FOCUS

U N D E R S T A N D I N G D E D U C T I O N
Understa nd, describe, select or retrieve informati on, events or ideas from texts and use quotation and reference from a text

LEVEL 2
 You recall some specific, straightforward information, e.g. names of characters.  You generally have a clear idea of where to look for information, e.g. about characters, topics.

LEVEL 3
 You identify simple, most obvious points.  You make some comments which include quotations from or references to text, even if not always relevant, (e.g. sometimes you retell or paraphrase).

LEVEL 4
 You identify some relevant points.  You support your comments using some generally relevant textual reference or quotation (however, your quotations are often too long and unselective).

LEVEL 5
 You clearly identify the most relevant points in a text, including those selected from different places.  You generally support your comments by giving relevant textual reference or quotation.

LEVEL 6
 You clearly identify relevant points, including summary and synthesis (mixing together) of information from different sources or different places in the same text.  You incorporate appropriate textual reference and quotation in your comments to support your main ideas or argument.

LEVEL 7
 You select and apply, with increasing precision, textual reference to the point being made.  You draw on knowledge of other sources with increasing ability to develop or clinch an argument (e.g. referring to other texts to compare the effectiveness of devices used).

 You show some simple understanding of the events and information in the text. Deduce, infer or interpret informati on, events or ideas from texts  You sometimes misunderstand information, events or ideas.

 You show you understand the literal meaning of things.  You make straightforward comments based on a single point of reference in the text (e.g. ‘he was upset because he was crying’).  You make responses based on personal speculation (guessing) rather than reading of the text.

 You give comments making inferences (reading between the lines) based on evidence from different points in the text.  You make inferences which are often correct, although your comments may not always be rooted securely in the text (e.g. there might not be enough evidence for what you are saying) or might repeat narrative or content.

 You respond with comments that develop your explanation of inferred meanings drawing on evidence across the text.  You give comments making inferences (reading between the lines) and deductions (drawing conclusions) based on textual evidence.

 You make comments securely based in textual evidence and identify different layers of meaning, with some attempt at detailed exploration of them (e.g. you might explore the connotations in a speech).  You make comments considering wider implications or significance of information, events or ideas in the text (e.g. you might look at how details contribute to the overall meaning of a text).  You explore in some detail how structural choices support the writers’ theme or purpose (e.g. you can explore how themes or characters develop over a text).  You comment on how a range of features relating to organisation at text level contribute to the effects achieved (e.g. how the writer builds up to an unexpected ending, juxtapose ideas, etc.).

 You make comments which begin to develop an interpretation of the text(s), making connections between insights, teasing out meanings or weighing up evidence.

C R I T I C A L C O M

Identify and comment upon the way texts are structure d and organise d.

 You understand some ways we organise texts, e.g. the beginning and ending of a story, or types of punctuation.

 You identify a few basic features of organization at text level, with little or no linked comment (for example you might say ‘it tells you all the different things you can do at the zoo’).

 You identify some structural choices (how the text is written) with simple comment.  You identify some basic features of organisation at text level (in other words, how the whole text is organised).

 You show some general awareness of author’s craft in your comments on structural choices (how the writer wrote the text).  You clearly identify various features relating to organisation at text level, including form, with some explanation.

 You show evidence of some evaluation of the extent to which structural choices support the writers’ theme or purpose (e.g. how the plot and subplot reflect on theme).  You show evidence of some appreciation of the skill with which a range of features relating to organisation at text level are used.

M E N T R Y

Explain and comment on a writer’s use of language

 You identify some effective language choices, for example, you’re able to say why some words are good words to use.  You identify words or phrases we use a lot, like first, next, last and once upon a time.

 You identify a few basic features of writer’s use of language, but with little or no comment (e.g. ‘there are lots of adjectives’).

 You identify some basic features of writers’ use of language.  You make simple comments on writers’ choices.

 You identify various features of writers’ use of language, with some explanation.  You make sure that your comments show some awareness of the effect of writers’ language choices.

 You show evidence of some detailed explanation, with appropriate terminology, of how language is used.  You show evidence of some drawing together of comments on how the writers’ language choices contribute to the overall effect on the reader.  You precisely locate evidence for identifying the main purpose of a text at word/sentence level or tracing through a whole text.  You clearly identify viewpoint and give a developed explanation of it through close reference to the text.  You clearly identify the effect of the text on the reader, with some explicit explanation as to how that effect has been created.

 You make comments which begin to develop precise, perceptive analysis of how language is used.  You show evidence of some appreciation of how the writers’ language choices contribute to the overall effect on the reader.

A P P R E C I A T I O N

Identify and comment on writers’ purposes and viewpoint s, and the overall effect of the text on the reader

 You attempt to identify what the main purpose of a text is.  You attempt to say what the main purpose of a text is.

 You identify main purpose of a text.  You express personal response but with little awareness of writers’ viewpoint or effect on reader.

 You identify the main purpose of a text.  You make simple comments showing some awareness of writers’ viewpoints.  You make simple comments on the overall effect on a reader.

 You clearly identify the main purpose of a text, often through a general overview of the text (e.g. saying what it is about).  You clearly identify viewpoint in texts, with some, often limited, explanation.  You show evidence of your general awareness of effect on the reader, although your explanations may sometimes be rather limited.

 You make responses that begin to develop some analytic or evaluative comment on author’s purpose.  You begin to develop my responses making some analytic or evaluative comment on how viewpoint is established or managed across a text.  You begin to develop responses which show an appreciation of how particular techniques and devices achieve the effects they do.

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