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Assessment Focus 2 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Which of.

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Presentation on theme: "Assessment Focus 2 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Which of."— Presentation transcript:


2 Assessment Focus 2 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Which of these animals live in Antartica? penguinspolarponiesseals bears

3 Assessment Focus 3 Deduce, infer or interpret information, events or ideas from texts. Whose letter was most likely to annoy Norman? Explain why, referring to the letter in your answer. Why do you think her attitude towards Norman changed?

4 Assessment Focus 4 Identify and comment on the structure and organisation of texts including grammatical and presentational features at text level. Look at the diary entry for Sunday. Why does Lizzie put ‘very fast’ in brackets?

5 Assessment Focus 5 Explain and comment on the writers’ use of language, including grammatical and literary features at word and sentence level.. Why is ‘dotted’ a good word to describe where the people are in Antartica?

6 Assessment Focus 6 Identify and comment on the writers’ purposes and viewpoints and the overall effect of the text on the reader. It says in the text that Antartica is about 60 times larger than the United Kingdom. Why do you think the writer has included this fact?


8 Level 2  Simple, plausible inference about events and information, using evidence from the text  E.g. how a character is feeling, what makes a plant grow

9 Level 3  Straightforward inference based on a single point of reference in the text  E.g. ‘he was upset because it says “ he was crying”’

10 Level 4  Comments make inferences based on evidence from different points of the text.  E.g. interpreting a character’s motive from their actions at different points


12 Word Level Work  Aim- To use a range of vocabulary  Discuss the meaning of new words and record them for future use  When watching TV discuss alternative and new language  When reading different genres talk about how the language differs  Encourage the use of a thesaurus

13 Spelling  Aim- To be confident to sound words out and to be familiar with common word prefixes and suffixes  Look at the difference between commonly misspelt words, such as practise and practice, which and witch etc  During homework tasks encourage the children to use a dictionary to check their spellings  When reading with your child note connections between words, for example the beginnings and endings

14 Sentence Level Work  Aim- To use a wide range of punctuation, sentence types and connectives and openers  Check the tense and person is consistent throughout all writing  Encourage them to use their reading books to confirm where and when punctuation should be used  Discuss with them where it is appropriate to use connectives and openers within their writing  Prompt them to think about the type of writing they are creating and how different sentence types can create different moods within their writing

15 Level 2 In some forms of writing · some variation in sentence openings, e.g. not always starting with name or pronoun. · mainly simple sentences with ‘and’ used to connect clauses. · past and present tense generally consistent Level 3 In most writing · reliance mainly on simply structured sentences, variation with support, e.g. some complex sentences. · ‘and’, ‘but’, ‘so’ are the most common connectives, · some limited variation in use of tense and verb forms, not always secure.

16 Text Level Work  Aim- To have a clear idea of the direction of a piece of writing, considering their audience  Being able to plan a piece of writing  Paragraphing consistently and with links between paragraphs  Writing within a particular genre showing an awareness of the features for that genre  When reading different text types they should be thinking about who their audience is  Showing imagination, relating their writing to personal experiences and drawing on ideas from books

17 Handwriting  Aim- To use clear and joined handwriting  Constant reminders to join their letters  Discuss where letters should sit on the line  Consistent size and spacing  Speed of writing

18 Maths

19 The seven strands  Using and Applying  Counting and Understanding Number  Knowing and Using Number Facts  Calculating  Understanding Shape  Measuring  Handling Data

20 Speaking and Listening There is an emphasis on speaking and listening  Talking helps reinforce learning  Using mathematical language  Talk partners  Parents could ask questions and encourage children to explain what they are doing.

21 Strategies  Why are children taught different strategies to solve calculations?  For understanding  Use most efficient method e.g. mental calculations  School calculation policy

22 Practical Activities  Wherever appropriate practical activities are included in a lesson :  Using equipment supports and develops the ability to visualise later  We aim to make maths fun when possible.

23 Differentiation  Different levels of ability  Tasks differentiated  Adult support for targeted children  Extension– more open-ended tasks – e.g. Zak has more than 10 counters and fewer than 20 counters. When he groups them in threes no counters are left over. How many counters could Zak have?

24 Assessment  Children’s progress is continually assessed to enable the teacher to plan lessons at the appropriate level  Teacher assessment  Questioning  Observing  Marking  Written tests  Self assessment  Expected level of progress is two sub levels  By the end of Year 3 children should be working at a level 2a/3c  By the end of year 4 children should be working at a level 3c/3b


26 Level 2  begin to understand the place value of each digit; use this to order numbers up to 100, e.g.  – know the relative size of numbers to 100  – use 0 as a placeholder

27 Level 3  understand place value in numbers to 1000, e.g.  – represent/compare numbers using number lines, 100-squares,  –– use understanding of place value to multiply/divide whole numbers by 10 (whole number answers)  · use place value to make approximations

28 Level 4  use place value to multiply and divide whole numbers by 10 or 100


30 Tables Tests: To begin with the class will study a table for the week, which will be the focus of the test. Later, the weekly test will take the form of a mixed tables test. Finally tests will include division facts as well. Mental maths tests: We regularly give timed tests which focus on mental calculation and the ability to apply knowledge at speed. Some questions will be investigated as a class either before or after a test to develop understanding. It’s played on a CD and takes approximately 20 minutes.

31 How can you support the children’s learning?  By encouraging the children to speak and explain the strategies they are using and why.  To ensure they have an excellent knowledge of basic number facts including their number bonds/tables  Take opportunities to pose questions for them to solve e.g. calculating the change from shopping, working out how long their favourite programme is,

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