G.R.

Group Book title:

*TARGETS LEVEL 4A

Book band:

NC level: 4A

Date

Term Strategies used:

TEXT TYPE: Non-Fiction/Fiction Lesson Sequence:

1.Book introduction 2. Strategy checks 3. Walk through the text 4. Independent Reading 5. Returning to text for teaching points 6.Responding to the text & follow up

Can refer to the text to support predictions and opinions Can tackle unfamiliar texts with confidence Can identify expressive, figurative and descriptive language used to create effects in poetry and prose Can recognise the ways writers present issues and points of view in fiction and non -fiction Can show how they made inference and deduction with reference to the text Can find and use information to support their own surmises as to the sequence of events Can start to analyse information and use their findings coherently

A=phonic knowledge: sound out phonemes and words & blend them together. B=Graphic knowledge: look at the shape of the word C=Grammatical knowledge: which type of word would fit into this sentence? D= Context: What would make sense in the story? E= Pictorial clues : use the pictures in the book

Decoding strategies (AF1) Understand, describe, select or retrieve.(AF2)

Use a full range of strategies to tackle any text, no matter how difficult Understand the use of connectives as signposts to indicate a change of tone, voice, opinion and apply this to maintain understanding when reading specific types o f text Use note making to remember the main points in a text

Distinguish between implicit and explicit points of view Deduce, infer or interpret (AF3) Use secure understanding of the language features and structures of the full range of non-fiction text types to support understanding when reading Identify and comment on structure...(AF4) Describe the style of individual writers and poets Explain and comment on the writers use of language,AF5 Comment critically on the overall impact of poetry or prose Identify and comment on writers purposes & Articulate a personal response to literature identifying how and why the text affects the reader viewpoints and the overall effect of the text on the reader AF6 Relate texts to their social, cultural and historical contexts and literary traditions. AF7 Group Target:* Highlight one of the targets specified above

Names

Strategies used ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE

Target achieved

Key questions:

Answers

Were you surprised by the ending? Is it what you expected? Why/why not? Were you surprised by the ending? Is it what you expected? Why/why not? What is the main event of the story? Why do you think this? Why do you think authors use short sentences? How did you think it would end/should end? Has the author used a variety of sentence structures? What kind of a text is this? How do you know?

G.R. Group
*TARGETS LEVEL 4A

Book band:

NC level:4A

Date

TERM:

TEXT TYPE: Non-fiction

Can refer to the text to support predictions and opinions Can tackle unfamiliar texts with confidence Can identify expressive, figurative and descriptive language used to create effects in poetry and prose Can recognise the ways writers present issues and points of view in fiction and non -fiction Can show how they made inference and deduction with reference to the text Can find and use information to support their own surmises as to the sequence of events Can start to analyse information and use their findings coherently Use a full range of strategies to tackle any text, no matter how difficult Decoding strategies (AF1) Understand the use of connectives as signposts to indicate a change of tone, voice, opinion and apply this to maintain unders tanding when reading specific types of text Use note making to remember the main points in a text Understand, describe, select or

retrieve.(AF2)
Deduce, infer or interpret (AF3) Identify and comment on structure...(AF4) Explain and comment on the writers use of language,AF5 Identify and comment on writers purposes & viewpoints and the overall effect of the text on the reader AF6 Relate texts to their social, cultural and historical contexts and literary traditions. AF7
Distinguish between implicit and explicit points of view Use secure understanding of the language features and structures of the full range of non-fiction text types to support understanding when reading Describe the style of individual writers and poets Comment critically on the overall impact of poetry or prose Articulate a personal response to literature identifying how and why the text affects the reader

Names

Strategies used ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE

Target achieved

Key questions:
How does the layout help the reader What is the purpose of the pictures? How has the text been organised? Has the author used an unusual layout in the text? Is so, describe it and say why you think they did this? Has the author put certain words in bold or italic? Why have they done this? Can you find an example of a page you think has an interesting layout? Why did you choose it? Why have some of the words been written in italics? -Can you find examples of words which tell you the order of something? What kind of a text is this? How do you know? Can you find examples of words which tell you the order of something? Why have some of the words been written in bold? What are the subheadings for?