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In this exemplified unit we have identified the main assessment focuses (AFs) for reading and writing. However, it is important to remember that teachers should interpret and adapt the teaching sequence to meet the needs of particular classes, and this may affect the choice of AFs against which you wish to gather a range of evidence.
In order for a judgement to be made against writing AFs 1 and 2 it is important that children are given space and time to develop their own ideas and define their own purposes for writing. Opportunities to plan for this will arise throughout the literacy curriculum as well as through the application of skills across the curriculum.
The suggested outcome for this unit is a written version of a known legend that is aimed at a specific audience. The teaching of this unit should support the collection of evidence against reading AF7 (relate texts to their social, cultural and historical contexts and literary traditions), writing AF2 (produce texts which are appropriate to task, reader and purpose) and writing AF5 (vary sentences for clarity, purpose and effect).
Evidence against a variety of AFs will be collected at many points during the teaching sequence. Independence and opportunities to make decisions are integral to children's development in reading and writing. Therefore, as well as using assessment opportunities within the structure of the unit (as exemplified below) it will also be important to collect evidence of achievement against the AFs from occasions where children can demonstrate independence and choice.
Suggestions for the collection of assessment information against a range of AFs are found below.
The following are examples selected from the teaching content for this unit of work that will support planning for effective assessment as an integrated part of the teaching and learning process. Evidence gathered during this ongoing work will contribute to the periodic assessment of children's progress.
|
Learning outcomes |
Example of teaching content and assessment opportunities |
Evidence |
Approach to assessment |
|---|---|---|---|
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Children demonstrate that they can classify features of different fiction genres. |
Following shared reading of a traditional story, the teacher explores the underlying theme with children, for example good triumphing over evil. In pairs, children discuss other traditional stories with similar themes. As a class, they develop a menu on the interactive whiteboard of typical characters, settings, themes, events and objects that appear in traditional stories. Through guided and independent reading, children explore the same elements of other fiction genres, for example myths, legends or fables, recording their observations in note form. The teacher takes feedback from the reading activity, creating a comparison chart on the interactive whiteboard. Children discuss the similarities and differences between the fiction genres. |
Children's discussions and oral responses recorded on the interactive whiteboard Children's notes |
Teacher observation Teacher questioning Oral feedback |
|
Children can compose and manipulate more complex sentences within a given context. |
During a modelled or shared writing session, the teacher displays a main clause, lists subordinating conjunctions on the interactive whiteboard (e.g. after, although, unless) and demonstrates how adding a subordinate clause to the main clause creates a complex sentence. The teacher experiments with changing the position of the subordinate clause and discusses the impact of the change. Children work in pairs taking examples of simple sentences from a shared text and using them as the basis for creating more complex sentences. They experiment with starting a sentence with a subordinate clause and then inserting it in a different position. Using a simple set of prompts, pairs evaluate their sentences and improve them as necessary. Examples are shared, and the class discusses which sentences have the most impact. Children use the checklist to evaluate their sentences. |
Children's responses Children's drafted sentences, evidence of self-assessment |
Teacher observation Teacher questioning Oral feedback Self-assessment |
|
Children can write a new version of a legend, identifying their audience and adapting their writing to suit this audience. |
Following oral retelling of a legend, children discuss and identify a specific audience for whom they will write the legend. The teacher leads a discussion that explores how having this audience will affect the style, tone and language features of the written legend. Through modelled writing the teacher demonstrates how to write the opening of the legend while bearing in mind the identified audience. Making careful and appropriate vocabulary choices is demonstrated and discussed: for example, This legend is going to be read by younger children so I'm going to use a simpler word here. In guided and independent writing, children write their own legends. During the writing process they use response partners to support re-drafting and editing. |
Children's writing at all stages of the writing process (draft versions, contributions during shared, guided writing work, final written outcomes) Discussions with children; marking and assessing writing with children |
Teacher observation Marking and written/oral feedback Peer assessment and self-assessment Teacher marking and feedback |
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