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Key stage 3 English Reading Presentation 2: How structure and organisation influence the reader (AF4)

Analysis of pupil performance 2004. Key stage 3 English Reading Presentation 2: How structure and organisation influence the reader (AF4). Aims of the session. · To introduce the implications for teaching and learning relating to assessment focus (AF) 4

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Key stage 3 English Reading Presentation 2: How structure and organisation influence the reader (AF4)

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  1. Analysis of pupil performance 2004 Key stage 3 English Reading Presentation 2: How structure and organisation influence the reader (AF4)

  2. Aims of the session ·To introduce the implications for teaching and learning relating to assessment focus (AF) 4 ·To illustrate these with examples from pupils’ answers to specific questions.

  3. Assessment Focus 4 AF4: identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level.

  4. Implications for teaching and learning for levels 4 to 5 Help pupils to: ·Recognise how features of structure contribute to text organisation and overall meaning, eg openings to capture the reader’s interest. AF4 Q3b 1 mark Q10 2 marks

  5. AF4 Q3b 1 mark Example 1 0 marks so there is two ways of seeing what it is like. No reference to why personal experience and facts/statistics Example 2 0 marks To see what there personal experiences and the facts are like. Nothing added to what is already in question.

  6. AF4 Q3b (cont.) Example 3 1 mark This is because if it was only statistic facts then the reader would get bored, on the other hand if it was only personal experience then the readers wouldn’t know if was true. That’s why they’ve got statistic facts to support their ideas and personal experience. Pupil has reflected on the structure overall and offered a plausible explanation for why it is as it is.

  7. AF4 Q10 2 marks Example 1 0 marks ·The phrase makes the reader want to read more because it makes you want to know what it is. ·And it makes you want to know about the Eden Project. Both parts of answer too vague, and are unsupported by a quotation.

  8. AF4 Q10(cont) • Example 2 1 mark • ‘Something huge, strange, almost magical’, is describing words which empthasise the meaning and making people want to read more. • ‘has been growing’ which means it has been there for a long time and may have an interesting story to tell the readers. • 1 mark for the second point; picks up verb tense to suggest a possible plausible interpretation. First point too vague.

  9. Implications for teaching and learning for levels 5 to 6 Help pupils to: ·Recognise how the organisation of information directs the reader’s response. AF4 Q8b 1 mark

  10. AF4 Q8b 1 mark Example 1 0 marks because the place describes why it is good and the problem is whats ruining the good parts. True, but doesn’t address the question which is about the significance of the order of the sections.

  11. AF4 Q8b(cont) Example 2 1 mark It starts off nicely with the place making it sound really nice and then it brings in the problem allowing you to fully understand how bad it is. Answer which addresses the question asked: - starts off indicates order - and then establishes link in order between the two - allowing introduces idea of purpose.

  12. Implications for teaching and learning for levels 6 to 7 Help pupils to: ·Identify and analyse how texts are structured to present a writer’s viewpoint. AF4 Question 8a 1 mark

  13. AF4 Q8a 1 mark Example 1 0 marks The place mentions things about Lulworth Cove but The problem mentions the bad things that are happening to Lulworth Cove and Purbeck. True, but not about the way they are written. Example 2 0 marks ‘The Place’ is written praising the area and the tone is very calming. ‘The problem’ is much more negative. Attempts to answer question but too general.

  14. AF4 Q8a(cont) Example 3 1 mark One difference in the way they are written is that ‘The place’ is the writer’s opinion and ‘The problem” is true facts. Clearly recognises a difference between sections.

  15. Summary What kinds of classroom activities might be devised to help pupils talk about the structure and organisation of texts?

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