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Additional text-based units - Sensational! by Roger McGough Opportunities for assessment in this unit

Sensational! is a poetry anthology and therefore offers many opportunities for enjoying words, word play, rhyme and imagery, and for discussing how poets use language in a range of ways.

As the focus of this unit is on poetry, the main emphases are on response, meanings and the ways that the poets use language. There are ample opportunities to read, perform and write poems which allow children to engage with the poems in more depth. They 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.

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 understanding can also be noted from their ongoing written work: their recording of responses and meanings, or references to particular parts of a poem in their poetry journals.

Assessment opportunities
With a particular focus on children moving from Level 3 to Level 4
  • To be able to read the poems closely to discuss and interpret meanings
  • To be able to read the poems closely and to refer to the text when explaining ideas
  • To discuss ways in which the poets use language to make meanings, with particular reference to rhyme, rhythm, word choices
  • To comment on how poems are structured and patterned

Phase 2 - Session 5

Children are asked to discuss two poems in groups of four, in particular which poem they enjoyed most and which poem they think describes sound best - and why they think that is.
Children's understanding of features of language such as word choices, rhythm and rhyme, as well as humour, can be assessed through their talk and written notes in their poetry journals.
  • To make inferences
  • To discuss effects of particular languages choices
  • To talk about the poet'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 3

After reading and discussing 'Preludes' (T.S. Eliot), children are asked to discuss aspects of the poem with a partner and to note in their poetry journals any words or phrases that they particularly like.
Children are also asked to discuss with a partner what they know about the place, time and season, etc. and to speculate about the 'story' behind the poem.
They are asked to make some notes in their poetry journals.

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.