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Assessment

You can use these suggested strategies to assess learning across this unit. You will find assessment focuses and examples of opportunities for assessment that link to the unit learning outcomes.

Evidence against a variety of assessment focuses could be collected at many points during the teaching sequences. It is important for you to collect evidence of achievement against the assessment focuses from occasions where children can demonstrate some independence and choice away from direct teaching. This is especially useful when making a judgement against writing assessment focuses 1 and 2.

The main assessment focuses for reading and writing are identified in this unit, but you can interpret and adapt the teaching sequence to meet the needs of your class. This may affect the types of evidence which it is desirable and possible to gather.

Assessment

This unit will demonstrate evidence of achievement against:

  • reading assessment focus 3 – deduce, infer or interpret information, events or ideas from texts
  • writing assessment focus 3 – organise and present whole texts effectively, sequencing and structuring information, ideas and events
  • writing assessment focus 7 – select appropriate and effective vocabulary.

It is important that you remember to link this work with the learning children do during discrete phonics sessions and encourage them to apply their knowledge when reading and writing.

Opportunities for assessment

The following are examples selected from the teaching sequence for this exemplified unit of work that will support planning for effective assessment as an integrated part of the teaching and learning process.

Learning outcomes

Example of teaching and assessment opportunities

Evidence Approach to assessment
Children's responses show an understanding of the characters' thoughts and feelings.

You should act in role explaining how you look after a pet dog. Then give the children the task of finding out more about looking after a pet dog and write: 'what', 'who', 'when', 'why' and 'how questions on whiteboards. You should then respond to these questions, first by presenting a positive, caring and responsible model then a more negative model to show two very different perspectives on looking after dog, for example, 'I take my dog for regular walks', 'I let my dog eat chocolate'. During discussion with a partner the children comment on the two modelled behaviours. Record some of the children's observations in speech bubbles and then group into positive and negative columns with the class.

Individually in role as a pet dog, the children write in 'thought bubbles' to show the dog's viewpoint considering the actions of the positive and negative behaviours modelled by you (as a god owner), for example, 'I wish my owner would take me for a walk in the park.' (Phase 2).

Discussion

Observation of understanding of viewpoint

Written responses

Teacher observation of children's responses

Children's writing

Children are able to correctly sequence events.

The class re-watch the film. In shared writing, you recount orally the dog's story with the children using picture cards from the film to sequence events. Children discuss the order of events and in small groups re-sequence pictures to represent what they have seen in watching the short film then act out each scene. During a freeze-framing activity you (or the children) take photographs of each scene.

With a partner, children write a sentence or paragraph which recalls an event in one of the pictures from the shared part of the lesson (these could be the photographs taken during the freeze-framing activity). In guided writing, support children at the point of composition with an aspect of their writing, for example, in writing and punctuating simple sentences.

Observing children sequencing

Children's writing

Teacher observation of children's responses
Children are able to produce a simple recount making appropriate use of the vocabulary explored in the unit of work.

In small groups children take turns to hot-seat the position of the pet dog. The child in role responds to the groups' questions about how he is treated by his owner.

In role as the dog, children write recounts of the story including specific details, for example, how he felt after a long walk, what he did next, etc. Depending on ability, the children could draw the recount and add simple captions or produce the recount in a cartoon strip format.

Children's writing and drawing Marking children's recounts against agreed success criteria