify specific AF3 focus o Prediction o Respond to selected key phrases

Book reviews Recorded evidence e.g. o Personal response and insight into character actions


Recorded evidence e.g. Child is able to: o Infer how a plant grows by looking at a labelled diagram


Parent/Carer ask specific AF3 questions from teacher given list, e.g. o “How is the main character feeling when…?” o “ What do you think…?”


o Recorded evidence, e.g. Recorded evidence e.g.

o Storyworld reading programme own record o Oxford Reading Tree programme own record

Speaking and Listening response

Recorded evidence e.g. o Hot seating



(adult observations) Appendix 2 Drama Conventions

o Drama o Conscience Alley o Freeze framing o Thought Tracking o Improvisation o Specific AF questions o Character profiles o Cross-curricular problem solving e.g. science “I think the bulb will light when…”

Written response Recorded evidence e.g. o Photocopied whiteboard writing o Specific AF3 focussed questions, e.g. “Did the main character act rightly or wrongly? Give a reason.”

o Character profiles e.g biography o Creating own questions and then researching answers e.g. KWL/ QADS grids see AF2 Evidence for

reading, written response suggestions

o Character direct speech / thought bubbles o booklets, posters o Text turned into play script, including stage directions o Writing from different characters’ points of view o Diary writing as a given character o Text marking e.g. Underline the words and punctuation that show he is afraid

Visual Literacy Exploring 2D and 3D images, e.g. illustrations; photographs, paintings, film Appendix 2 Drama

Recorded evidence from o Drama activities, e.g. Hot seating o Pupil created questions o Group discussion on a given focus o Emotions graph representing pupil response; character response o Character “Wanted” posters


Conventions


Developing Critical Thinking as a whole school:

Identified AF3 key question focus across whole school e.g. If you were going to interview one of the characters,

which questions would you ask and why?/What do you think would have happened if…


Assessment Focus 4:

Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level.


Evidence for Reading

AF4: Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level.


Examples

Guided reading record Appendix 3: Question stems organised under the AFs

Recorded evidence e.g. o Wolverhampton’s ‘Moving Forward with Reading’ (Available within Reading Documents folder on Literacy site of Engage) o Teacher identified and child created specific AF4 questions o Child use of highlighter pens to identify evidence in response to AF4 focus

Reading Journals Appendix 1: Reading Journal activities

Recorded evidence e.g. o Response to specific AF4 questions, e.g. “Why is the heading in bold capitals?”

o Annotate layout of given text-type


Recorded evidence e.g. o Identifying specific parts of the text, e.g. start of a new chapter; parts of a non-fiction text


Recorded evidence e.g. o Parent/carer recorded comment, e.g. child could identify and talk about different parts of a

newspaper

Text Level activities Recorded evidence e.g. o Comment on text-type structure; child generated questions related to layout of text

Speaking and Listening response (adult observations video/audio recordings) Appendix 3: Question stems organised under the AFs

Recorded evidence e.g. o Specific AF4 questions o Paired/group discussion, e.g. comparing and contrasting different text-types


Written response Appendix 3: Question stems organised under the AFs

Recorded evidence e.g. o Photocopied whiteboard writing o Comprehension activities with specific AF4 focussed questions o Cross-curricular research topics – presentation format .eg. Powerpoint; information booklet

o Note taking on layout, e.g. explanation diagram; non-chronological report o Text turned into other formats including fiction to non-fiction o Text marking / Annotation o Sorting / Sequencing by text type features o Planning skeletons o Writing frames for different text types (see National Strategies site Primary Literacy search Text-type papers)

o Writing frames of text types cut up and re-organised o Compare and contrast different text types to identify features o Compare ICT and traditional printed text formats

Assessments o Day to day marking o Reading formal “testing” e.g. past SATs papers o Self evaluation from text type checklists

Developing Critical Thinking as a whole school: o Identified AF4 key question focus across whole school e.g. How has the author organised the writing? /What is/are

the main event(s) that happen(s) in this part/paragraph?


Assessment Focus 5:

Explain and comment on the writer’s use of language, including grammatical and literary features at word and sentence level.



AF 5: Explain and comment on the writer’s use of language, including grammatical and literary features at word and sentence level

Source of Evidence Examples

Guided reading record (see Appendix 3: Question stems organised under the AFs)

Recorded evidence e.g. o Wolverhampton’s ‘Moving Forward with Reading’ o (Available within Reading Documents folder on Literacy site of Engage) o Teacher identified and child created specific AF5 questions o Child use of highlighter pens to identify evidence in response to AF5 focus


Recorded evidence e.g. o Text marking and annotation o Response to writer’s choice of language with explanation o Use highlighter pens to identify specific AF5 evidence e.g. list adjectives within text o List and comment on effective vocabulary seen in a text


Recorded evidence e.g. o Identifying specific language in the text, e.g. synonyms for said

o Specific AF5 questions


Parent/carer recorded comment, e.g. Able to identify and comment on direct speech

Word and Sentence Level activities

Recorded evidence e.g.

o Collection of effective vocabulary e.g. adverbs, verbs and adjectives/ effective use of literary features

such as metaphors, similes and alliteration

o Use of thesaurus to find synonyms/antonyms


o Word web o Identifying specific vocabulary that creates suspense/atmosphere o Covering up specific elements of text – ie adjectives, prediction as to what they may be o Pupils identifying connectives, adventurous vocabulary + peer assessment

Speaking and Listening response (adult observations: video/audio recordings)

Recorded evidence e.g. o Specific AF questions answered o Paired/group discussion, e.g. identifying words used for description; setting; character;

atmosphere o Practical use of playscripts, i.e. commentary on stage directions o Children’s response during Conscience Alley activity

Written response Recorded evidence e.g. o Book reviews for class library including commentary of writer’s choice of language o Matching activity: quotations with character’s motives o Comprehension activities with specific AF5 focussed questions o Pupils creating questions and then identifying evidence, e.g. What language features has the

writer used to create humour? o Identifying and using specific vocabulary for different text types, e.g. lexical/content words (see LA

APP writing glossary)

o ICT –Pupils using do/undo button to check for language effect; using thesaurus facility within Word to select appropriate language choices

Assessments Recorded evidence e.g. o Pupil contribution to ‘working word walls’ eg adjective word bank o Day to day; marking o Reading formal “testing” e.g. past SATs papers o Self evaluation

Developing Critical Thinking as a whole school:


o Identified AF5 key question focus across whole school e.g. How has the author used words to make this character funny/sad/adventurous/clever/frightening/excited/disappointed/etc?/Which part of the story best describes the setting/characters/action? Which words/phrases do this?


Assessment Focus 6:

Identify and comments on writer’s purposes and viewpoints, and the overall effect of the text on the reader.



AF 6: Identify and comments on writer’s purposes and viewpoints, and the overall effect of the text on the reader


Guided Reading record (see Appendix 3: Question stems organised under the AFs)

Recorded evidence e.g. o Wolverhampton’s ‘Moving Forward with Reading’ o (Available within Reading Documents folder on Literacy site of Engage) o Teacher identified and child created specific AF6 questions o Use highlighter pens to identify AF6 focus, e.g. specific vocabulary that indicates writer’s

viewpoint


Recorded evidence e.g. o Text marking and annotation o Personal response to text o Notes on and examples of writer’s viewpoint, e.g.” The writer is against school tuck shops.

Identify and comment on the main arguments.”


Recorded evidence e.g. o Identifying specific parts in the text o Specific AF6 questions, e.g. Do you agree with the writer’s point of view?


Parent/carer recorded evidence: Discussion outcomes of issue arising from jointly read newspaper article

Speaking and Listening response (adult observations: video/audio recordings)

Recorded evidence e.g. o Debate giving evidence of writer’s viewpoint (i.e. bias, persuasion) o Debate agreeing/disagreeing with point of view o Drama conventions such as role on the wall, improvisation, hot seating, role-play o Predicting future events based on knowledge of viewpoints


Written response Recorded evidence e.g. o Personal response to text re effect on reader o Letter to the author expressing opinions and thoughts o Write alternatives to the author’s viewpoint o ICT: Espresso book reviews and comments o Compare viewpoints from two texts: What is the writer communicating to the reader? o Note taking with specific AF6 focus, e.g. The main purpose of the writing o Creating own questions and then identifying evidence

Assessments Recorded evidence e.g. o Day to day; marking o Reading formal “testing” e.g. past SATs papers o Self evaluation/peer assessment

Developing Critical Thinking as a whole school: o Identified AF6 key question focus across whole school e.g. How did the story make you feel? Why did it make you feel like

this?/What does the writer think about/is the writer’s opinion on/is the writer’s viewpoint on…. In this part of the text?


Relate texts to their social, cultural and historical traditions.

Assessment Focus 7:



AF 7: Relate texts to their social, cultural and historical traditions


Guided Reading record

Recorded evidence e.g. o Wolverhampton’s ‘Moving Forward with Reading’ o (Available within Reading Documents folder on Literacy site of Engage) o Teacher identified and child created specific AF7 questions o Read story opening/show visual image, guided reading group decides on suitable title

Reading Journals

‘


Recorded evidence e.g. o Identifying specific language in the text o Specific AF7 questions, e.g. Do you know any other stories like this?

Recorded Evidence, e.g. Culture Tree

Yr 3 Topic: Ourselves

Theme: Health Child identifies features common to different types of text:

Use a selection of webpages; non-fiction books; health promotion posters, magazine and tv adverts.

Theme: Familiar Places Child comments on how personal experience of familiar places affects their response to selection of texts: e.g. picture books, BFI short films; information books, webpages on schools; doctors; homes; places of worship.



Recorded evidence e.g. Parent/carer discussion with child, Stories I heard/read growing up

Speaking and Listening response (adult observations)

Recorded evidence e.g. o Paired/group discussion, compare and contrast different media versions of the same text, e.g.

Oliver Twist. As a group come to a consensus as to the preferred medium, present findings orally

o Hot seating: choose a key character and ask specific questions relating to character’s response to events in the story.

Written response Recorded evidence e.g. o Write a story in the same style o Research evidence on a particular topic historical/cultural o Reviews of film versus book o Identify cultural or historical features in a film to say whether it matched the book o Make ‘I live…’ display from viewpoint of child in that country o Parody texts, e.g. rewrite Cinderella as a soap opera o Change historical setting to a contemporary one, e.g. The Highwayman

Assessments Recorded evidence e.g. o Day to day; marking o Reading formal “testing” e.g. past SATs papers o Self evaluation/peer assessment

Developing Critical Thinking as a whole school: o Identified AF7 key question focus across whole school e.g. Do you know any more stories like this? Tell me why they are

alike./Many traditional tales have messages. What do you think this story is trying to tell us?



Appendix 1: Activities using Reading Journals

READING JOURNAL Reading journals can take a variety of forms and can involve different people – pupil only, pupil and teacher in dialogue, parent/carer and pupil or a combination of all! They can serve a range of purposes, for example, a pupil’s personal response to a text, question formation and / or answers, points for discussion, critical reflection and evaluation. Any recordings can be in a range of formats including notes, drawings and longer writing pieces. Because of this versatility, reading journals can be perfect evidence sources for the assessment of reading. Below are some examples of reading journal activities that teachers and pupils could incorporate.

WRITING

Write a description of the main character – appearance, personality, actions, other characters’ views on them

List words used in a text to:

-Create atmosphere - convey imagery - identify synonyms; similes; adjectives; verbs; proper nouns…

Write a letter to the main character giving advice on a problem

Create a diary entry from a point of view not your own

Challenge! – write a 50 word summary of the text /

plot / information

Produce the read text in a different format e.g. poem story

RESPONSE Prediction of plot outcomes “How would I react in the same position?”

Words that interest / confuse me – make lists for use

or to look up to find out their meaning. (For later addition to a growing word bank)

Answers to a given set of questions e.g. 3 facts from

a non-fiction text (Linked to AFs)

Use highlighting / annotation of a text for different purposes – word identification; key phrases;

Noting what the texts reminds me of e.g. story type or

plot pattern, (myth / mystery / fable…), style layout

Opinion making – agreement or otherwise with the writer’s statements


Home survey of favourite authors or reading matter

VISUAL RECORDING Draw a “role on the wall” type picture of a character –

“internal” and “external” views Thought bubbles; speech bubbles

Emotion graph

Storyboard

Cartoon

Story mountain of main parts of a narrative

Complete a blank spidergram to identify the parts of

non-chronological report

PERSONAL COMMENT Comment on author’s style – does it engage you?

Why? How?

Recommendations for other readers

Critique on style / plot / characterisation

“My favourite scene in the book was…because…”

“ I would have presented these facts in a different way…” outline the ideas


Appendix 2: Drama Conventions

Name Definition Resources Ideas Cross-curricular links

Role-play

Pupils imagine themselves in character, alone or with others.

Costumes Props Masks Environments *(what does this mean?) Artefacts Books Pictures

* structure play area with props appropriate to a context e.g. doctors/kitchen

History e.g. Romans, invading Celts Egyptologists RE/PSHE MFL Lit – writing/reading

Mime Acting through actions, gesture and facial expression. Voice isn’t used.

Costumes Props Masks Environments* Artefacts Books Pictures

* Cinderella – show cleaning up, what would she look like, contrast to when Prince arrives with slipper/her at the ball

History e.g. Romans, invading Celts Egyptologists RE/PSHE MFL Lit – writing/reading

Role on the wall Picture or diagram, usually an outline of a character where information is added to help visualise and build up a character.

Rolls of paper Crayons/pens Post-it notes e.g. Elmer, pupil

* any characters from any story e.g. Farmer and the Duck. * start with 1, build up 2/3 so can contrast them. * draw around children.

History characters, Lit Reading RE, PSHE

Freeze-framing

Pupils freeze in a photograph. Can be part of a sequence to show or explain ideas.

Camera? (optional to pretend)

Shared reading – stop at dramatic climax and use to investigate characterisation

History, geography (e.g. land use, settlement) RE, PSHE Lit – reading, writing




Tableaux

Arranged/sculpted freeze-frame, can be brought to life.

Story, poem, news report Book illustration Painting Photograph Diagram e.g. electric circuit

Children use selves to recreate a visual image. Given signal come to life – what would they do, say, think?

History, geography, science RE, PSHE Literacy

Thought-tracking

Extension of freeze-frame and tableau, where pupils are ‘frozen’ in role and the teacher selects individuals to say their inner thoughts and feelings.

Ideas can be collected (as ‘leaves’ or as role on a wall)

* Cinderella with ugly sisters and Stepmother * Jacqueline Wilson texts – Tracey Beaker

history, geography, science RE, PSHE Literacy

Conscience Alley

Pupils from two lines (the walls of the alley) facing each other. Individual walks between ‘walls’ who offer information, advice for that character. The walls offer different/opposing thoughts to help. Extension: Individual starts in the middle of the alley, one half is good, the other bad. Character goes with most convincing side.

Large space – ie school hall or area within classroom

* devil and angel, character making a decision and justifying choice: e.g. Pied Piper – decide whether to take children or leave town. e.g. ‘The Suitcase Kid’ by Jacqueline Wilson main character having to choose which house to live in

History RE/PSHE Literacy – Reading (empathy, inference)



Hot Seating

Pupil(s) in role is seated and answers questions from others.

Iconic artefact Chair Question dice (what, why, where, how, when, who)

* Characters from books e.g. Fairy Tales – interview wolf/grandma, what happened? * MacBeth/Lady MacBeth

History Art (e.g. ‘Take one picture’

Improvisations

Unscripted development of plot, character or setting.

Props Costumes Masks Etc.

* draft drama – act out story before writing. * give story starter/ setting/characters/ problem * use 2 characters from story meeting afterwards e,g, Bear meeting Goldilocks.


Dialogue

Speech, scripted or improvised that involves three or more people. (Monologue, dialogue).

Playscript (if wanted)

MFL

Courtroom

A trial with pupils in role as the accused, jury, judge, lawyers, etc. Pupils improvise questions and responses and decide

Gavel Furniture to look like a courtroom Costumes Props

* Fairy Tale based – 3 Billy Goats Gruff * Legends – Bedgellert Greek stories - Icarus


http://images.google.co.uk/imgres?imgurl=http://www.fiankoma.org/ftp/storytelling/uk%2520storytelling%2520website/hotseating1_files/image002.jpg&imgrefurl=http://www.fiankoma.org/ftp/storytelling/uk%2520storytelling%2520website/hotseating1.htm&h=288&w=383&sz=14&hl=en&start=4&usg=__QnnUc__SWjtmjAPmGVbRRW8utEA=&tbnid=14IsgSgZSt-YxM:&tbnh=92&tbnw=123&prev=/images%3Fq%3Dhot%2Bseating%26gbv%3D2%26hl%3Den%26safe%3Dactive

http://images.google.co.uk/imgres?imgurl=http://www.stealingthesilence.com/sitebuildercontent/sitebuilderpictures/.pond/improvisations.jpg.w300h225.jpg&imgrefurl=http://www.stealingthesilence.com/theretrogrades/id7.html&h=225&w=300&sz=22&hl=en&start=40&usg=__HS13VyEN75S9oBN22Xo49oPAPEw=&tbnid=rhmUisqn9msHXM:&tbnh=87&tbnw=116&prev=/images%3Fq%3Dimprovisations%26start%3D20%26gbv%3D2%26ndsp%3D20%26hl%3Den%26safe%3Dactive%26sa%3DN


on a judgement. (Can be based on a story or c.c. work.


Meetings/Debate

To be able to sustain a particular viewpoint

Furniture Costumes Props

* Pied Piper Story – town meeting about problem of rats * Gulliver – what to do with Giant, Rules.

Geography RE PHSE Science history

Forum-theatre

A small group improvises based on a given situation, whilst the rest of the class observe. The observers or actors can pause the action and make changes, suggest other approaches etc.

Furniture Costumes Props

* alternative endings * Shakespeare – what happened after end of play – R+J



Everyone has a turn

to talk Look at and listen to

the person talking

Give reasons for your

opinion

Listen and think

about everyone’s

point of view

Try to reach an

agreement as a

Only one person

speaks at a time

Speak in a clear voice


Appendix 3: Question stems organised under the Reading Assessment foci Examples of questions about narratives, plays, scripts and poetry Examples of questions about non-fiction and information

texts, from all curriculum subjects

AF2 Who was the character that…? Read/write down the part that tells the reader about… What is happening at this point/in this part of the story/play? Where/when does the story take place? Show me in the text where you found…? Find one/two things that the main character did in this part of the story/play.

What does this part of the text tell us about …? Which part of the text tells us about…? Find two pieces of information that tell you about…? Where can you find an important piece of information about …?

AF3 What was … important if this story/play? In this part of the play/story, what do you think the character dells about…? How can you tell? Why was (a character) angry/upset/pleased/puzzled in this part of the story/play? Did any characters help each other in this story/play? How did they do this? How did one of the characters change their ideas/attitudes during the story/play? What was it that bought about this change? Did any of the characters show their feelings? How/why did they show this/these feelings(s)? How did you think this story/play/poem will end/should have ended? If you were going to interview one of the characters, which questions would you ask and why? Tell me/write about what sort of character/person … was from the things they did/said in the story/play. (and AF5) What do you think … thoughts were at this point in the story/play? Use the text to help you think through your answer. Which is the most interesting/exciting/funniest/scariest/your favourite part of the story/play? Why? Which part of the text shows this? What do you think would have happened if …? If … had not done …, how might this have changed other events in the story/play? What you think is going to happen next? Why do you think this? Can you tell me what word the poem might have used here? (delete significant word(s)) Why? Write/tell me about one important event that happened that could not be left out. Say why it was so important.

How do you know that…? Can you explain why…? What do you think about/is your opinion of …? Can you support your view with evidence from the text? What was it that made … wan to …? (biographies, autobiographies, history texts) Do you agree with this/the author’s opinion? Explain your own opinion using the texts to help you? What do you think are the important points the author is trying to get over to you as the reader? (and AF6) How do you feel about this topic? Why? How do you know that this text is trying to tell you more about…? Which do you think are the most important issues and why? (environmental/health)


AF4 Why are brackets used in this playscript?

What is/are the main event(s) that happen(s) in this/each paragraph? How has the author organised the writing? Can you find any repeated patterns in this poem? How does the punctuation help you as the reader of this poem/playscript? Why does the layout of this playscript help actors to read and perform the play? Why does the author begin a new paragraph here?

What is the purpose of the list/diagram/caption/sub-headings in this text? What is the main idea of this/each section/paragraph? How does this text layout help the reader? Why are particular words/sections within a text in

bold/italics/larger print? Why has this text been highlighted? Why have bullet points/number been used in this text? How does (a diagram/picture/caption) help you to understand the information on this/these pages? What would be a good heading for this section? Why?

AF5 Which part of the story best describes the setting/characters/action? Which words and/or phrases do this? Why is … a good title for this story/book/chapter/play? How has the author used words/phrases to make this character funny/sad/adventurous/clever/frightening/excited/disappointed etc? Do you notice anything special or unusual about the words the poet has used here? What does/do this/these words tell you about (a character)? Find and copy some words of phrases that show us that this character is special/helpful/adventurous/unsure/worried etc.

Why do you think the author chose … as the title/headline/ heading…? (and AF3) Which word(s)/phrases/types of sentences are used well in this text…? Find something that is not a fact but the author’s opinion. Is this writer an expert on…? How do you know? What do these words tell you about…? Why do you think the writer chose to use the word(s)/phrase(s) … to describe…?

AF6 Why do you think the author chose this particular setting for this poem/ story/play? How do you feel when you read this poem? Which parts make you feel like this? Did you enjoy reading the story/play/poem or not? Explain your answer by referring to the characters, events and how it made you feel. How had the author started this in an interesting way? How does this make the reader want to read on? How did the story make you feel? Why did it make you feel like this?

How does the writer try to persuade you to …? What does the writer think about/is the writer’s opinion on/is the writer’s viewpoint on … in this part of the text? Which words/points do you think are the strongetst/most powerful in persuading the reader to…? Which advert/text would most persuade you to buy/take part in…? Why? Why do you thin the writer produced this article/leaflet/flyer/ brochure etc? Which information/facts does the writer include to make you believe that…? If … was alive today he/she would he be arguing for…? Why do you think the writer says/writes…? The writer says… Do you agree or disagree? Why?


Why do you think the writer included details about …?

AF7 Does the setting remind you of a setting you know from another story/poem?

Many traditional tales have messages. What do you think this story is trying to tell us? Read these two poems? What do they have in common? How are they different? Do you know any more stories like this? Tell me why they are alike. In which country do you think this story takes place? Why? Do you know another story with similar characters in? Tell me how they are similar. When do you think this story/poem was written? How do you know?

What kind of text is this? How do you know? Do you know of any other texts with similar issues or themes? When you have read these two texts, what can you find that is the same abut them and what is different?