literacy procedures - frome vale academy · able to read a wide range of texts if they are to...
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LITERACY PROCEDURES
Agree on: September 2017 Review: September 2018 Literacy Lead: Lynn Pennington
Literacy Policy At Frome Vale Academy we recognise that language and literacy is a fundamental life skill; it develops children’s ability to communicate effectively. Our children need to be able to communicate orally and in writing and to be able to read a wide range of texts if they are to achieve their potential throughout their school days and into their adult life. Literacy is at the heart of the curriculum uniting the important skills of reading, writing and grammar, and enabling children to practise speaking and listening skills. We aim to develop in our children an enthusiasm for Literacy in all its forms and to ensure they have the confidence to express themselves clearly. By the end of Year 6 we want all our children to be able to:
Express their thoughts and ideas with confidence in a way appropriate to the situation;
Listen to the ideas of others;
Perform to small and large groups;
Have an interest in words and their meaning and a growing vocabulary;
Read and write with confidence, fluency and understanding;
Be able to use a full range of reading cues (phonic, graphic, syntactic, contextual) and to correct their mistakes;
Be interested in books, read with enjoyment and evaluate and justify their preferences;
Understand the sound and spelling system and use this to read and spell accurately;
Have fluent and legible handwriting;
Understand and be able to write in a range of genres in fiction and poetry, and understand and be familiar with some of the ways in which narratives are structured through basic literary ideas of setting, character and plot.
Understand, use and be able to write a range of non-fiction texts;
Plan, draft, revise and edit their own writing;
Have a suitable technical vocabulary through which to understand and discuss their reading and writing;
Through reading and writing and drama, develop their powers of imagination, inventiveness and critical awareness.
PLANNING With the introduction of the ‘Big Question’ curriculum, teachers use books which relate to this as the foundation for their literacy planning. We also subscribe to and can use the Power of Reading materials written by https://www.clpe.org.uk. They provide teaching sequences and recommend age appropriate quality texts for use with different year groups. . Teachers plan learning on the school planning format with reference to the requirements of the 2014 National Curriculum Framework for Literacy. A range of different styles is encouraged including whole class teaching, shared reading and writing, targeted guided group work, both collaborative and individual activities in response to the teaching and learning needs required to move children on. Class teachers maintain a ‘Big Question’ display to support and celebrate learning, and to show the learning journey through a particular text. Teachers will use their professional judgement to determine the activities, timing and organisation of the lesson to suit its objectives and the individual child, ensuring that planning reflects the age related expectations of their year group. At Frome Vale Academy we strive to deliver Quality First Teaching by:
teachers and children having a clear understanding of the learning objective being taught
planning lessons that are paced appropriately and drive learning forward
modelling high expectations and providing learning opportunities for our children to succeed in meeting these expectations
listening and responding to children in a sensitive and supportive manner
being aware of the barriers to learning and planning to overcome these
involving children in setting success criteria and giving opportunities for assessing their own work, including peer assessment
informing children of their next steps of learning (taking responsibility for their individual targets) and providing opportunities for children to achieve these targets
planning opportunities through the ‘Big Question’ to ensure all children progress.
SPEAKING AND LISTENING We recognise the key role oral language has in teaching and learning and how children’s understanding and imagination can be engaged and fostered by discussion and interaction. At Frome vale Academy we want to develop as fully as possible each child’s competence, confidence and enjoyment in speaking and listening. Teachers consider the four aspects of speaking and listening when planning and look for opportunities in all curriculum areas to support children’s development.
Speaking: being able to speak clearly and to develop and sustain ideas in conversation.
Listening: developing active listening strategies and critical skills of analysis.
Group discussion and interaction: taking different roles in groups and working collaboratively.
Drama: improvising, working in role, scripting and performing, and responding to performances. The Power of Reading teaching sequences provide teachers with a range of techniques to raise confidence and enjoyment, and improve communication skills whilst both exploring and composing texts. Teaching approaches (details of which can be found on the website http://por.clpe.org.uk/teaching-approaches ) include;
Drama and role play – hot seating, mime, freeze framing, conscience alley, performance
Role on the wall – considering a character’s feeling, responses etc.
Reader’s theatre
Debate and argument
Story telling
Reading aloud
EARLY YEARS FOUNDATION STAGE At Frome Vale Academy our Literacy curriculum is taught through the three PRIME areas of learning identified in the Early Learning Goals. The Early Learning Goals provide the basis for planning adult led activities which is balanced with child initiated activities. The planning is based upon termly enquiry questions with discrete phonics and literacy directed teaching. Planning responds to the learning needs, the achievement and the interest of the children. Literacy planning follows the whole school approach sometimes using texts from The Power of Reading and we combine this with other stories which lend themselves to teaching in the way of ‘a story making project’. This gives our children the story language to be able to use in their writing.
READING At Frome Vale Academy, we believe that reading is an important life skill and we strive for all children to enjoy and value it. We recognise that enjoyment in reading arises from deriving meaning from the text. It is our aim to develop and create passionate readers for life. Phonics We begin the process of learning to read in the Early Years Foundation Stage, where we believe that the systematic teaching of phonics is the fastest and most effective way of getting young children to start reading. The Early Learning Goals provide the basis for planning reading with discrete phonic directly taught throughout the Foundation Stage. By the end of Reception, it is our expectation that all children can blend sounds and that the vast majority will be reading simple books. In Early Years Foundation Stage, the focus of writing is using phonics to write simple sentences with basic punctuation. As children move into Key Stage 1, we continue to teach discrete phonic sessions which are based around the Letters & Sounds programme. During these sessions we aim to group children according to their developmental need through the different phases. By the end of Year 2, it is our expectation that the vast majority of children will be fluent readers and will no longer need explicit phonics teaching for reading. For those children who are not at the expected level by the end of Year 2, class teachers will work with the SENCo to provide intervention activities. In Year 1, children are assessed termly to track their progress towards the Year 1 phonics test. Home Reading In EYFS, KS1 and KS2, children take home a reading book based on their reading level. The children change their books regularly and select their own reading book, which is recorded in their Reading Log. We encourage children to read each evening at home with their families and to make comments in the reading log books. Teachers should aim to have a short 1:1 reading session with a child per fortnight and should record this in their reading records. Comments should say what you enjoyed about the reading and what they need to work on, e.g. ‘I enjoyed the way you used your voice when different characters were speaking’. To encourage children to read regularly at home there is a whole school celebration display. Reading for Pleasure
Each class has a designated Reading Corner which is an engaging environment to stimulate and engage children. Teachers organise the use of this within their own classrooms. There is also a large selection of fiction and non-fiction books for children to access in the library area. We promote reading through display, an annual book fair and other events such as our ‘Big Spotty Read Day’ during Children in Need. Guided Reading We recognise the importance of guided reading for developing comprehension strategies and the expectation is that guided reading takes place at 1pm every day. The first 15 minutes of this dedicated time consists of whole class ‘Everyone a Reader’ session when a text is explored and teachers plan high quality questions which focus on developing a key comprehension skill. There is a rota of genre types to be used for this e.g. newspaper, leaflet etc. Week 1 – Newspaper Week 2 – Poems Week 3 – Leaflets Week 4 – Instructions Week 5 – Short Stories Week 6 – Information text
Following the ‘Everyone a Reader’ session, teachers plan a guided reading session with a specific group of children for 20-30mins (max). The rest of the class work independently on SPaG, spelling, handwriting activities. This session should not be used for finishing off, drawing or silent reading.
This session is planned against the objectives of the National Curriculum. Teachers use the planning format and this is saved in the planning folder. Essentially, the reason for planning is to consider questions which will develop particular reading skills and prepare children to confidently answer a range of question stems they may meet, e.g. ‘What impression..?’ Plans should be annotated with responses of children to aid assessment of next steps. Through guided reading, we aim to improve our children’s ability and confidence in predicting, clarifying, questioning and summarising so that they become intelligent readers who can develop their ability to question things themselves.
WRITING At Frome Vale Academy, we believe that the mastery of written language is a powerful gift and that it should be purposeful, rich and enjoyable for all. We recognise that writing can be stimulated in a number of different ways and is supported by reading, speaking and listening, drama and personal experiences. Writing opportunities are carefully planned by teachers in response to the ‘Big Question’ and the class text used alongside it. Some examples of writing opportunities are given below. Shared Writing Shared writing is one of the most important ways a teacher can show children how writing works and what it’s like to be a writer. Acting as scribe, the teacher works with a small or large group of children to create a text together, enabling them to concentrate on their ideas and composition. Teacher and children work as active partners, talking together to share ideas and while the teacher guides the children through all the decisions that writers need to make and helps them shape their thoughts on paper. Shared writing gives children a model for their own independent writing and can introduce them to unfamiliar genre or style of writing. Children can then present their written work in a range of literary outcomes such as a poster, big book or poem for everyone to enjoy. Guided Writing Guided writing takes place as part of a guided session within a unit of work. Guided writing takes place with a group of children with similar writing targets/needs. During a guided writing session the teacher will work with the children to improve or develop a particular aspect of their writing which has been identified from assessment observations or marking. This is an excellent opportunity to move a child or group of children on in their writing. Tell Me – Book Talk This is an opportunity for children to talk about a book so that they can make explicit the meaning that a text holds for them, ‘we don’t know what we think about a book until we’ve talked about it.’ Aiden Chambers 1993. Children can make a written record to map out their view by thinking about their ‘likes’, ‘dislikes’, ‘puzzles and patterns’. Responding to a particular illustration can also be very powerful. Book Making and Reading Journals Publishing their work for an audience helps children to write more purposefully. Bookmaking provides a motivating context within which children can bring together their developing understanding of what written language is like; making written language meaningful as they construct their own texts. Both class and individual reading journals provide a thinking space for children to explore and reflect on their reading experience through writing, drawing and raising their own questions. Story Mapping
Mapping a story and its setting helps to develop a sense of the story world. Mapping story settings is a way of establishing the geography of a story more securely and visualising where its characters and events would be located. These kinds of maps can be drawn by pairs, groups, individuals, or by the teacher, drawing on a flip chart or interactive whiteboard to construct a map or plan where characters and events of the story can be located. Making a story map is a way of retelling the story. It is a graphic means of breaking a story down into episodes and sequencing its events. This kind of graphic representation helps children to hold on to the shape of the story more confidently so they can re-tell it orally or in writing. Children can also make story maps as a form of planning, to prepare for their own writing. A storyboard is another way of helping to map out key scenes in the story through drawing and annotation. Originally used to plot scenes in film or moving picture work, it is particularly useful for marking out the key scenes in a story within a given number of frames (usually six or eight), or for focussing in on the next few moments in a sequences. Writing in Role When children have explored a fictional situation through talk or role-play, they may be ready to write in role as a character in the story. Taking the role of a particular character enables young writers to see events from a different view point and involves them writing in a different voice. In role, children can often access feelings and language that are not available to them when they write as themselves. Writing in role inspired reluctant writers to write with enthusiasm, often for the first time.
THE MARKING OF WRITING We expect consistency of marking throughout the school, ensuring that marking is effective resulting in ‘sustained and substantial’ progress for all children.
Non-negotiable Procedures for Marking: All marking is to be carried out in red pen
All marking is to be done in a clear legible hand aligned to the school handwriting script.
The marking code is to be followed from Year 1
The marking code should be accessible to all pupils in the learning environment
All pupils’ work is to be at least ‘light’ marked by Teacher or Support Staff.
In writing (in literacy or cross curricular) at least 2 pieces of work per pupil should be developmentally marked in depth per week.
Developmental marking in writing: Summative comment: From Year 1, the success of a piece of work is judged against the objective of the lesson: e.g. LO: To write a diary extract Marking, depending on the degree of success, might look like the following: ✔ You have used all the features of a diary. ✔ You have used some of the features of a diary. ✔ You have tried to use some features of a diary. There should only be one summative comment.
Formative comment: This comment does not necessarily need to be linked to the objective, but rather what the child needs to do to move their writing on. At an earlier stage in their writing, no matter what year group the child is in, the fundamentals need to be addressed before anything else. These are for example:
- Capital letters at the start of sentences. - Capital letters for proper nouns. - Verb tense. - Full stops at the end of sentences (no comma splicing). - High frequency words. - Letter formation – including heights of letters. - Finger spaces.
This may look like: Go back and check you have used capital letters correctly.
Teachers need to use their professional judgment of how many formative comments they make but it should not exceed three. In Year 1-4 teachers are expected to use the following to show where these mistakes have been made in the writing:
V: verb tense CL: capital letter FS: full stop S: spelling FSP: finger space L start a new line for speech //start a new paragraph In Year 5 and 6, teachers will mark a dot where fundamental errors are. Teachers should not be picking up on more advanced aspects of writing unless the fundamentals have been secured. E.g. Do not pick up on fronted adverbials if verb tense is not consistent. This applies to all children in all year groups.
Use of target cards for marking writing: Once the fundamentals have been addressed, targets cards can be used to identify next steps. There are target cards for each year group. In Year 1 and 2, teachers extract a specific target from the card for the child to work on, which is written on a piece of yellow card and kept in the child’s literacy book. In Year 3-6, all children have target cards in their books and a target is highlighted to indicate what they are working on. There is also a space on the card to write a specific target that is personal to that child. Teachers write dates next to targets once they have been seen in independent writing. A formative comment from a target card might look like this: Can you change this simple sentence into a complex sentence. In Year 5 and 6, the formative comment relating to the target could just be the number, for example: Try to do target 6 This can be indicated in the margin where the changes could be made, by also using a forward arrow.
Responding to comments:
Feedback comments must be constructed to require response by pupils, at an appropriate level of challenge, and such tasks must be completed by pupils. In Key Stage 1, children edit their work in pencil, but Year 2 may progress to green pen later in the year. In Key stage 2, all should children edit their work in green pen. If feedback is verbal, it should be recorded at such with a V. Response should be made as soon as reasonably possible in order to support pupils effectively.
Rewards: as adults in school we want to recognise good work with stickers, FVA citizen points, smiley faces etc. However empty praise is as ineffective as empty criticism, therefore specific praise is preferred whenever possible to boost the confidence and self-esteem of our young learners. e.g: ✔ Well done, you have used the features of diary well. Not ‘Excellent work’ . Work that is marked developmentally requires a response from the pupil. Pupils are to initial all comments made by an adult. However, developmental marking is most effective when a well-crafted prompt/request for response is given and completed. Pupils need time to develop this skill from FS to Y6, and throughout the school year appropriately. In each class effective time must be given to teaching pupils to respond to tasks swiftly. This process will look different developmentally across each year group, increasing with independence and complexity with maturity and skill of pupils. By the end of Year 2, most pupils should be able to locate, access and execute simple response tasks independently. They should know what they are doing to improve their learning. Pupils with SEN will need support to enable this. Likewise tasks must be effective in improving work, yet brief in execution. For pupils in KS1 and where developmentally appropriate as designated by SEN Support Plans, communication of the feedback will be augmented by adults, until developmentally pupils are able to access this independently Acknowledgement of response This should be swift, in line with the marking policy and not ordinarily an open opportunity for a longer dialogue. If greater issues arise then the teacher will wish to address this with the child through another medium than feedback and response.
Peer Assessment: Peer assessment should only take place when it has been modelled carefully. It should also only focus on skills that have been identified in a success criteria. E.g A learning objective of: ‘To write a diary entry’, may have the following success criteria:
- First person - Correct use of present and past tense - Writing in role
This is still done in green pen but the initials PA are written at the bottom of the piece of work. Children working in pairs will identify what has been achieved from this and what needs to be improved.
The Frequency of Developmental Marking:
All pupils’ work is to be at least light marked by Teacher or Support Staff. No work should go unmarked. Preparation work including, plans and drafts in literacy and jottings should be collated in pupils’ books. This may be the form of photocopies of white boards and material captured electronically and reproduced as appropriately. This is important as it charts the process and progress of pupils’ learning. However, not every lesson has to be captured in writing. Teachers need to consider the purpose of recording in this way. Teacher’s planning will indicate whether a written or practical task is taking place. It is acceptable that activities such as role-play, may be summarised on sugar paper and put on the working wall. In Writing, all pupils should have at least two pieces of work marked developmentally by their teacher per week. This can be in literacy or cross-curricular. This Marking will demand an effective response from the pupil and time should be allocated by the teacher for an appropriate and meaningful response.
In the Foundation Stage, developmental marking process maybe exemplified through observational assessment made by adults and then verbal feedback and discussion recorded and noted down. This will be recorded in pupils’ learning journeys, and as the Foundation year progresses directly onto recorded work as appropriate.
Giving effective feedback to pupils.
Effective marking is a key tool in providing feedback to pupils in order that they are clear in what they can do well and what they need to do to improve. It also forms part of formative assessment, which is essential for teachers to refine and hone planning when teaching pupils so that they can swiftly move forward towards desired learning outcomes. It will also be vital when using the end of term summative assessment sheets for writing. Well-constructed feedback tasks prompt effective response from pupils so to improve quality of work or reinforce learning. They should maintain challenge for individual pupils, yet be easily executed and brief in nature, enabling pupils to move forward, and be aware of how they are improving. For example, the challenge within the task may:
gher level of thinking
– e.g. times tables, attention to place value, spellings, punctuation, grammar.
When constructing feedback teachers need to consider: 1. Does feedback inform the pupil what they have done well and what they need to do to improve? 2. Relate to planned learning objectives and success criteria? 3. Can feedback be read clearly and understood? 4. Does feedback indicate a next step/improvement in learning?
GRAMMAR AND SPELLING We believe that a sound understanding of grammar will lead to an improved understanding of English and how the written and oral language works. Grammar is taught in line with the objectives in the new curriculum. We believe that the teaching of grammar should, as far as possible, feed into the writing activity that the children are undertaking and that lesson starters provide a daily opportunity to develop knowledge and understanding. We aim to teach grammar in different ways, i.e. through games, quizzes, interactive games, feedback, use of target cards, and some formal teaching. Children are taught and encouraged to use the correct grammatical terminology from EYFS onwards. All teachers follow the expectations set by the spelling guidance within the New Curriculum 2014. In Early years Foundation Stage and Year 1 and 2, spelling will be taught and monitored daily through discrete phonic lessons. In Key Stage 2, the teaching of spelling is organised by the class teacher and based around the ‘No Nonsense!’ spelling materials as spellings are taught according to spelling patterns and with reference to the ‘tricky words’ list for Y3/4 and Y5/6. Teachers follow the half termly scheme of work which should be printed off and annotated and dated to show progress and coverage.
HANDWRITING In Early Years Foundation Stage, children practise manipulative skills in order to prepare them for writing. They are taught to hold a pencil effectively and form recognisable letters. Triangular pencil grips are available for any children who would benefit from them. In Key Stages 1 and 2, teachers organise handwriting sessions which model the formation of letters and letter joins for the children to practise. From Year 2 onwards, or as appropriate, a joined script is modelled.
See Appendix for Lower Case Cursive Style Pen licenses are available for children whose script is of an appropriate standard. Our aim is that the majority of pupils in Year 6 are writing in pen in a neat, fluent style. Whenever possible, teachers should ensure that writing in
the classroom e.g. marking in books, mirrors the agreed style and provides a model for the children to aspire to. At Frome Vale Academy we subscribe to www.letterjoin.co.uk, an on-line resource for teaching cursive handwriting. It provides teachers with interactive animations to demonstrate letter formation and joins and can generate worksheets.
PLANNING Planning is organised around in two stages: Long term units of work inspired by the ‘Big Question’ texts and half-term planning and weekly planning. These plans reflect the expectations set out in the National Curriculum 2014. Long Term Planning The Literacy Subject Lead and year group teachers map out their learning journey for the year using the ‘Big Question’ planning which sometimes, but not always, use Power of Reading texts. Texts are chosen that support learning in other areas of the curriculum. Weekly Planning Every year group plans for Literacy on a weekly basis. These plans display clear objectives, and can include any other appropriate information e.g. success criteria, vocabulary, resources, use of additional adults, personalised learning for children with specific needs, assessment for learning and evaluations regarding outcomes of lessons and progress made.
ASSESSMENT Reading
In the EYFS, children’s achievements are ongoing and are assessed against the Early Learning Goals. Assessment for Learning is established in all teaching and formative assessment occurs daily through oral feedback.
Summative Assessment Requirements – Year 1 children are assessed using teacher assessments made during one to one and guided
reading activities. They also complete the phonics screening test in June each year. PM Benchmarking is also used and recorded to check progress through book levels.
Year 3, 4 and 5 are assessed using teacher assessments made during one to one and guided reading activities. PM Benchmarking is also used and recorded to check progress through book levels. Teachers have access to previous SAT papers which can be used to assess learning. Formal testing and analysis of individual progress will take place three times a year using Pixl.
Formal testing and analysis of individual progress will take place three times a year using Pixl for Year 2 and 6. These are used as a tool to inform class teachers’ planning and identify strengths and areas for development. These children will also be given opportunities to practice and sit the national SATs.
Writing In the EYFS, children’s achievements are ongoing and assessed against the Early Learning Goals.
All teaching staff use AFL techniques in each lesson and formative assessment occurs daily.
Summative Assessment Requirements – Year 1 to Year 6 teachers plan a range of writing opportunities, both fiction and non-fiction.
These are assessed against the age related expectations of each year group at the end of each half term and this is recorded on SIMs. Teachers analyse the progress and attainment of individual children and vulnerable groups and this is discussed with SLT during pupil progress meetings.
Year 3 to 6 complete Pixl Spelling and Grammar assessments during the year. These do not contribute to the overall writing level but are used to plan in order to close gaps. Year 6 children sit the national Spelling, Punctuation and Grammar test in the Summer term.
MONITORING
The Subject Leader should be responsible for improving the standards of teaching and learning in Literacy through monitoring and evaluating Literacy:
Taking the lead in policy development designed to ensure progression and continuity of English throughout the school
Providing support for colleagues in their development of planning and implementation of the scheme of work
Providing support in assessment and ensuring Pixl is used effectively to ensure progress
Assisting in the monitoring of progress and standards in English, taking responsibility for the purchase and organisation of central resources for English and keeping up to date with developments in English education, disseminating information to colleagues as appropriate
Alongside the SLT, analysing data and monitoring teaching and learning. Using this information the subject leader will identify priorities and set appropriate targets. They should plan and deploy resources accordingly to meet these targets.
EQUAL OPPORTUNITIES All children are provided with equal access to the English curriculum. We aim to provide suitable learning opportunities regardless of gender, ethnicity or home background.
MONITORING AND REVIEW It is the responsibility of those working in Frome Vale Academy to follow the principles stated in this policy. The Principal and Subject Lead will carry out monitoring on Literacy as part of the whole school monitoring schedule. This policy will be reviewed on an annual basis. Lynn Pennington September 2017 Appendix Phonics Assessment Sheet Lower Case Letter Formation Example Summative Assessment Sheets – writing KS1 and KS2 Guided Reading Planning Format
KLetters and Sounds: Phonic progress tracking sheet
Year group: Class: Teacher / practitioner:
Progression Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Ph
ase
1 c
on
tin
uo
us
thro
ugh
Ph
ase
2 –
6
Sho
w a
war
enes
s o
f rh
yme
and
alli
tera
tio
n. D
isti
ngu
ish
bet
wee
n d
iffe
ren
t so
un
ds
in t
he
envi
ron
men
t an
d p
ho
nem
es. E
xplo
re a
nd
exp
erim
ent
wit
h s
ou
nd
s
and
wo
rds.
Phase 6 (Year 2) Working on: Recognising phonic irregularities; becoming more secure with less common grapheme-phoneme correspondences. Applying phonic skills and knowledge to recognise and spell an increasing number of complex words.
Phase 5 (Year 1) Working on: Reading phonically decodable two-syllable and three-syllable words; using alternative ways of pronouncing and spelling the graphemes corresponding to the long vowel phonemes; spelling complex words using phonically plausible attempts.
Phase 4 (Reception/Year 1) Working on: Segmenting adjacent consonants in words and apply this in spelling; blending adjacent consonants in words and applying this skill when reading unfamiliar texts.
Ph
ase
3 (
Re
cep
tio
n)
Kn
ow
ing
on
e gr
aph
eme
fo
r al
l 43
ph
on
emes
Working on: Reading and spelling a wide range of CVC words using all letters and less frequent consonant digraphs and some long vowel phonemes. Graphemes: ear, air, ure, er, ar, or, ur, ow, oi, ai, ee, igh, oa, oo Working on: Reading and spelling CVC words using a wider range of letters, short vowels, some consonant digraphs and double letters. Consonant digraphs ch, sh, th, ng Working on: Reading and spelling CVC words using letters and short vowels. Letter progression Set 7: y, z, zz, qu Set 6: j, v, w, x
Phase 2 Working on: Using common consonants and vowels. Blending for reading and segmenting for spelling simple CVC words; knowing that words are constructed from phonemes and that phonemes are represented by graphemes. Letter progression: Set 5: h, b, f, ff, l, ll, ss Set 4: ck, e, u, r Set 3: g, o, c, k Set 2: i, n, m, d Set 1: s, a, t, p
Phase 1 (seven aspects) Working on: Showing awareness of rhyme and alliteration, distinguishing between different sounds in the environment and phonemes, exploring and experimenting with sounds and words and discriminating speech sounds in words. Beginning to orally blend and segment phonemes.
Year 6 Summative assessment of writing 2016 to 2017 Name: Class: Term:
Composition Transcription
Pla
nn
ing
1. Plan through discussing similar writing; analysing its structure, vocabulary and grammar and use to create their
own plan (in relation to other Y6 expectations)
2. Make choices about the most efficient way to note their ideas, drawing on research from a range of sources
where necessary
Gra
mm
ar, V
oca
bu
lary
& P
un
ctu
atio
n
15. Use expanded noun phrases across writing to convey complicated information concisely e.g. He scampered
cautiously up the dangerous track, avoiding the traps and dangers lurking beneath his nervous feet. Within the
South China Sea a variety of fish and aquatic mammals can be found.
16. Deliberately select vocabulary and precise word choice to elaborate, create impact and clarify meaning e.g. Tom
skulked grudgingly along the empty corridor, towards the Head’s imposing door. Vocabulary linked to a historical
period and style; using dialect
17. Use the passive voice deliberately e.g. The breastbone will be cut during the operation. (Formal) The trees
towered over him menacingly. (creating empathy) The gun had been stolen from the cabinet. (to hide information)
18. Use figurative devices such as extended metaphors and colloquialisms e.g. Before long, the musicians were in a
duel. Music filled the square, note battling fiercely against note as they fought for attention.
19. Use an effective range of sentence structures, including sentences with multiple clauses e.g. Tom crept
nervously towards the imposing forest, his breath quickening with each footstep as he edged nearer to his fate.
20. Add detail and create specific effects to engage the reader through crafting a range of sentence structures and
lengths.
21. Use the perfect form of verbs to mark relationships of time and cause e.g. They’ve been staying with us since
last week. Scientists have recently discovered a new species.
22. Use formal language structures in speech and writing, including the subjunctive and question tags e.g. If you
were to proceed with this operation, you should be aware of the potential risks. Surely only a fool would fail to
recycle, wouldn’t they?
23. Use semi-colons, colons or dashes to mark boundaries between independent clauses accurately e.g. It was a cold
night; the rain had stopped and the ice had started to form.
24. Use a colon to introduce a list and semi-colons within a list e.g. There are many reasons why fox hunting is
barbaric: foxes are harmless creatures; they are always outnumbered; the dead foxes are either tuned into trophies
or simply discarded.
25. Control the use of inverted commas for direct speech, reported speech and quotations.
25. Use hyphens to avoid ambiguity e.g. man-eating shark (a shark that eats a man) man eating shark (a man eating
a shark)
26. Punctuate bullet points consistently
Dra
ftin
g an
d W
riti
ng
3. Identify the audience and purpose for their writing and select the appropriate form or mix of forms e.g. a non-
chronological report about the weather including a short explanation of the water cycle; a historical narrative
including diary extracts/letters
4. Control and maintain more complex plots e.g. flashback stories; multiple viewpoints; pathway stories
5. Develop settings and atmosphere in detail e.g. passive voice (the trees towered over him menacingly). Use of
the subjunctive (If he were to have known what the forest was like, he would never have entered).
6. Describe characters in detail e.g. through using dialogue to convey character; describing characters’ reactions
to events
7. Write a range of more sophisticated poetry and experiment with different forms, e.g. narrative poems;
sonnets, odes, elegies
8. Manipulate and control the use of narrative language features e.g. using language to control time and pace;
range of cohesive devices; reported speech instead of direct speech, repetition for effect
9. Manipulate and control the use of non-fiction language features e.g. use of modal verbs in discussion; precise
description and technical vocabulary; rhetorical questions; passive voice (Sharks are found in….., ….the deer is
eaten by the Mountain Lion.)
10. Manipulate and control the use of organisational features in fiction and non-fiction e.g. balancing action,
description and dialogue; using bullet points, tables and charts; writing parodies; deciding on the most effective
order of points in an argument
11. Use a range of cohesive devices within and between paragraphs e.g. wider range of connectives (on the other
hand, as a consequence, in contrast) repetition for effect; ellipses
Rev
iew
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and
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12. Evaluate their writing though discussion and make improvements through redrafting the grammar and
vocabulary to enhance effect e.g. cohesion within and across paragraphs; modals, clauses; passive voice; range
of clauses; use of the subjunctive
13.Proof-read and edit their writing in relations to the Y6 grammar and spelling expectations
14.Perform their own writing using appropriate intonation, volume and movement and adapt as necessary to
engage the audience
Spel
ling
27. Can spell all of the Y5/6 common exception words and homophones
28. Can spell words using all of the Y5/6 prefixes and suffixes
29. Can use the first 4 letters of a word to check spellings and meanings in a dictionary, can use a thesaurus
Presentation Write fluently and legibly with speed and a personal style
Year 5 Summative assessment of writing 2016 to 2017 Name: Class: Term:
Composition Transcription
Pla
nn
ing
1. Plan through discussing similar writing; analysing its structure, vocabulary and grammar and use to
create their own plan (in relation to other Y5 expectations)
2. Explore and use their own techniques to note their ideas, drawing on research where necessary
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16. Use noun phrases precisely to add detail across a piece of writing e.g. He scampered up the dangerous
path, avoiding the traps beneath his feet. The South China Sea contains numerous shrimp, croaker and
large shoals of tuna.
17. Use precise phrases and vocabulary e.g. The beetle scuttled. Tom uttered his response reluctantly.
“Where will the ceremony be held?” Tom enquired.
18. Indicate degrees of possibility through the use of adverbs e.g. surely, perhaps, possibly
19. Indicate degrees of possibility through the use of modal verbs e.g. could, should, may, must
20. Use figurative devices such as metaphors, personification, repetition for effect, allusion, similes and
hyperbole e.g. Gnarled fingers stretched out from the tree’s trunk. Like Hercules, his strength was well
known.
21. Use embedded clauses e.g. Tom, although he was terrified, crept through the forest.
22. Use relative clauses beginning with who, which, where, when, whose and that e.g. It’s a fine day out
that everyone will enjoy. Tom, whose heart was beating furiously, ran for his life.
23. Use main and subordinate clauses and move their position in sentences .e.g Although he was terrified,
Tom crept through the forest. Tom crept through the forest, although he was terrified.
24. Ensure the consistent and appropriate use of tense throughout a piece of writing e.g. controlling
writing where there is a need to switch between tenses
25. Distinguish between the language of speech and writing and develop formal language structures for
different text types e.g. using modal verbs to indicate possibility within persuasion (It could be argued
that…)
26. Use commas accurately to demarcate clauses in complex sentences e.g. Stopping in one of the few
forest clearings, which was now and full of danger, Tom wondered if he would ever get out alive.
27. Use of inverted commas (speech marks) and other punctuation to indicate direct and reported speech
e.g. The doctor seemed satisfied with the operation, he said, “She’ll be fine,” and that he was confident a
full recovery would be made.
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3. Identify the audience and purpose for their writing and select the appropriate form e.g. a historical
narrative; a discussion in RE; notes for a debate in geography
4. Control more complex plots e.g. use foreshadowing; use of pace and time; using chapters
5. Develop settings and atmosphere in detail e.g. using parenthesis (the forest was terrifying – bleak
and foreboding – yet he walked onwards.) Modal verbs (Tom knew he shouldn’t have gone into the
forest.)
6. Describe characters in detail e.g. through using dialogue to convey character; describing characters’
reactions to events
7. Write free verse poetry of increasing complexity, with a specific purpose e.g. narrative poems; poetry
to provoke empathy in the reader or make them think about an issue
8. Modify and control the use of narrative language features e.g. reported speech instead of direct
speech, repetition for effect
9. Modify and control theuse of non-fiction language features e.g. use of modal verbs in discussion;
precise description and technical vocabulary
10. Control the use of organisational features in fiction and non-fiction e.g. balancing action,
description and dialogue; using bullet points, tables and charts
11. Use a range of devices to link paragraphs e.g. adverbs and adverbial phrases; connectives
12. Use a range of cohesive dev ices within paragraphs e.g. connectives; consistent tense and person
Rev
iew
ing
and
Ed
itin
g
13. Evaluate their writing though discussion and make improvements through redrafting the grammar
and vocabulary to enhance effect e.g. cohesion within paragraphs; modals, clauses
14. Proof-read and edit their writing in relations to the Y5 grammar and spelling expectations
15. Perform their own writing using appropriate intonation, volume and movement
Spel
ling 28. Can spell at least half of the Y5/6 common exception words and homophones
29. Can spell words using some of the Y5/6 prefixes and suffixes
30. Can use the first 3 letters of a word to check spellings and meanings in a dictionary, can use a thesaurus
Pre
se
nta
tio
n
Write fluently and legibly with speed and a personal style
Year 4 Summative assessment of writing 2016 to 2017 Name: Class: Term:
Composition Transcription
Pla
nn
ing
1. Plan through discussing similar writing; analysing its structure, vocabulary and grammar and use to
create their own plan (in relation to other Y4 expectations)
2. Record and note ideas e.g. through making notes, story maps, flow charts, ‘boxing up’ frames
3. Compose and rehearse more complex sentences orally before writing, including dialogue
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16. Use noun phrases expanded by modifying adjectives e.g. Tom was scared as he entered the forest
17. Use noun phrases expanded by prepositional phrases e.g. The vicious troll under the extremely rickety
bridge……
18. Engage the reader through the use of interesting word choices and descriptive phrases e.g. Tom crept
cautiously. The twisted tree branches reached out in the darkness.
19. Use fronted adverbials for effect e.g. Later that morning…… Over the brow of the hill….Creeping
silently…….
20. Use figurative devices such as similes and hyperbole e.g. The branches stretched out like witch’s
fingers. He was so tired he slept for days!
21. Use an appropriate variety of simple, compound and complex sentences
22. Use a wider range of connectives to extend the range of complex sentences e.g. although, while,
however
23. Use past and present tense accurately throughout a piece of writing, including continuous and perfect
forms of verbs
24. Control the use of standard and non-standard English e.g. use a particular non-standard feature to
develop characterisation
25. Use commas after fronted adverbials e.g. Later during that day, After pouring the milk into the jug,
26. Use inverted commas (speech marks) and other punctuation accurately to indicate direct speech e.g.
“I’m terrified,” Tom whispered, do we have to go?”
27. Use apostrophes for to indicate plural as well as singular possession e.g. the children’s playground, the
girls’ dormitory
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4. Write for an increasing range of purposes and audiences, including across the curriculum e.g. a news
report in history, an explanation in science
5. Create and expand plots in narratives e.g. describing the cause and effect of events; providing more
detail
6. Create and expand settings in narratives e.g. describing characters’ reactions to the setting; using
expanded noun phrases
7. Create and describe characters in narratives e.g. using expanded noun phrases (The terrified boy
with trembling hands)
8. Write free verse poetry, focusing on the meaning e.g. writing poems without a rhyming structure
9. Expand the use of narrative language features e.g. power of three; fronted adverbials for cohesion
(After a while, he left the beach)
10. Expand the use of non-fiction language features e.g. clauses to add additional information (If you
want the food to stay fresh, put it in the fridge.)
11. Use nouns and pronouns to aid cohesion between sentences e.g. feeling terrified, Tom peered
around as he crept into the forest. The scared boy decided to turn back.
12. Organise content into relevant paragraphs across the text
Spel
ling
28. Can spell the Y3/4 common exception words and homophones and words from other origins
29. Can spell words using some of the Y3/4 prefixes and suffixes
30. Can use the first 3 letters of a word to check spellings in a dictionary
Rev
iew
ing
and
Ed
itin
g
13. Evaluate their writing though discussion and make improvements through redrafting the grammar
and vocabulary e.g. fronted adverbials; expanded noun phrases; variety of sentence structure; use of
paragraphing
14. Proof-read and edit their writing in relations to the Y4 grammar and spelling expectations
15. Read their own writing aloud with appropriate intonation, volume and tone to make the meaning
clear
Pre
sen
tati
on
Write in a legible and consistent style, with increased quality and speed
Write letters with parallel down strokes and appropriate spacing
Year 3 Summative assessment of writing 2016 to 2017 Name: Class: Term:
Composition Transcription
Pla
nn
ing
1. Plan through discussing similar writing; analysing its structure, vocabulary and grammar
and use to create their own plan (in relation to other Y3 expectations)
2. Record and note ideas e.g. through making notes, story maps, flow charts, ‘boxing up’
frames
3. Compose and rehearse sentences orally, including dialogue before writing
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16. Use noun phrases appropriately in a range of text types to clarify and add detail e.g.
ancient castle; turquoise butterfly; rickety bridge
17. Create interest through the use of appropriate word choices and descriptive phrases
e.g. the tree branches reached out in the darkness.
18. Use a range of adverbs e.g. before, next, soon, later, firstly and prepositions e.g. in,
through, since, across, beneath to express time, place and cause
19. Use figurative devices such as similes and alliteration e.g. As bright as the sun. The
shimmering, shining sun.
20. Use a mixture of simple and compound sentences
21. Start to write complex sentences by using a range of conjunctions accurately e.g.
forming subordinate clauses by using conjunctions such as: as, after, when, because
22. Use the present perfect form of verbs e.g. He has gone out to play as opposed to He
went out to play.
23. Consistently use features of standard English and explore when non-standard written
English could be used e.g. understand that dialogue can be written using non-standard
features
24. Use commas in lists consistently in fiction and non-fiction e.g. Tom was cold, wet,
lonely and wanted to go home. The thick, green canopy gives animals shade from the sun.
25. Demarcate direct speech with inverted commas e.g. can use speech marks (other
punctuation may be omitted.) “I’m terrified” Tom whispered.
26. Use apostrophes for contradictions consistently e.g. won’t, shouldn’t
27. Use apostrophes for singular possession consistently e.g. Tom’s football
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4. Write for a range of purposes and audiences, including across the curriculum e.g. a
historical recount, a persuasive leaflet in geography, a diary entry in RE
5. Create and describe plots in narratives e.g. developing the problem
6. Create and describe settings in narratives e.g. using precise nouns and adverbs to
provide information for the reader
7. Create and describe characters in narratives e.g. using interesting adjectives (The
frightened boy. The lonely, old man.)
8. Write simple poetry e.g. list and rhyming poems; free verse
9. Consistently use the language features of narrative e.g. adverbial phrases, use of speech
and accompanying present tense
10. Consistently use the language features of non-fiction e.g. technical language, precise
nouns and pronouns (oak tree instead of tree, sparrow instead of bird)
11. Use a range of organisational features in fiction and non-fiction e.g. headings and sub
headings; columns; logical sequencing
12. Start to use paragraphs to group related ideas
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dit
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13. Evaluate their writing though discussion and make improvements through redrafting
the grammar and vocabulary e.g. variety of nouns/pronouns, range of adverbs, sentence
structure
14. Proof-read and edit their writing in relations to the Y3 grammar and spelling
expectations
15. Read their own writing aloud with appropriate intonation and volume to make the
meaning clear
Spel
ling
28. Can spell the Y3/4 common exception words and homophones and words from other
origins
29. Can spell words using some of the Y3/4 prefixes and suffixes
30. Can use the first 2 letters of a word to check spellings in a dictionary
Pre
sen
t
atio
n Join letters, deciding which letters are best left un-joined
Write in a legible and consistent style
Year 2 Summative assessment of writing 2016 to 2017 Name: Class: Term:
Composition Transcription
Pla
nn
ing
1. Plan by talking about ideas and vocabulary
2. Record ideas e.g. through story maps, flow charts, listing ideas/facts
3. Orally rehearse sentences before writing
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16. Use noun phrases to describe and specify people, places and things e.g. ugly dragon;
old castle, beautiful butterfly
17. Use co-ordinating conjunctions to form compound sentences e.g. or, but, yet, so
18. Use subordinating conjunctions to add extra information e.g. when, if that, because
19. Write sentences with different forms: statement, question, exclamation, command
20. Use the progressive (continuous) form in the present and past tense e.g. I was
running/he was shouting as opposed to the simple forms I ran/he shouted
21. Use accurate verb/tense e.g. we were not we was and subject/verb e.g. the trees are
not the trees is agreement
22. Use some features of standard written English e.g. understand that the way we write
can be different from the way we speak
23. Demarcate sentences consistently using full stops and capital letters
24. Use commas in lists e.g. the angry, hungry giant wanted his tea.
25. Demarcate sentences consistently using question marks and exclamation marks
26.Use apostrophes for contracted forms e.g. don’t, I’m
27. Use apostrophes for singular possession e.g. Tom’s football
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4. Write for a range of fictional e.g. a diary entry in role; explanations about how a dinosaur
trap works, and real e.g. posters to advertise a school event; narratives based on their own
experiences audiences and purposes
5. Create simple plots in narratives e.g. with a clear beginning, middle and end
6. Create simple settings in narratives e.g. telling the reader where the story takes place
7. Create simple characters in narratives e.g. heroes and villains based on their own reading
8. Write simple poetry e.g. list and rhyming poems
9. Use the main language features of narrative e.g. story language, powerful verbs, past
tense, third person
10. Use the main language features of non-fiction e.g. imperative verbs for instructions;
adverbs such as firstly, next, then; third person for reports
11. Use the main organisational features in fiction and non-fiction e.g. clear beginning
middle and end; headings for posters numbered instructions; information in sections
12. Write about more than one ideas and group related information e.g. ordering
information into simple sections with 2 to 4 related sentences
Spel
ling
28. Can spell the Y2 common exception words and homophones
29. Can spell words using Y2 suffixes and rules for plurals
30. Can spell words containing the range of Y2 phonemes
Re
vie
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d
Edit
ing
13. Evaluate their writing though discussion and make improvements to clarify the
meaning and sense e.g. accurate verb/tense and subject/verb agreement
14. Proof-read and edit their writing in relations to the Y2 grammar and spelling
expectations
15. Read their own writing aloud clearly, with appropriate intonation
Pre
sen
tati
on
Form correctly sized and orientated lower-case letters, capital letters and digits
Start using some of the diagonal and horizontal strokes needed to join letters and
understand which letters are best left un-joined
Use spacing between words that reflects the size of the letters
Year 1 Summative assessment of writing 2016 to 2017 Name: Class: Term:
Composition Transcription
Pla
nn
ing
1. Plan by talking about ideas
2. Record ideas e.g. through story mapping
3. Orally rehearse sentences before writing
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14. Use the names of people, places and things e.g. dragon; castle, butterfly
15. Use the conjunction ‘and’ to join words e.g. There was a slide and a swing and a
roundabout.
16. Use the conjunction ‘and’ to join simple sentences forming compound sentences e.g. I
went to the park and it was fun. Tome was playing and he fell over.
17. Generally use the present and past tense accurately
18. Write so that other people can understand the meaning of sentences
19. Begin to punctuate using a capital letter for the names of people, places, days of the
week and I
20. Demarcate sentences using capital letters
21. Demarcate sentences using full stops
22. Begin to use question marks.
23. Begin to use exclamation marks
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4. Write for simple audiences and purposes based on real life experiences e.g. thank you
letters, instructions, recounts, reports, stories
5. Write sequences of linked sentences
6. Sequence their own sentences to form simple narratives
7. Sequence their own sentences to form simple non-fiction texts e.g. reports, recounts,
instructions
8. Use simple narrative language features e.g. story language such as once upon a
time/one day/happily ever after
9.Use simple language features of non-fiction e.g. the first person in recounts; accurate
nouns and verbs
10.Use simple organisational features in fiction and non-fiction e.g. beginning, middle and
end in narratives; captions; instructions in the right order
Spel
ling
24. Can spell compound words and the Y1 common exception words
25. Can spell verbs ending in –ing, -ed and -er
26. Can spell words containing the range of Y1 phonemes
27. Can spell adjectives ending in –er and –est
28. Can spell words using the prefix –un
29. Can spell plural nouns by adding –s and -es
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11. Re-read writing to check it makes sense and make simple changes as necessary e.g.
spotting omissions
12. Proof-read and edit their writing in relations to the Y1 grammar and spelling
expectations
15. Read their own writing aloud clearly P
rese
nta
ti
on
30. Form lower-case letters, capital letters and digits 0-9 correctly and understand which
letters belong to which family (e.g. tall letters, long letters). Leave spaces between words.
KS2 Guided Reading Planning Format from May 2017
Text: Book Band: Genre: Date:
Class: Group: Currently working at: Deepening/on track/yet to be on track/at an earlier stage
Key Stage 2 domains
2a – give / explain the meaning of
words in context
2b – retrieve and record
information / identify key details
from fiction and non-fiction
2c – summarise main ideas from more than one
paragraph
2d – make inferences from
the text / explain and justify
inferences with evidence from the
text
2e – predict what might happen
from details stated and implied
2f – Identify / explain how
information / narrative content
is related and contributes to meaning as a
whole.
2g Identify / explain how meaning is
enhanced through choice of words
and phrases.
2h Make comparisons within
the text
Find and copy one word meaning X Find and copy one word that suggests/shows that … Which word most closely matches the meaning of the word X ? Which word is closest in meaning to X? Circle the correct option to complete the sentence below [provide synonyms/phrases/clauses with similar meaning to replace the end of each sentence] What does the word X suggest about X Give the meaning of the word X in this sentence. What does [group of words] mean?
Write down three things you are told about X What was revealed at X place in the story? Set up a true/false quiz Give two reasons why X [include an abstract noun e.g. Mauritius was a paradise]
Below are some summaries of different paragraphs from this text [summarised in one sentence]. Number them 1-6 to show the order in which they appear in the text. The first one has been done for you. Number the events 1-5 to show the order in which they happened.
How can you tell that …? What impressions of ……… do you get from these two paragraphs? Why did X happen? What did X have to do? Look at the X place in the text (paragraph). How do you know that? What evidence is there of/that X. Give two points. Explain what X [a phrase/clause with challenging vocabulary] suggests about X In what ways might X character be perceived ‘appeal to readers’ Explain fully, referring to the text in your answer. According to the text, how did X happen?
Draw lines to match each part of the story to the correct quotation from the text Can you predict the outcome if____? What might happen if? Do you think? Why? Can you see a possible solution to X? What could have happened next? Predict what would happen if..? Tell me how much change there would be if? What seems likely?
Which of the statements is fact or opinion? Give one piece of evidence from the text which shows …. Which of the following would be the most suitable summary of the whole text? Draw lines to match each section to its main content (section/content)
Give two impressions this gives you of X. How is the whale made to seem mysterious? Explain two ways, giving evidence from the text to support your answer. Find and copy two different words that show Michael enjoyed the feeling of the cool water. Explain two features of his character, using evidence from the text to support your answer.
Describe different characters’ reactions to the same event in a story. How is it similar to X? How is it different to X? Is it as good as X? Which is better and why? Compare and contrast different character/settings/themes in the text What do you think about the way information is organised in different parts of the text? Is there a reason for why this has been done?
Comments from session
Evidence of Progress Made
Next Steps
KS1 Guided Reading Planning Format from May 2017
Text: Book Band: Genre: Date:
Class: Group: Currently working at: Deepening/on track/yet to be on track/at an earlier stage
Key Stage 1 domains
1a: Draw on knowledge of vocabulary to understand texts
1b: Identify and explain key aspects of fiction and non-
fiction texts, such as characters, events, titles and information
1c: Identify and explain the sequence of events in texts
1d: Make inferences from the text
1e: Predict what might happen on the basis of what
has been read so far
What does this… word/phrase/sentence… tell you about… character/setting/mood etc?
Highlight a key phrase or line. By using this word, what effect has the author created?
In the story, 'x' is mentioned a lot. Why?
The writer uses words like … to describe …. What does this tell you about a character or setting?
What other words/phrases could the author have used?
The writer uses …words/phrases…to describe … How does this make you feel?
How has the writer made you and/or character feel …happy /sad/angry/ frustrated/lonely/bitter etc? Can you find those words?
Which words and /or phrases make you think/feel…?
Where/when does the story take place?
What did s/he/it look like? Who was s/he/it? Where did s/he/it live? Who are the characters in the book? Where in the book would you find…? What do you think is happening
here? What happened in the story? What might this mean? Through whose eyes is the story
told? Which part of the story best
describes the setting? What part of the story do you like
best? What evidence do you have to justify
your opinion? Find, it. Prove it. How do the title/contents
page/chapter headings/glossary/index… help me find information in this book?
Which part of the text should I use to find…?
Why has the author organised the information like this?
What happens first in the story? Use three sentences to describe
the beginning, middle and end of this text?
You’ve got ‘x’ words; sum up this story.
Sort these sentences/paragraphs/chapter headings from the story
Make a table/chart to show what happens in different parts of the story
Why does the main character do ‘x’ in the middle of the story?
How does the hero save the day in the story?
What makes you think that?
Which words give you that impression?
How do you feel about…? Can you explain why…? I wonder what the writer
intended? I wonder why the writer
decided to…? What do these words
mean and why do you think the author chose them?
Look at the cover/title/first line/chapter headings…what do you think will happen next? How have the cover/title/first line/chapter headings…helped you come up with this idea?
What do you think will happen to the goodie/baddie/main character? Why do you think this?
What will happen next? Why do you think this? Are there any clues in the text?
Can you think of another story, which has a similar theme; e.g. good over evil; weak over strong; wise over foolish? Do you think this story will go the same way?
Which stories have openings like this? Do you think this story will develop in the same way?
Why did the author choose this setting? How will that effect what happens next?
How is character X like someone you know? Do you think they will react in the same way?
Comments from session
Evidence of Progress Made
Next Steps
Key Stage 2 Question Stems used
(if appropriate)