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Additional text-based units - There's a Boy in the Girls' Bathroom by Louis Sachar Opportunities for assessment in this unit

There's a Boy in the Girls Bathroom is particularly strong in the area of character and plot. It supports children who are moving from Level 3 to Level 4 in empathising with characters and inferring feelings, thoughts, motivations and changes over the course of the narrative.

In the unit of work, the children are asked on frequent occasions to search the text to locate evidence, to read the text closely for implicit meanings and to support their opinions by referring to the text.

Some discussions take place in whole-class contexts; others take place in pairs and groups. Teachers or TAs can listen in and make discreet notes on the discussions. Children are also frequently asked to make notes in their reading journals - these offer further opportunities for assessment.

The book also offers many opportunities to explore the overarching themes and dilemmas through drama. These active opportunities offer all children ways to develop their understanding.

 

Ongoing assessment opportunities

Class and group discussions

During the frequent opportunities for class discussions within the unit, the teacher could make brief notes after the session or a TA, if present, could make notes during a session.

Teachers or TAs could set up guided reading or writing activities, using some of the activities in the unit, to make more closely focused assessments with particular children who are working towards Level 4.

Notes can also be made, for example using the following framework, during group discussions and partner work. See resources for a framework that supports the monitoring of children who are moving from Level 3 to Level 4.

Written work

Children's understanding can also be noted from their ongoing written work:

  • their writing in ‘Bradley's diary' might show understanding of Bradley's feelings at different points in the narrative and how he changes over the course of the novel
  • reading journal entries might show children's understanding of the text and their ability to refer to the text.

 

Assessment opportunities
With a particular focus on children moving from Level 3 to Level 4
  • To be able to search text closely  and to refer to the text when explaining ideas
  • To begin to make inferences (reading between the lines) and deductions (pulling evidence together) including empathising with characters and their feelings, thoughts, motivations and changes over the course of the narrative

Phase 1 - Session 4

At the end of Phase 1, Session 4, children are asked to assemble what they know about Bradley so far, using a framework.
  • To discuss the author's use of  language, e.g. to describe characters and settings

Phase 3 - Session 9

Children are asked to discuss and note down words and phrases that the author uses to show that Bradley is beginning to change.
  • To talk about the author's purposes and viewpoints and the overall effect of the text on the reader, e.g. overarching themes, events, characters and plot structures

Phase 3 - Session 15

Children are asked to work on a summary of Bradley's changes during the novel, using a framework.

Sources: NC level descriptions
QCA's SATs analysis at the end of Key Stage 2, published in  Implications for teaching and learning (QCA 2004, 2005, 2006), show key pointers in helping children to move from Level 3 to Level 4 in reading.

 

National Curriculum Level descriptions

Level 3

Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction and non-fiction, they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate books and find information.

Level 4

In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters, beginning to use inference and deduction. They refer to the text when explaining their views. They locate and use ideas and information.