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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 persuasive argument using a range of oral and linguistic techniques. The teaching of this unit should support the collection of evidence against reading AF2 (understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to the text), reading AF3 (deduce, infer or interpret information, events or ideas from texts) and writing AF2 (produce texts which are appropriate to task, reader and purpose).
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.
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Learning outcomes |
Example of teaching content and assessment opportunities |
Evidence |
Approach to assessment |
|---|---|---|---|
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Children can discuss their opinions of the author's implied point of view, based on evidence in the written and visual text. |
As cold-case investigators children work in pairs to answer a key question and provide evidence to support their opinions. They are encouraged to scan the text looking at both written and pictorial evidence. They use sticky notes to mark the text where they feel they have found evidence to support their opinions. When found, this evidence is shared with another group. During the plenary, children's views and the evidence to support them are shared and displayed for future use on the evidence wall. |
Children's notes (sticky notes for files and evidence wall) Children's discussions and oral responses |
Teacher observation Teacher discussion and questioning |
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Children can identify which facts or evidence would have the most persuasive impact on the reader. |
Children work collaboratively to grade texts from most persuasive to least persuasive. They annotate the texts, highlighting and noting evidence to support their opinions. Choosing the most persuasive text, children then work to determine three main reasons for their choice. During shared time, the teacher uses the evidence wall displaying persuasive techniques to model orally, presenting three reasons for a choice. Children are invited to give feedback on elements of the oral presentation. An oral presentation frame and short set of success criteria are developed and displayed. Children are then involved in constructing a short oral presentation to share their opinions and views with other children. Peer feedback links to the success criteria established for the task. |
Annotated texts, children's notes Children's oral discussions and presentations |
Teacher observation Teacher questioning Peer assessment |
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Children can identify appropriate language and phrases for each section of a persuasive text. |
During the shared part of a lesson, children are shown a clip from a court scene. They consider the language used to present evidence. The teacher demonstrates how to select appropriate phrases and examples of language to be used in the class presentation. Through watching the scene again, children collect their own examples, which are shared and displayed on the evidence wall for future use. The partially completed planning skeleton is displayed on the interactive whiteboard. Children are asked to identify where the persuasive language will be most appropriately used in the presentation to the judge. In pairs, children consider the options collected and select appropriate phrases for each section. These are shared and discussed as a class. Children then annotate their own plans, considering appropriate language choices for each section. |
Children's planners with added language and phrases Children's discussions and oral responses Final written texts and oral presentations |
Teacher observation Teacher questioning Marking and feedback (oral and written) |
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