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Strand- Interpretation and Response to Literary Texts (2 targets)

By Annie Hamilton,2014-04-22 21:47
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Strand- Interpretation and Response to Literary Texts (2 targets)

Using literacy curricular targets in Year 5: materials for

    teachers

    These materials have been designed to support teaching in Year 5 and complement the Year 6 materials Using curricular targets in Year 6: materials for teachers, parents and carers. This leaflet identifies some possible high-value curricular targets for literacy and associated children’s targets, which are linked to key PNS teaching resources and QCA National Curriculum Tests: Implications for Teaching and Learning leaflets.

* It is important that teachers plan, teach and assess children's progress towards the achievement of the learning objective from the relevant

    strand from the Primary Framework. The 'I can' statements are simply a communication device to share the learning with children, parents

    and carers. The achievement of these is therefore only an indication of overall progress towards the achievement of the learning objective

    from the Primary Framework.

Helping children to achieve age-related expectations: 1 securing Level 4 by the end of Key Stage 2 00028-2007CDO-EN Primary National Strategy ?Crown copyright 2007

Example Year 5 reading comprehension targets - fiction, plays and poetry

    QCA AF3 Level 3 to 4 empathise with characters in non-fictional texts, as well as fictional QCA AF5 Level 3 to 4 identify the intended effect of particular language choices QCA AF6 Level 3 to 4 identify the effect of different sections of a text

    PNS Useful Year group curricular Examples of possible Example questions to support planning, teaching and Success criteria Resources/ targets/ learning objectives children’s targets* assessment References

    Developing Strand 7 What did [a character] mean when they said ‘X’? Inferring characters Identifying, Reading Understanding and Are [a character’s] actions a surprise or what you summarising and Comprehension interpreting texts expected? I can say what I think about inferring and The Simple (fiction, plays and poetry Why is [a character] surprised/ scared/ excited/ angry? a character and give reasons View of Reading example) What language has the writer used to show how [a The children: making reference to the text Papers on Subject character] is [talking/ behaving/ moving]? What does this use a range of Leader DVD tell you about them? reading strategies Infer writers’ perspectives I can talk about how a handbook Why is [a character] surprised/ angered/ excited] by to get meaning from from what is written and writer has created a [another character’s] actions/ dialogue/ thoughts? a text from what is implied character through action, Understanding

    Reading Explain [a character’s] actions or reactions to an description and dialogue Comprehension, Related learning objectives in event. understand that fliers 1, 2 and 3 this strand: What clues are there in the text to show that [a characters are I can identify the point of ref: DfES 1310 character] is [angry/ sad/ happy/ thoughtful/ created through the view a text has been written 2005 to 1312-Explore how different writers vengeful/ evil/ excited]? use of action, from and give reasons 2005 use language for comic and What advice would you give [a character]? description and dramatic effects Possible extension: I can talk What do you think [a character] thinks of [another dialogue QCA / PNS about my personal feelings for character]? How did the writer make you think this? Speaking, Make notes on and use a character referring to the text Who is the ‘voice’ in this text? How do you know? are able to locate Listening and

    Learning: evidence from across a text to for evidence Which character’s point of view has this text been written and comment working with explain events or ideas from? How do you know? on specific words and children in Key Possible extension: I can use What happens to the story / poem if we change the point of phrases to Stages 1 and 2 Compare different narrative evidence from the text to view / ‘voice’? justify their ideas DfES 0163-2004 and information texts and justify my opinion about a about characters or identify how they are character For further subject knowledge support see Principles and texts PNS Exemplified structured explanation Year 5 and 6 Reading Targets, Understanding units of work on Possible extension: I can Reading Comprehension Fliers and Developing Reading know that stories Primary Distinguish between everyday identify the narrative voice in a Comprehension Paper are written from Framework

     use of words and their text and explain how the writer a point of view PNS Further subject-specific use has achieved this Literacy Support Material

    Helping children to achieve age-related expectations: 2 securing Level 4 by the end of Key Stage 2 00028-2007CDO-EN Primary National Strategy ?Crown copyright 2007

    Example Year 5 reading comprehension targets - non-fiction

    QCA AF2 Level 3 to 4 skim and scan text to find evidence and reread for meaning to confirm accuracy

    QCA AF5 Level 3 to 4 identify the intended effect of particular language choices

    QCA AF6 Level 3 to 4 identify the effect of different sections of a text

    PNS Useful Year group curricular targets/ Examples of possible Example questions to support planning, teaching and Success criteria Resources/ learning objectives children’s targets* assessment References Strand 7 I can quickly pick out Developing What are the key words or phrases? Identifying, Understanding and the key points from a Reading What do you think are the 1, 2 or 3 most important points in summarising and interpreting texts text and give reasons Comprehension this text? Justify your choices to a friend. inferring

    (non-fiction example) for my choices and The Simple Find [information] quickly using contents, index, skimming,

     The children: View of Reading scanning, web search etc…

    I can talk about how use a range of Papers on Subject Compare different narrative What effect has the [writer/ illustrator/ page designer/ editor]

    different information reading strategies Leader DVD and information texts and tried to achieve with…’X’?

    texts are structured, to get meaning from handbook identify how they are How does the use of [headings/ subheadings/

    making comparisons a text structured Illustrations] help the reader locate information?

     Understanding Do you think this [writer / illustrator/ editor/ page designer] Related learning objectives in Possible extension: I are able to locate Reading has been successful? How do you know?

    this strand: What is the purpose of […headings/ subheadings/ and comment Comprehension, can state the purpose of

     illustrations/ use of language/ use of punctuation/ size of on specific words and fliers 1, 2 and 3 different non-fiction texts

    Distinguish between everyday font/ style of font/ use of colour/ use of space/ topic phrases to ref: DfES 1310 and give reasons

    use of words and their subject-sentences/ charts/ out take boxes/ etc… ]? justify their ideas 2005 to 1312-referring to the text and

    specific use 2005 structure Which text is more successful in its purpose? How do you

     are able to skim and know?

    Make notes on and use evidence Possible extension: I scan a text to locate QCA / PNS What is different about the audience for these texts? How do from across a text to explain specific information Speaking, can identify the purpose, you know?

    events or ideas Listening and audience and form for What is the first think you notice about this text? Why is this

     are able to make Learning: working different non-fiction texts different to this text?

    Explore how different writers comparisons between with children in If we change the audience for this text to… what would we

    use language for comic and information texts Key Stages 1 and have to change to the [structure/ form/ language]?

    dramatic effects 2 DfES 0163-What do we already know about [a subject/ topic]?

     are able to 2004 What do we need to find out about [a subject/ topic]?

    Infer writers’ perspectives from summarise a text What questions do we need to ask the [writer/ illustrator/ what is written and from what is PNS Exemplified editor/ page designer]?

    implied units of work on

     For further subject knowledge support see Principles and Primary

     explanation Year 5 and 6 Reading Targets, Understanding Framework

     Reading Comprehension Fliers and Developing Reading

    Comprehension Paper PNS Further

    Literacy Support

    Material

    Helping children to achieve age-related expectations: 3 securing Level 4 by the end of Key Stage 2 00028-2007CDO-EN Primary National Strategy ?Crown copyright 2007

    Example Year 5 writing targets - creating and shaping texts QCA AF1 Level 3 to 4 develop a significant event from different points of view to interest or amuse the reader

    QCA AF5 Level 3 to 4 use adverbials to vary sentence construction

    PNS Useful Year group curricular targets/ Examples of possible Example questions to support planning, teaching and Success criteria Resources/ learning objectives children’s targets* assessment References

    Can you use a more powerful verb instead of said or went? The children: GFW Unit: 36 Strand 9 I can create characters

    Can you add detail to tell the reader more about how, when or where? are able to create (Yr6 Unit 53) Creating and shaping texts in my writing using Can you add an action after the reporting clause? e.g. …, replied Sam characters in stories action, description and angrily, storming out of the room. using action, UKLA/PNS dialogue Vary the pace and develop the How can you make the main characters represent opposites, e.g. description and Boys Writing viewpoint through the use of good/evil, brave/cowardly, angry/happy? dialogue Fliers DfES I can add detail to direct and reported speech, How can you show or hint at how a character is feeling in your story? 1170-2005G describe my characters portrayal of action and Could you use [noun phrases/ similes/ metaphors/ personification/ use speech and setting to engage selection of detail alliteration] to describe the setting or your characters? punctuation QCA / PNS the reader How can you use [simile/ metaphor/ / personification/ alliteration] Speaking, Related learning objectives in effectively to describe the setting or your characters? are able to use Listening and this strand: Possible extension: I Should you use a reporting clause to let the reader know who is punctuation within Learning: can hint at what my talking? the sentence working with Reflect independently and characters are thinking or Could you use reported speech to move the action on more quickly? children in Key critically on their own writing feeling using action, Have you started a new line for a different speaker in your story? are able to use Stages 1 and 2 and edit and improve it description or dialogue Where should the speech marks go? language to create DfES 0163- Where should you use a capital letter in direct speech? interesting detail and 2004 Experiment with different Possible extension: I vary the pace for the narrative forms and styles to can use a mixture of For further subject knowledge support see Principles and reader PNS write their own stories direct and reported explanation Year 5 Writing Targets Exemplified speech to move the

    units of work on Adapt non-narrative forms and action along and add

    Primary styles to write fiction or factual variety for the reader

    Framework texts, including poems

     Possible extension: I

    PNS Further can use figurative language Create multi-layered texts,

    Literacy Support effectively to describe the including use of hyperlinks and setting, mood and characters Material linked web pages in my writing

Helping children to achieve age-related expectations: 4 securing Level 4 by the end of Key Stage 2 00028-2007CDO-EN Primary National Strategy ?Crown copyright 2007

    Example Year 5 writing targets - text structure and organisation

    QCA AF3 Level 3 to 4 use changes in time or place to create sections in a text

    QCA AF6 Level 3 to 4 group related information within a section by using cohesive links

    PNS Useful Year group curricular targets/ Examples of possible Example questions to support planning, teaching and Success criteria Resources/ learning objectives children’s targets* assessment References Strand 10 N.B. The emphasis for these prompts will depend on whether the The children: GFW Unit: 38, I can organise my writing

    Text structure and texts being discussed are fiction or non-fiction are developing an (Y3 Unit: 8 and into different sections,

    organisation awareness of Y6 Unit: 46) thinking about the

     What is the purpose of your writing? purpose, audience information I am giving

    Experiment with the order Who is the audience for your writing? and form to plan and UKLA/PNS the reader

    of sections and paragraphs How could the writing be organised on the page to help the reader organise their own Boys Writing to achieve different effects (i.e. what form should it have)? writing Fliers DfES I can use connecting words

    How else could you organise your writing on the page? What do 1170-2005G and phrases to give order

    Related learning objectives in you think is the effect on the reader? are able to use a and structure to my

    this strand: Which tense does the writing need to be written in? Why? range of connecting QCA / PNS writing, thinking about the

    When should you begin a new paragraph or section? words and phrases Speaking, reader

    Change the order of material Can you use some of the connecting words and phrases from our Listening and

    within a paragraph, moving Possible extension: I can class display/ shared writing to link some of your ideas? are able to structure Learning: the topic sentence organise my writing into In your non-fiction writing, what should you write in your topic their own writing into working with

    clear sections or paragraphs sentence to tell the reader what the paragraph or section is about? sections or children in Key

    considering the purpose and paragraphs Stages 1 and 2

    audience For further subject knowledge support see Principles and DfES 0163-

     explanation Year 5 Writing Targets are able to 2004

    Possible extension: I can experiment with the

    use a wide range of order of sections in PNS

    connecting words and their writing and Exemplified

    phrases to organise my discuss the effect this units of work on

    writing coherently may have on the Primary

    reader Framework

     know and use PNS Further

    appropriate Literacy Support

    grammatical and Material

     organisational

    features

    Helping children to achieve age-related expectations: 5 securing Level 4 by the end of Key Stage 2 00028-2007CDO-EN Primary National Strategy ?Crown copyright 2007

    Example Year 5 writing targets - sentence structure and punctuation

    QCA AF5 Level 3 to 4 use subordinate clauses to develop ideas and thoughts

    QCA AF6 Level 3 to 4 demarcate most sentences correctly with capital letters and full stops, using exclamation marks carefully according to meaning

    QCA AF6 Level 3 to 4 use punctuation within the sentence, e.g., using the comma to support divisions

    QCA AF5 Level 3 to 4 use adverbials to vary sentence construction

    PNS Useful Year group curricular targets/ Examples of possible Example questions to support planning, teaching and Success criteria Resources/ learning objectives children’s targets* assessment References Strand 11 Could you join two ideas to make one complex sentence using The children: GFW Unit: 34, I can use a range of

    Sentence structure and conjunctions, e.g. although, since, whenever, because? understand how to 40, 43 different sentence types in

    punctuation Can you use some of the conjunctions identified in our shared manipulate clauses (Yr6 Unit: 44, my writing, including

     reading to join some ideas in a sentence? and phrases 47) simple and complex

    Where does the comma need to go to mark boundaries between Adapt sentence construction to sentences

    [words, phrases or clauses] does it sound right when you read it begin to use a range UKLA/PNS different text types, purposes

    Possible extension: I can aloud? of simple, compound Boys Writing and readers

    use a variety of sentence Could you use a different sentence type to [change the pace/ build and complex Fliers DfES

    Related learning objectives in types to have an effect on up the suspense/ draw in the reader with a question]? sentences 1170-2005G this strand: the reader Could you use a different sentence opening to [change the pace/ PNS

     build up the suspense/ avoid repetition]? use a range of Exemplified

    Punctuate accurately, including Possible extension: I can Could you add adverbial information to add detail about when, sentence openings units of work

     using speech marks and manipulate the clauses in a where or how something happens? apostrophes sentence for different effects Could you manipulate the clauses in your sentence to have an QCA / PNS

     on the reader effect on the reader? What is the effect? Speaking,

     Listening and

    For further subject knowledge support see Principles and Learning:

    explanation Year 5 Writing Targets working with

    children in Key

    Stages 1 and 2

    DfES 0163-

    2004

    PNS Further

    Literacy Support

    Material

    * It is important that teachers plan, teach and assess children's progress towards the achievement of the learning objective from the relevant

    strand from the Primary Framework. The 'I can' statements are simply a communication device to share the learning with children, parents

    and carers. The achievement of these is therefore only an indication of overall progress towards the achievement of the learning objective

    from the Primary Framework.

    Helping children to achieve age-related expectations: 6 securing Level 4 by the end of Key Stage 2 00028-2007CDO-EN Primary National Strategy ?Crown copyright 2007

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