SECOND LEVEL
Reading
Experiences and Outcomes
Context of Learning
Learner Experiences
The class project was War and Conflict. The class read
War Horse as a whole class, independently and in
reading pairs. This was a challenging text, however,
pupils demonstrated an ability to talk about the moods,
themes, character feelings and writer’s messages. Each
session pupils could consistently comment on how these
themes were being developed by Morpurgo. Skills of
skimming/scanning for supporting evidence from the
text were then introduced and pupils were asked to
independently locate evidence in the text to support
their views and sometimes record it.
To show my understanding, I can respond to literal, inferential and evaluative
questions and other close reading texts and can create different kinds of questions
of my own. ENG 2-17a
To show my understanding across different areas of learning, I can identify and
consider the purpose and main idea of a text and use supporting detail. LIT 2-16a
Significant Aspects of Learning - Reading
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Uses reading and listening strategies to understand , analyse and evaluate texts.
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Develop and use higher-order thinking skills
Breadth Pupils had been introduced to these types of
questions in a previous session. Previous close reading
tasks had been completed well.
Challenge They also independently read a variety of
novels, extracts and online information about WW2.
Pupils were asked to answer questions adapted from
Ryan’s Thinkers Key question starters.
Application Pupils applied their knowledge when creating
Ryan’s Thinkers Questions for P2 Reading Buddies
related to Julia Donaldson’s stories. They also created
their own questions which are exemplified relating to
WW2.
Personalisation and choice Creative thinking, choice in
presentation of created Question Cards for Reading
Buddies.
Learner statements
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Selects and discusses a range of texts, giving a personal response.
Selects appropriate reading strategies to monitor and check understanding.
Uses knowledge of language to read unfamiliar texts with understanding and
expression.
Asks and answers literal, inferential and evaluative questions about a text and
uses supporting detail.
understands how the theme is developed and links to own and others’
experiences.
Identifies and discusses the writer’s style, use of language, and the effect this
has upon the reader.
Evidence of Learning
Pupil Comments
We talk about Morpurgo’s style of writing and the words
he’s used. We think about why he uses them. We can
scan the chapter to find the part that shows how kind
Albert was to Joey or to find the bit that shows how
WW1 destroyed France. Sometimes we share it with
each other and sometimes we write it down. I can use
my own words and I can use quotes from the book.. We
have to prove it, like a real detective finds evidence in
the book. I get an extra point for writing the page
number too.
Pupils had been introduced to these type of questions in a
previous session. Previous close reading tasks had been
completed well.
Teacher Comments- Challenge and Application
These examples demonstrate day to day tasks. Pupils
are asking and answering a variety of Higher Order
Thinking questions about War Horse or Boy in Striped
Pyjamas.
New learning took place in that pupils were expected to
give supporting evidence. Other new learning was
identifying themes, linking word choice to moods and
feelings. New vocabulary was discussed and applied in
extended writing tasks. The performance in these tasks
demonstrates the learner can analyse and evaluate
appropriate Second level texts. Application was
demonstrated when pupils, after reading online
extracts and extracting information, created their own
questions, and were able to give supporting detail to
answer questions in Social Studies and Science.
say
make
write
do
How to look
after worms
Texts organised
into tables
Independent
Writing
What they like
What they
don’t like
Evidence of
sounding out to
attempt to spell
new words
These are further examples of the learner analysing and
evaluating a text using supporting evidence to interpret and
form an opinion.
The learner has created their own
questions based on HOT skills.
The learner demonstrates skills of
analysis by bringing together several
pieces of evidence.
The learner is beginning to be able to answer Ryan’s Thinkers Key
Questions after reading information on Woodlands.Junior.com about
WW2 Homefront.
Pupils applied their knowledge when
creating Ryan’s Thinkers Questions for P2
Reading Buddies related to Julia Donaldson’s
stories. They also created their own
questions which are exemplified relating to
WW2
Creative thinking, choice in
presentation of created Question Cards
for Reading Buddies.