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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 [