FOCUSLEVEL 2LEVEL 3LEVEL 4LEVEL 5LEVEL 6LEVEL 7
Understand,describe,select orretrieveinformation,events orideasfromtexts andusequotationandreferencefrom atext
You recall somespecific, straightforwardinformation, e.g. namesof characters.
You generally have aclear idea of where tolook for information, e.g.about characters, topics.
You identify simple, mostobvious points.
You make somecomments which includequotations from orreferences to text, even if not always relevant, (e.g.sometimes you retell orparaphrase).
You identify somerelevant points.
You support yourcomments using somegenerally relevant textualreference or quotation(however, your quotationsare often too long andunselective).
You clearly identify themost relevant points in atext, including those selectedfrom different places.
You generally supportyour comments by givingrelevant textual reference orquotation.
You clearly identifyrelevant points, includingsummary and synthesis(mixing together) of information from differentsources or different places inthe same text.
You incorporateappropriate textual referenceand quotation in yourcomments to support yourmain ideas or argument.
You select and apply, withincreasing precision, textualreference to the point beingmade.
You draw on knowledgeof other sources withincreasing ability to developor clinch an argument (e.g.referring to other texts tocompare the effectiveness of devices used).
Deduce,infer orinterpretinformation,events orideasfromtexts
You show somesimple understanding of the events andinformation in the text.
You sometimesmisunderstandinformation, events orideas.
You show you understandthe literal meaning of things.
You make straightforwardcomments based on a singlepoint of reference in the text(e.g. ‘he was upset becausehe was crying’).
You make responsesbased on personalspeculation (guessing) ratherthan reading of the text.
You give commentsmaking inferences (readingbetween the lines) based onevidence from differentpoints in the text.
You make inferenceswhich are often correct,although your commentsmay not always be rootedsecurely in the text (e.g.there might not be enoughevidence for what you aresaying) or might repeatnarrative or content.
You respond withcomments that develop yourexplanation of inferredmeanings drawing onevidence across the text.
You give commentsmaking inferences (readingbetween the lines) anddeductions (drawingconclusions) based ontextual evidence.
You make commentssecurely based in textualevidence and identifydifferent layers of meaning,with some attempt atdetailed exploration of them(e.g. you might explore theconnotations in a speech).
You make commentsconsidering widerimplications or significanceof information, events orideas in the text (e.g. youmight look at how detailscontribute to the overallmeaning of a text).
You make commentswhich begin to develop aninterpretation of the text(s),making connections betweeninsights, teasing outmeanings or weighing upevidence.
Identifyandcommentupon theway textsarestructured andorganised.
You understandsome ways we organisetexts, e.g. the beginningand ending of a story, ortypes of punctuation.
You identify a few basicfeatures of organization attext level, with little or nolinked comment (for exampleyou might say ‘it tells you allthe different things you cando at the zoo’).
You identify somestructural choices (how thetext is written) with simplecomment.
You identify some basicfeatures of organisation attext level (in other words,how the whole text isorganised).
You show some generalawareness of author’s craftin your comments onstructural choices (how thewriter wrote the text).
You clearly identifyvarious features relating toorganisation at text level,including form, with someexplanation.
You explore in somedetail how structural choicessupport the writers’ theme orpurpose (e.g. you canexplore how themes orcharacters develop over atext).
You comment on how arange of features relating toorganisation at text levelcontribute to the effectsachieved (e.g. how the writerbuilds up to an unexpectedending, juxtapose ideas,etc.).
You show evidence of some evaluation of theextent to which structuralchoices support the writers’theme or purpose (e.g. howthe plot and subplot reflecton theme).
You show evidence of some appreciation of the skillwith which a range of features relating toorganisation at text level areused.