St. Aloysius Federated Primary School Reading Assessment Year 6
St. Aloysius Federated Primary School
Reading Assessment
Year 6
When you have evidence that the criteria have been met, write the date in the box. Once the criteria have been met twice (i.e. two dates and therefore two pieces of evidence) that objective has been achieved in that area and move onto the next e.g. emerging to developing.
Themes and Conventions
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Evidence notes
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Evidence notes
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Evidence notes
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Evidence notes
Pupils can make comparisons within a text and across texts, discussing similar/ different themes e.g. heroism such as Rosa Parks, Grace Darling or fictional characters. Pupils can identify the main purpose of a text and the viewpoints within and across genres. Pupils can discuss the overall effect on the reader e.g. Youth offenders causing havoc in the town – newspaper report and a letter to the Mayor demonstrating different viewpoints. Pupils can comment on the differences in an author’s viewpoint of the same event e.g. the author will give fictional and factual accounts of an event. Pupils can explain how the language and vocabulary contributes to the meaning of the text e.g. how historical context influenced adverts or war reports from different times and places; how a novel relates to when and where it was written Pupils can identify and comment on the features which are common in different texts or different versions of the same text e.g. similarities / difference in characters, settings, presentational features.
Comprehension Pupils can clearly identify the most relevant points, including those selected from different places in the text. Pupils can ask relevant questions to further their understanding of the text. Pupils can discuss the text and support this with textual reference or quotation. Pupils can comment on structural choices used by the author e.g. use of subheadings, bullet points, bold writing to indicate glossary, labelling, captions, diagrams etc. Pupils know why the text is using the layout and the impact the layout has on the reader e.g. “Each section starts with a question as if he’s answering the crowd.” Pupils can distinguish between fact and opinion e.g. what is true and what people think.
Inference Pupils can make inferences based on textual evidence e.g. read between the lines and find evidence for the interpretation. Pupils can predict what will happen in a text. They can summarise the main ideas, including some key information from the text e.g. This chapter is about …. Because it says x and x. This chapter explained how difficult life was because it said they had no money or food. Pupils can make structured responses by stating the point, finding evidence and explaining ideas e.g. Say what is meant using a phrase from the text Pupils can infer characters feelings, thoughts and motives from their actions e.g. He wasn’t very happy living there that is why he went to live in the tree house. Pupils can summarise in depth, the main ideas drawn from more than one paragraph, explaining key details that support them.
Language and Effect Pupils can evaluate how authors use language and its effect on the reader.
Pupils can understand how writers use figurative and expressive language (simile, metaphor, personification, hyperbole and onomatopoeia) to create images and atmosphere e.g. The news story “flashed” around the world shows it was important and sudden. Why does he compare the dancer to a butterfly? Pupils can recite a range of poetry by heart. Pupils can prepare poems/plays to perform aloud showing intonation, tone and volume.
Year Group: Teacher: Academic Year
Evidence for: HIGHER
MIDDLE
LOWER
Reading Assessment
Year 6
When you have evidence that the criteria have been met, write the date in the box. Once the criteria have been met twice (i.e. two dates and therefore two pieces of evidence) that objective has been achieved in that area and move onto the next e.g. emerging to developing.
Themes and Conventions
Date
Evidence notes
Date
Evidence notes
Date
Evidence notes
Date
Evidence notes
Pupils can make comparisons within a text and across texts, discussing similar/ different themes e.g. heroism such as Rosa Parks, Grace Darling or fictional characters. Pupils can identify the main purpose of a text and the viewpoints within and across genres. Pupils can discuss the overall effect on the reader e.g. Youth offenders causing havoc in the town – newspaper report and a letter to the Mayor demonstrating different viewpoints. Pupils can comment on the differences in an author’s viewpoint of the same event e.g. the author will give fictional and factual accounts of an event. Pupils can explain how the language and vocabulary contributes to the meaning of the text e.g. how historical context influenced adverts or war reports from different times and places; how a novel relates to when and where it was written Pupils can identify and comment on the features which are common in different texts or different versions of the same text e.g. similarities / difference in characters, settings, presentational features.
Comprehension Pupils can clearly identify the most relevant points, including those selected from different places in the text. Pupils can ask relevant questions to further their understanding of the text. Pupils can discuss the text and support this with textual reference or quotation. Pupils can comment on structural choices used by the author e.g. use of subheadings, bullet points, bold writing to indicate glossary, labelling, captions, diagrams etc. Pupils know why the text is using the layout and the impact the layout has on the reader e.g. “Each section starts with a question as if he’s answering the crowd.” Pupils can distinguish between fact and opinion e.g. what is true and what people think.
Inference Pupils can make inferences based on textual evidence e.g. read between the lines and find evidence for the interpretation. Pupils can predict what will happen in a text. They can summarise the main ideas, including some key information from the text e.g. This chapter is about …. Because it says x and x. This chapter explained how difficult life was because it said they had no money or food. Pupils can make structured responses by stating the point, finding evidence and explaining ideas e.g. Say what is meant using a phrase from the text Pupils can infer characters feelings, thoughts and motives from their actions e.g. He wasn’t very happy living there that is why he went to live in the tree house. Pupils can summarise in depth, the main ideas drawn from more than one paragraph, explaining key details that support them.
Language and Effect Pupils can evaluate how authors use language and its effect on the reader.
Pupils can understand how writers use figurative and expressive language (simile, metaphor, personification, hyperbole and onomatopoeia) to create images and atmosphere e.g. The news story “flashed” around the world shows it was important and sudden. Why does he compare the dancer to a butterfly? Pupils can recite a range of poetry by heart. Pupils can prepare poems/plays to perform aloud showing intonation, tone and volume.
Year Group: Teacher: Academic Year
Evidence for: HIGHER
MIDDLE
LOWER
