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Use a range of strategies including accurate decoding of text, to read for meaning AF2 Understand, describe, select or retrieve information, events or ideas from texts 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 Explain and 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 overall effect of the text on the reader AF7 Relate texts to their social, cultural and historical contexts and literary traditions Understanding the assessment focuses for reading There are 7 assessment focuses AFs for reading that describe the key elements of performance in this attainment target.
They are linked to the National Curriculum programmes of study and the level descriptions and are designed to give a detailed, analytic view of pupils' attainment across all the key stages and in all types of reading.
What the assessment focuses mean in practice: AF1 Use a range of strategies including accurate decoding of text, to read for meaning AF1 has most prominence in describing the early stages of reading. Evidence comes from listening to pupils read aloud and observing how they decode words to make meaning from texts.
Reading aloud with fluency, understanding and expression also involves taking note of punctuation and other written language conventions.
AF2 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text AF2 applies to all levels of reading and all kinds of texts.
At the highest levels, work in AF2 demonstrates critical insights based on close reading, merging with AF3. AF3 Deduce, infer or interpret information, events or ideas from texts AF3 is vital to making progress in reading and underpins attainment across all the AFs.
Opportunities to develop inferential skills come from engagement with whole texts that challenge thinking and encourage different interpretations. In APP, classroom discussions about books and open-ended questions from pupils as well as teachers provide effective evidence for this assessment focus.
AF4 Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level AF4 makes most sense in relation to whole texts so that pupils can explain what is significant about the overall shape and structure of what they are reading.
Work on the grammar of texts encourages pupils to explore how different elements hang together and contribute to their distinctiveness. This reading assessment focus is the counterpart of AFs 3 and 4 in writing.
Pupils may learn to spot specific features in texts but attainment in this AF depends on being able to explain why particular usages are effective and what they mean.
In APP, evidence for this assessment focus sometimes comes from comparative work on a range of texts or different treatments of the same topic. At the most basic level, pupils detect overt purposes and express personal likes and dislikes.
Progression in AF6 is about developing evaluative skills supported by an analytic vocabulary. AF7 Relate texts to their social, cultural and historical contexts and literary traditions AF7 demands engagement with a wide repertoire of reading. Even young readers can talk about some of the ways that texts are the same or different from one another.
Working with texts from different cultures is one way of exploring the significance of context on what is written; another is comparing books from different times, in different genres or media.
Assessment guidelines for reading In each of the 7 AF strands, level-related criteria provide the standard of expectation for judging particular aspects of reading.
Progression within the strands is shown by differences in the criteria but also by the use of stems: In some reading, usually with support Level 2: In some reading Level 3: In most reading Level 4 and above: Across a range of reading The stems signal the expectation that as pupils' reading develops, they will work with less teacher support and show what they can do with a wider range of more challenging texts.of shared writing and teaching from the objectives in the National Literacy Strategy Framework for opportunities for supported,independent writing linked to,and developed from,shared writing; displays of word lists,notes and other formats for planning which represent ‘work in focused and free-standing account which can be read by any.
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Student-Friendly APP Writing Assessment Focuses – Levels 2 - 4. AF1: To write imaginative, interesting and thoughtful texts. AF2: To produce texts which are appropriate to task, reader and purpose. AF3: To organise and present whole. Synonyms for assessment at benjaminpohle.com with free online thesaurus, antonyms, and definitions.
Find descriptive alternatives for assessment. Teacher Assessment Performance Descriptors for Reading and Writing. September 17, January 12, where the performance descriptors take ability to word read as a given, the focus in on comprehension, with children being expected to read ‘whole novels’.
Teacher Assessment Performance Descriptors for Mathematics and Science. Synonyms for strategy at benjaminpohle.com with free online thesaurus, antonyms, and definitions.
Find descriptive alternatives for strategy.