Grade 4

Grade 3

Grade 2

Grade 1

Old New F/G E D Bottom 2/3 C

AO1 Identify and interpret explicit and implicit information and ideas AO1 Select and synthesise evidence from different texts.

AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers using relevant subject terminology to support their views

(Paper 2 only) AO3 Compare writers' ideas and perspectives. Compare how these are conveyed across two or more texts

AO4 Evaluate texts critically and support this with appropriate textual evidence

I can use my own words to identify the main ideas from the text and I can understand explicit meanings.

I can recognise language that is effective I can sometimes make a simple comment on it.

I can make simple comments about the main ideas of different texts

I can offer a simple example from the text which may explain my view.

I can sometimes use a relevant quotation.

I can make a simple comment on the text.

I can use sentences like 'The writer thinks... and they want to persuade you to...'

I can express my opinion of a text with a simple example from the text to support my idea

I can make a straightforward inference based on a single point of reference in the text eg. “He was upset because it says ‘He was crying’”.

I can recognise some simple structural features, such as paragraphs.

I can identify at least two similarities or differences between texts.

I can make a personal response to the text eg. “I would feel..” or “If that were me I would…”

I can describe and summarise the most relevant points with some accuracy and understanding

I can identify a few simple features of language, such as alliteration and similes and structure, such as subheadings and bullet points.

I can make straightforward links between texts.

I can support my comments and opinions with some general references

I can respond in a straightforward way to most explicit information and viewpoints

I can mention straightforward subject terminology

I can make comments about the writers' overall purpose.

I can make simple comments on the way the writer has written the text which are supported by simple references to the text.

I can use quotations.

I can explain my ideas by using simple connectives… e.g. because, unlike, also,

I can use relevant quotations. I can refer to relevant parts of the text. I can make straightforward inferences based on different points of reference in the text eg. “Dr Jekyll wants to do good for the world when he says in Chapter 1…. and then again when he says… in Chapter 5”

I can make some relevant comments about language and structure

I can identify at least three similarities or differences between texts.

I can explain quotations by using phrases like ‘This would make me feel… because…’

I can identify all relevant points. I can summarise the key ideas across the text.

I can make some comments about the effect of language and structure on the reader which may be based on personal response.

I can identify and make comment on some differences and similarities in the texts

I can make simple comments on the effect that the reader or writer's context has on the meaning of texts.

I can use relevant quotations to support main ideas or arguments.

I can explain quotations and begin to consider effects on the reader

I can use a range of comparison connectives e.g. likewise, in addition, alternatively

I can make show I have considered some of the writer’s more straightforward methods e.g. First person is used effectively …..

I can comment closely on quotations using phrases like I think…because it says, “quotation"

I can show that I have considered the writer’s purpose.

I can attempt to link evidence between texts. I can explore the links between a range of quotations.

Selects some quotations, which occasionally support views

I can use quotations selected from different places in the text and from one or more texts.

I can show clear understanding of the effects of language and structure.

I can make comments which identify similarities and differences between texts or versions with some explanation.

I can select some quotations, which support my views.

I can begin to interpret ideas and themes from more than one text.

I can show I have considered some different possible effects on the reader.

I can give some explanation of how the contexts in which texts are written and read contribute to meaning.

I can begin to analyse quotations in some detail e.g. This shows….because…

I can use some subject terminology accurately.

I can make straightforward comments on writer's method and perspectives.

I can zoom in on some relevant individual keywords and phrases.

I can understand and make valid responses to explicit and implicit meanings and viewpoints.

Grade 5

Top 2/3 C & Bottom 1/3 B

I can show awareness of the writer's intentions.

I can select a quotation from more than one text I can link quotations by theme or language technique.

I can show clear understanding of the different effects of language and structure on the reader through detailed explanation.

I can identify and draw comparisons between, and interpret the influence of, social, cultural and historical influences in texts.

I can offer examples from the text to explain my views clearly I can support my understanding and opinions with apt references to texts, informed by my wider reading

I can use subject terminology correctly and precisely.

I can make credible links and comparisons between texts.

I can make some detailed discussion of how the contexts in which texts are written and read affect meaning.

Grade 6 Grade 7

Top 2/3 B A

I can summarise and evaluate with accuracy and clear understanding.

I can embed phrases from quotations into my response, supporting my interpretation of texts.

I can show I have considered textual conventions or features as used by writers from different periods.

I can offer an alternative explanation, saying what else the quotation might tell us. Use tentative words like ‘could’ or ‘might’. “It could also mean… because…”

I can clearly explain the effects of the writer's choice of language.

I can begin to write responses which show some analysis of how a text is influenced by earlier texts written within the same tradition.

I support my points with detailed references to language, theme and structure.

I can analyse and evaluate relevant aspects of language, grammar and structure.

I can clearly explain the effects of writer's choices

I can identify different layers of meaning with some attempt to explore these meanings in detail.

I can analyse less obvious language and structural features in convincing detail.

I can identify social, cultural and historical influences and evaluate their influence

I can select relevant quotations to support views convincingly.

I can make comments which consider wider implications of information, events or ideas in the text

I can clearly explain the effects of the writer's choice of language.

I can demonstrate and explore clear connections between texts.

I can clearly explain the effect of writer's choices

I can ZOOM in on individual words or phrases to say how and why they are effective. “The word ‘…’ is effective because…” I can say how this contributes to the overall meaning.

I can explore layers of meaning. I can use subject terminology correctly and precisely.

I can show some analysis of how different meanings and interpretations of a text relate to the contexts in which it was written or read.

I can read between the lines and my comments make inferences and deductions based on textual evidence.

I can support my evaluation with a range of quotations, some of which are embedded and use ellipsis or parenthesis where appropriate.

I can analyse different possible reader responses.

I am confident to put forward my own ideas and opinions when giving an analytical response.

I can explore how a writer uses techniques to influence the way a reader may respond to a text.

I can make comments which begin to develop an interpretation of a text, making connections between insights, teasing out meanings or weighing up evidence.

I can identify subtle uses of language and structure.

I can analyse the different methods the writer s use, making perceptive comments about writers’ ideas and aims.

I can select a range of relevant quotations to explain views convincingly.

I can read and carefully select short appropriate quotations to support my interpretation of the text.

I can use high-level subject terminology accurately.

I can summarise and explore differences and similarities between texts.

I can analyse effects of a range of writer's choices.

I can offer a perceptive interpretation of one or more texts linked through theme, language and/or structure.

I can support my evaluation with a range of precisely chosen quotations, some of which are embedded.

I can make apt and careful comparison within and between texts.

I can understand and analyse different interpretations of a text.

ZOOM out to show you have an idea what the writer’s intentions might have been. “The writer may have done this because…”

Grade 8/9

A*

I can read with a clear critical opinion which helps me to develop a coherent interpretation of texts by drawing on imaginative insights which are well supported by reference to a wider textual knowledge.

I can sustain a critical analysis/evaluation of the texts to show my appreciation of how it relates to contexts and traditions and explores the meanings produced from it.

I can critically evaluate the writers' purpose and viewpoint through in depth analysis of language and structural choices.

I can analyse and critically evaluate, with insight, detailed aspects of language, grammar and structure.

I can select a judicious range of quotations from one or more texts. I can interpret texts in an original and unique way.

Sophisticated and unusual subject terminology is woven into my response.

I can synthesise information between texts.

I can analyse the writer's use of language and structural features in a cohesive and unique manner.

I can make convincing, apt and sustained links and comparisons within and between texts.

I can make links between my own wider reading and the texts studied.

I can analyse effects of a range of writer's choices.

I can comment critically on the writers' objectives and aims.

I can explore and evaluate alternative and original interpretations. I can justify my critical analysis/evaluation of the texts to show my appreciation of how it relates to contexts and traditions and explores the meaning produced from it.

I can understand and respond with insight to explicit and implicit meanings and viewpoints

I can select well-chosen and appropriate range of quotations

I can notice complex and hidden meanings in texts.

I can summarise and critically evaluate with detailed and perceptive understanding

I can sustain the analysis of the writers' use of language and structure across whole texts.

I can provide a developed critique of the texts.

I am concise and precise with my responses to texts.

I can substantiate my understanding and opinions with illuminating references to texts and contexts. I can offer examples from the text to explain views convincingly.