Book Sampling – Literacy



Literacy Book Scrutiny

This is a starting point for monitoring Literacy books which could be carried out for a school as a whole, or for each individual year group. You may wish to monitor all these areas at once, or you may simply pick out the most suitable ones according to your school priorities.

It is recommended that plans are monitored alongside work in books to look at how planned work and annotations on plans transpose into children’s work. The development of work through a unit should be evident in the children’s books, resulting in the final, independent outcome.

Year Group: ________ Date: ________________ Completed by: ________________

|Features observed |Much Evidence |Some Evidence |Little Evidence |No Evidence |Other relevant information |

|Work is marked and comments are appropriate to the learning | | | | | |

|objective and supportive of the children’s needs | | | | | |

|Marking makes explicit what the pupils have done well / | | | | | |

|identifies strengths e.g. highlights success. | | | | | |

|Provides explicit guidance on HOW to improve. A closing the gap| | | | | |

|prompt has been used and the child has responded positively by | | | | | |

|making the improvement in subsequent work | | | | | |

|There is evidence of self and peer assessment | | | | | |

|There is evidence of improvement in the work over time | | | | | |

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|The work shows evidence of pupils acquiring their targets | | | | | |

|Evidence that children are experiencing a balanced range of | | | | | |

|text types | | | | | |

|Differentiation takes account of the different needs of the | | | | | |

|children, e.g. extension activities for more able | | | | | |

|There is evidence of progression through a unit of work and | | | | | |

|units can be tracked in a child’s book | | | | | |

|Opportunities for extended writing are evident | | | | | |

|Opportunities for writing across the curriculum are evident | | | | | |

|Work is well presented | | | | | |

|There is evidence of a steady and consistent approach to the | | | | | |

|teaching of handwriting and spelling | | | | | |

|Comments are often negative and do not point direction for the | | | | | |

|pupil. e.g. ‘ not good enough’ / ‘ you must try harder’ | | | | | |

|Comments are largely giving unfocused praise. e.g. ‘well done’ | | | | | |

|/ ‘lovely’ / ‘good work’ | | | | | |

|Comments are often only focusing on presentational features, | | | | | |

|e.g. handwriting, tidiness, neatness | | | | | |

Criteria in bold has the greatest impact on pupil learning Criteria in italics tends to have a negative impact on learning

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|Areas for Development: |

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