Literacy and English: Fourth Level: Reading
Experiences and outcomes
Success criteria
Before and as I read, I can apply strategies and use resources
independently to help me read a wide variety of texts and/ or find the
information I need.
Lit 4-13a
To produce work typical of achievement at fourth
level, learners understood that they should be
able to:
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I can make notes and organise them to develop my thinking, help retain
and recall information, explore issues and create new texts, using my
own words as appropriate.
Lit 4-15a
This is the task the
learners were given. It
outlines what they had to
include in the poster. It
also directs them to find
information and convey it
to the audience using their
own words.
To show my understanding, I can give detailed, evaluative comments,
with evidence, on the content and form of short and extended texts,
and respond to different kinds of questions and other types of close
reading tasks.
Eng 4-17a
To help me develop an informed view, I can recognise persuasion and
bias, identify some of the techniques used to influence my opinion, and
assess the reliability of information and credibility and value of my
sources.
Lit 4-18a
I can:
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Context for learning
In History, after studying the Civil Rights
Movement in America, learners were asked to
explain what they understood about the
movement and the progress that had been made.
They had to independently decide how they
would present the information and use their notes
to help them explain their thoughts on the
subject. This learner chose to demonstrate such
understanding through the creation of a poster.
•
discuss and evaluate the effectiveness of structure,
characterisation and /or setting using some supporting
evidence
•
identify how the writer’s main theme or central concerns are
revealed and can recognise how they relate to my own and
others’ experiences
•
identify and make a personal evaluation of the effect of aspects
of the writer’s style and other features appropriate to genre
using some relevant evidence.
Eng 4-19a
Significant aspects of learning
Use reading and listening strategies to understand, analyse and
evaluate texts.
Teacher voice
The learner has used
illustrations as a visual aid
for the audience to help
them understand some of
the complex ideas
surrounding the topic of
civil rights. This
demonstrates the learner’s
own understanding.
Learning statements
In order to demonstrate achievement of a level in reading, the learner
provides a range of evidence related to the experiences and outcomes
such as:
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•
•
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Independently applies appropriate reading strategies to read a
wide range of texts and / or find information.
Analyses texts in depth using evidence from the text and
clearly expresses key ideas.
Makes and organises notes using own words and uses these
to develop thinking, retain and recall information, explore
problems and create new texts.
Evaluates the use of persuasive techniques, including bias,
and the evidence and reliability of sources.
Evaluates the use of structure, characterisation and setting
using evidence. Shows effectively how the theme is developed
and links to own and others’ experiences / the author’s purpose
/ the central concerns of the text.
from their reading, select and use
information appropriate to purpose and
audience
demonstrate understanding by using
their own words where possible
evaluate the effectiveness of a source on
the Civil Rights Movement.
In this third box, the
learner clearly evaluates
the information given in
the task about civil rights
and justifies her opinions
using evidence from the
source and her own
knowledge of the topic.
The learner has clearly
created and made use of
notes and organised them
effectively into four
different sections. There
has also been a clear
attempt to use their own
words.
The learner has demonstrated relevant learning
in 4 areas in this piece: what life was like for
black people in America before the movement;
what the civil rights movement did to make
progress; an evaluation of the source; what was
achieved at the time by the movement. The
learner’s reading informs what information is
independently selected and how notes and ideas,
including the use of diagrams, are organised.
These are effectively used to demonstrate what
the learner has understood and the line of
thought chosen to be shared with the audience.
There is also a clear attempt to evaluate the
source they were given in the 3rd box: the learner
uses a quotation from the source and explains
how it helps us understand that, at the time,
people thought that the movement had made
some progress. Throughout, there is an attempt
to use own words to demonstrate understanding
and it is clear that the learner has used notes
taken throughout the unit of work to create a
response to the question regarding the Civil
Rights Movement.
Learner voice
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I learned to take information from
texts and show my understanding of it
by putting it in my own words.
I can also identify persuasion in a text
and explain how it is used to influence
my point of view.
I know how to use evidence to show
how reading a text helps me
understand a particular idea.
Literacy and English: Fourth Level: Reading
Context for learning
Success criteria
This answer was in response to a task set after the class had been studying a unit on farming in History.
The learners undertook the task independently and this particular question asked students to evaluate
how fully a source described changes in farming between 1830 and 1930.
The learner’s
answer is in
response to
question 2 and
he has
evaluated
source A in his
answer.
The learner
explains that the
new machinery
meant that people
lost their jobs,
which is a valid
interpretation of
“fewer hands were
needed”.
By using the word “partly” the
learner shows that he is already
considering the validity of the
source in response to the
question and we can infer that
the learner understands and
that he thinks the source does
not fully describe the change in
the countryside.
The learner clearly
indicates that he is
going to explain in
which ways the
source does not
fully explain the
change, showing
an evaluative
stance.
To produce work typical of fourth level, learners understood that they should be able to:
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The learner’s use
of specialist
vocabulary in the
correct context
when discussing
farming methods
demonstrates
understanding.
Teacher voice
The learner’s answer, very skilfully, identifies two ways in which the source describes changes in
farming accurately and two aspects of these changes that have been completely left out by the source.
The learner uses his own words in his answer, for example rather than using the word “enclosure” from
the source he changes this to “enclosed land”. He also links his points very clearly together by
employing a wide range of vocabulary, such as “also” and “finally”. These clearly highlight the points he
makes, making it easy for his audience to follow his line of thought and demonstrates his
understanding of the issues.
demonstrate understanding of key ideas
make judgements about the veracity and validity of a source
be able to give sound reasons for their judgements based on what they had read
structure their answer in such a way as to support their line of thought.
There is clear evidence that the
learner is using his own knowledge of
the topic on order to explain fully the
ways in which the source A is limited.
He makes references to crops and
livestock, both of which are not
present in source A. This suggests
that he has read other texts regarding
this topic.
Learner
attempts to use
own words and
explains that the
word
“enclosures”, in
the source,
means “newly
enclosed land”.
The learner shows a clear
understanding of the task
through the use of excellent
connectives to link his
arguments together. He uses
these as pointers to guide his
audience through his line of
thought.
Learner voice
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I have learned how to develop my understanding of a topic and use this to structure
argument.
I can evaluate a source and explain its main point using my own words
I know how to use the knowledge that I have gained from other texts I have read to
evaluate a source and make a judgement about it.
Literacy and English: Fourth Level: Reading
Context for learning
Success criteria
Learners have read and analysed the text “Animal Farm” by George Orwell. The text has been read in
class and many co-operative activities have been used to ensure that the learners are familiar with the
key ideas of the text, characters, themes and setting. The task is to create a critical response have to one
of three essay questions. The learners choose the question themselves following a lesson which explored
how to structure a critical essay as this was their first attempt.
To produce work typical of fourth level, learners understood that they should be able to:
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take account of the purpose of the question and organise their ideas accordingly
ensure ideas are well structured and linked effectively
use quotation to exemplify main points
analyse and evaluate quotations.
Question chosen by learner
How does Animal Farm explore, in an effective way, a theme which is important to you? Explain how Orwell introduces and develops the theme and show to what extent he has effectively engaged your interest
in it.
In your response, you should refer closely to the text, characterisation and theme.
The learner uses sophisticated
terminology with ease:
“socialism”, “capitalism”
“utopian” “tsarist”– they use
these terms but are also able to
show familiarity and
understanding of them.
The learner uses quotations
and, for the most part, is able to
analyse and evaluate how the
quotation helps to back up the
points being made.
The learner also demonstrates
skill in analysing the main
characters and, in particular,
linking the behaviour of the
characters to Orwell’s political
views.
Literacy and English: Fourth Level: Reading
Learner voice
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I found this essay hard to write because we
didn’t get much help to plan so I had to use what
I had learned in previous lessons.
•
I liked the novel and the way that Orwell used
animals to draw attention to the events in Russia.
•
I think that I could have been clearer in
describing what I think Orwell was trying to do
in creating these characters. I also think that I
need to take more time edit my work.
•
I know the book really well and I think I used
good quotations to help me make my points.
Teacher voice
The work is of a high standard. The piece demonstrates clear
understanding of the central concerns of the text as they are
able to mention/pick out several of the key moments and
explain the importance of these moments. There is also a clear
personal response to the text and to Orwell’s views.
Literacy and English: Fourth Level: Reading
Context for learning
Success criteria
As part of a wider study of 'Countries in Conflict', this formative assessment task gave learners the opportunity to independently read a
challenging text, apply skills of close reading and attempt certain question types such as:
'In your own words', 'quote a word or expression', 'word choice', ' sentence structure', 'effect of punctuation', 'tone' and 'link questions'.
The passage and questions are available on the SQA website and are almost identical to the 2009 Intermediate 2 close reading
assessment; 'Dickens - the Hero of Soweto'. However, the question numbers do not correspond to the SQA marking instructions. The
adapted passage, questions and marking scheme are attached and called ‘Reading Challenge paper’.
To produce work typical of fourth level, learners understood that they should be able to:
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identify the intended audience and justify how they know this
understand the main and supporting ideas
analyse and comment on the effect of sentence or paragraph structure,
punctuation and word choice
comment on the effect of tone.
Questions
Dickens – the Hero of Soweto
Look at lines 1-14
1. Explain fully any technique the writer uses to make the opening paragraph dramatic. (2 A)
2. The writer tells us that Soweto “has come to symbolise the uprising against oppression”. Write
down one expression in lines 4-7 that exemplifies uprising and an expression which continues
the idea of oppression. (2 U)
3. Explain in your own words what the marchers were objecting to.(2 U)
4. Explain in your own words why this issue was so important to them.(1 U)
Look at lines 16-31
5. Explain in your own words why Dickens’s books were not banned by the regime. (1 U)
6. Explain in your own words why Dickens’s book Oliver Twist was so captivating for the Soweto
children. (2 U)
7. Explain the purpose of the exclamation mark in line 18. (1 A)
8. “But there were not enough books to go around.” Explain how this sentence acts as a link
between this paragraph and the previous one. (2 A)
9. Explain fully how the paragraph between lines 28 and 31 goes on to illustrate the idea that
there weren’t enough books to go around. (2 A)
Look at lines 35-45
10. Explain why the writer’s use of ‘reward’ (line 35) is ironic. (2 A)
11. Explain why the writer’s use of examples of Dickens’s writing and characters in lines 37-40 is
effective in illustrating her argument at this point. (3 A)
12. Look at lines 43-45. Explain in your own words why Hugh Masekela believed Dickens was so
important to black South Africans. (2 U)
Look at lines 46 -52
13. Explain in your own words how the grandmothers instilled a love of books in their
grandchildren. (2 U)
14. Explain any aspect of structure in the paragraph on line 52 that contributes to its
effectiveness. (2 A)
The final two questions focus on the last paragraph, and on the intended audience for the passage
as a whole.
15. Who might be the intended audience for the article – justify your choice with reference to the
content of the passage. (2E) In selecting the target audience think about age, interests,
concerns, occupation…
16. Explain why the final paragraph provides an effective conclusion to the passage as a whole.
(2E)
Hector Pieterson was 12 when he died. Today a museum bearing his name
commemorates his death – and hundreds of others – which occurred over thirty years
ago at a place whose name has come to symbolise the uprising against repression:
Soweto.
Hector was one of thousands of black children who took to the streets on June 16, 1976,
in protest about schooling under the apartheid regime in South Africa. When police
opened fire on the march it brought the word Soweto to the attention of the world. But
less well known is the role that Charles Dickens played in events.
The march was in protest at a government edict making Afrikaans compulsory in
schools. From January 1976, half of the subjects were to be taught in it, including ones
where difficulties in translation were often an issue.
To pupils accustomed to being taught in English, the Afrikaans policy was the last in a
line of insults Delivered in the name of ‘Bantu’ or ‘native education’. They thought being
taught in Afrikaans, the language of the people who had tried to ‘unpeople’ them, would
cost them their last remaining freedom – that of thinking for themselves, of using their
minds.
That is where Dickens came in. Many books were banned under Apartheid, but not the
classics of English literature. Pupils arriving hungry at school every day were captivated
by the story of a frail but courageous boy named Oliver Twist.
The book was a revelation. Systemised oppression of childhood happened in England
too! They were not alone. Slave labour, thin rations, and cruel taunts were part of a
child’s life in the outside world as well.
One former pupil, now in his forties, says of Dickens: “Four or five of us would be
together and discuss the stories. And to think he wasn’t banned! The authorities didn’t
know what was in these books, and how they helped us be strong, to think we were not
forgotten.”
Follow the links to see the full documents: Dickens – the hero of Soweto, learner response and the S3 Reading Challenge Paper (including questions and text)
Learner voice
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I chose to self-correct the paper as the class went over
the answers to get an idea of what I was doing well and
what I needed to improve.
I think I am good at explaining the effect of punctuation.
I need to improve my understanding by reading more
carefully.
Teacher voice
Although the learner misses out questions 11, 12 and 13 in this challenge paper, the ability to use own words is still demonstrated (Q4), accurately, in
most of their answers - if required. The answers are, on the whole, succinct and show a good understanding of the main ideas (Q6). The learner is able
to comment on: the effect of punctuation (Q7); sentence structure (Q1, Q8 and Q14); use of statistics (Q9); the effect of the passage's conclusion (Q14);
tone (Q10).
The task did not require the learner to be given a score out of 30 and the marks per question were there as a guide. However, this learner decided to
self-correct the work as the class went over the answers to arrive at a final ‘score’. There is a good, strong attempt to explain the effect of punctuation
and sentence structure. Excellent concentration was shown throughout the task. The next step would be read even more carefully to avoid
misunderstandings like in Q3 and to try to attempt all questions.