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Additional text-based units - Street Child by Berlie Doherty

Street Child is particularly strong in the area of plot and character development, themes and issues. It supports children who are moving from Level 3 to Level 4 in empathising with the main characters and inferring feelings, thoughts and motivation over the course of the narrative. The children are able to explore the main themes and think about the effect of the text on the reader.

In the unit of work, the children are asked 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 of these discussions take place in whole-class discussions; other discussions take place in pairs and groups. Teachers or TAs can listen in and make discreet notes on the discussions. Assessments can be made during guided reading and writing sessions. The children are also frequently asked to make notes, which are collected in a class journal - this offers a further opportunity for assessment.

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.

See resources for a framework which supports the monitoring of children who are moving from Level 3 to Level 4.

Written work

Children's understandings can also be noted from their written work. In addition to the opportunities listed in the grid on page 10:

  • the children's notes recorded in the class reading journal will demonstrate their understanding of characters' motivations and feelings at key moments in the unit
  • annotated drawings (sessions 2 and 6) will indicate children's ability to retrieve information from text
  • children are asked to write in role at various points throughout the unit (e.g. sessions 9 and 11); this will indicate their ability to make inferences about a character's feelings or motivation
Assessment opportunities
With a particular focus on children moving from Level 3 to Level 4
  • 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

Children's ability to infer the feelings of the main characters will be evident as they write in role.
Note: additional opportunities for writing in role later in the unit will also indicate the ability to infer characters' feelings and motivations.

  • To discuss the author's use of language, e.g. to describe characters and settings. Identify the intended effect of particular language choice (AF5)
  • To be able to search text closely and to refer to the text when explaining ideas

Phase 2 - Session 8

The teacher or TA could listen in on children's discussions about the use of language.

Phase 2 - Session 10

Children are asked to collect evidence from the text which tells them about Shrimps. The teacher or TA could discuss these drawings with individual children, asking them to explain their ideas.

  • 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 14

Children's storytelling in pairs will indicate their understanding of the main events in the story

Phase 3 - Session 15

Children's diary writing in role as Dr Barnardo will indicate their understanding of the main themes and the effect on the reader.

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.