DEVELOPING PROGRESSION IN READING
AF2 – understand, describe, select
or retrieve information, events, or
ideas from texts and use quotation
and reference to text
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AF3 – deduce, infer or interpret
information, events or ideas from
texts
Increased precision in selection
and application of textual
reference to the point being made
Ability to draw on other sources to
develop an argument
Relevant points identified, from
different sources or different
places in the same text
Ability to summarise and
synthesise information
References or quotes support
ideas
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Relevant points identified,
including those from different
places in the text
Comments generally supported
by textual reference or quotes,
not always accurately
Some points identified
References and quotes used,
generally relevant e.g. reference
could lack focus
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Simple, obvious points identified,
may be some misunderstanding
Retelling or paraphrasing
sections of text rather than using
it to support comment
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Some specific, straightforward
information recalled e.g. names,
places, ingredients
Generally clear idea of where to
look for information
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Comments begin to develop an
interpretation of the text(s),
making connections, teasing out
meanings and weighing up
evidence
Comments securely based in
textual evidence and identify
different layers of meaning, some
attempt at detailed exploration
Comments consider wider
implications or significance of
information, events or ideas in the
text
Comments develop explanation
by drawing on evidence across
the text
Inference and deduction is based
on textual evidence
Makes inferences based on
evidence from different points in
the text e.g. how a monarch may
behave a three different points
during their reign
Inferences often correct but
comments not always rooted
securely in text
Straightforward inference based
on one point e.g. ‘the village
flooded’ because it says ‘there
was a lot of rain’
Meaning is at literal level or
based on personal speculation
Simple, plausible inference about
information e.g. what makes a
plant grow
Comments based on textual
cues, sometimes misunderstood
What makes a successful reader?
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Confident in what they are doing and know how they should approach and
read a text
Recognise that texts are more than words on a page
Predict what happens next
Ask questions about the text
Make links with other texts they have read
Able to relate what they read to their experience
Pass judgements
Evaluate for accuracy and usefulness
Pupils are more likely to complete a reading task if they have:
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Access prior knowledge
Modelled and shared reading (what it should sound like)
Support in making notes, recording information
A good working knowledge of subject specific vocabulary
Time to explore meaning as they read
A chance to work together, guided reading groups, according to need.
Activities to support reading
Activate prior
knowledge
Use KWL grids (What I
know, what I want to
know, what I have
learned)
TAPS – Text,
audience, purpose and
source
Model skimming,
scanning, annotation
Reconstruct text into
flow diagrams,
concept maps,
labelled models
Time to reflect on
where these reading
skills could be used: in
your subject, other
subjects, beyond the
classroom
know want learned
Underlining or
highlighting (for target
words/phrases)
Segmenting (separate
paragraphs or texts into
units of information or
label segments of
information)
Wendy Delf – Cornwall Learning