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YEAR 7 ENGLISH AT CHESTERFIELD How can I best support my child?

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Presentation on theme: "YEAR 7 ENGLISH AT CHESTERFIELD How can I best support my child?"— Presentation transcript:

1 YEAR 7 ENGLISH AT CHESTERFIELD How can I best support my child?

2 What will Year 7 learn? Autumn TermSpring termSummer Term Study of a novelNon – fiction unit: discursive writing Island project Study of a novelShakespeare playTexts from other cultures Literary heritage – ‘A Christmas Carol’ Through these units, the skills of reading, writing, speaking & listening are taught. Literacy skills are embedded throughout.

3 How are the classes set in English? Students are set from the beginning of Year 7, using a range of data, but mainly using Key stage 2 teacher assessment levels informed by Key Stage 2 SATS results (where applicable). Although Year 7 are timetabled in two parallel bands, there is an upper and lower ability band: SET MOVEMENT WILL TAKE PLACE AT HALF TERM WHERE NECESSARY. P 2 P 3 P 4 P 1 Mr Loughlin Ms Concannon Ms Morton Ms Convery Q 2 Q 3 Q 1 Ms Molyneux/ Mr Loughlin Ms McGowan

4 How can I best support my child? By: 1. Talking regularly about what they are doing in English. 2. Asking about what they like and dislike about the novel/play/poets they are studying at the moment. 3. Asking them if they want help with proofreading the quality of their work: spellings, basic skills etc. 4. Asking to see their book on a regular basis; enquiring about and checking the quality of their homework.

5 Reading

6

7 “While good readers gain new skills very rapidly, and quickly move from learning to read to reading to learn, poor readers become increasingly frustrated with the act of reading, and try to avoid reading where possible” The Matthew Effect Daniel Rigney

8 “The word-rich get richer while the word-poor get poorer” in their reading skills (CASL)

9 Reading Top tips Encourage your child to read ANYTHING & everything they can including newspapers and non-fiction. Talk to them about what you’re/they’re reading. Read the books they read in school and at home. If they’re a reluctant reader, tap into their interests. You know them best! If they liked the film, they may like the book! Top tips Encourage your child to read ANYTHING & everything they can including newspapers and non-fiction. Talk to them about what you’re/they’re reading. Read the books they read in school and at home. If they’re a reluctant reader, tap into their interests. You know them best! If they liked the film, they may like the book!

10 Writing Skills - Content Top Tips Check that the writing suits the purpose: argue, persuade, describe, review, analyse, entertain, inform. Check that style of writing is appropriate to the audience. Ensure that a variety of sentence starters and types are used. Ensure that vocabulary is suitably ambitious. Challenge your child to learn new vocabulary! Check the accuracy of their punctuation. Top Tips Check that the writing suits the purpose: argue, persuade, describe, review, analyse, entertain, inform. Check that style of writing is appropriate to the audience. Ensure that a variety of sentence starters and types are used. Ensure that vocabulary is suitably ambitious. Challenge your child to learn new vocabulary! Check the accuracy of their punctuation.

11 Writing Types Argue: Write to present a particular argument, considering both sides Persuade: Write to convince someone of a point of view. Describe: Write using sensory imagery to help your reader picture and feel a place, event, setting or character. Review: Write to summarise and give your opinion. Analyse: Write to explain your understanding of implicit and explicit meaning, effect and purpose. Using PETE (next slide!) Entertain: Write to engage a reader. Inform: Write to give factual information. Advise: Write using modal verbs to make suggestions Argue: Write to present a particular argument, considering both sides Persuade: Write to convince someone of a point of view. Describe: Write using sensory imagery to help your reader picture and feel a place, event, setting or character. Review: Write to summarise and give your opinion. Analyse: Write to explain your understanding of implicit and explicit meaning, effect and purpose. Using PETE (next slide!) Entertain: Write to engage a reader. Inform: Write to give factual information. Advise: Write using modal verbs to make suggestions

12 Argue Inform Analyse Imagine Persuade Explain Review Explore Advise Describe Comment Entertain Argue Inform Analyse Imagine Persuade Explain Review Explore Advise Describe Comment Entertain Leaflet Article Web page Story Letter Speech Essay Report Advert Leaflet Article Web page Story Letter Speech Essay Report Advert Enthusiastic Angry Questioning Objective Passionate Frustrated Doubtful Subjective Hopeful Pessimistic Suspicious Neutral Optimistic Sad Sarcastic Cynical HumorousAnnoyedIronicKnowledgeable Enthusiastic Angry Questioning Objective Passionate Frustrated Doubtful Subjective Hopeful Pessimistic Suspicious Neutral Optimistic Sad Sarcastic Cynical HumorousAnnoyedIronicKnowledgeable Children Experts Teenagers Fans Parents Men Pensioners Women Workers Adults Children Experts Teenagers Fans Parents Men Pensioners Women Workers Adults PAFT Purpose Audience Form Tone PAFT Purpose Audience Form Tone Age Interests Lifestyle Gender Education Class Job Hobbies Politics Purpose – What job is the writer trying to do? Audience – The Reader Form – Type of Writing Tone – What is the mood of the writing?

13 P.E.T.E Point, Evidence, Technique, Explanation This is an essential writing structure for writing to analyse. If students can master this, it: -Boosts exam performance -Helps structure their analytical thoughts -Aids essay writing in all subjects This is an essential writing structure for writing to analyse. If students can master this, it: -Boosts exam performance -Helps structure their analytical thoughts -Aids essay writing in all subjects

14 POINT: How does Tommo feel about his father’s death? Write a full sentence. Tommo feels…because… POINT: How does Tommo feel about his father’s death? Write a full sentence. Tommo feels…because… EVIDENCE: Highlight a word or phrase that shows you this. Words that show me this are… EVIDENCE: Highlight a word or phrase that shows you this. Words that show me this are… EXPLANATION: How does this phrase prove your point? What does it make you think? What does it make you feel? EXPLANATION: How does this phrase prove your point? What does it make you think? What does it make you feel? How does Tommo feel about his father’s death?

15 POINT: How does Tommo feel about his father’s death? Write a full sentence. Tommo feels…because… POINT: How does Tommo feel about his father’s death? Write a full sentence. Tommo feels…because… EVIDENCE: Highlight a word or phrase that shows you this. Words that show me this are… EVIDENCE: Highlight a word or phrase that shows you this. Words that show me this are… EXPLANATION: How does this phrase prove your point? What does it make you think? What does it make you feel? EXPLANATION: How does this phrase prove your point? What does it make you think? What does it make you feel? Tommo feels miserable because his father has died. A quote to show this is: “I have inside me a secret so horrible, a secret I can never tell anyone, not even Charlie”. This shows me he feels miserable because he uses the word ‘horrible’, which means something really bad or awful. This shows he feels miserable because something terrible has happened to him. This quote makes me feel sorry for Tommo because young children should not have to experience such sad events.

16 Begin some sentences with a verb Running… Turning… Seeing… Hearing… Ruminating… Loving... Falling… Hoping… Believing… Succeeding…

17 Begin sentences with a time reference Yesterday, Since then, After lunch, Before… During the war, Meanwhile, As the game went on,

18 Begin sentences with a place reference On the left wing, At home, Deep under the ground, In the cave, At the bus stop, At the back of my mind,

19 Know your connectives Adding: and, also, as well as, moreover, too Cause & effect: because, so, therefore, thus, consequently Sequencing: next, then, first, finally, meanwhile, before, after Qualifying: however, although, unless, except, if, as long as, apart from, yet Emphasising: above all, in particular, especially, significantly, indeed, notably Illustrating: for example, such as, for instance, as revealed by, in the case of Comparing: equally, in the same way, similarly, likewise, as with, like Contrasting: whereas, instead of, alternatively, otherwise, unlike, on the other hand

20 Spelling Top tip – Encourage your child to remember the difficult part of spellings with one of the following methods:

21 METHOD 1. Spell Speak – breaking up into syllables/sounds Sumptuous = SUMP + tu + ous Diarrhoea = Di + a + rr + ho + e + a Independent = In + de + pen + DENT

22 METHOD 2. Sentences to remember awkward letters Graffiti = two feet and one toe Unnecessary = one collar two sleeves maybe spell speak this one too un +nec + ess +ARY Accommodation = two coffees in two mugs

23 METHOD 3. Words within words Library = bra Separate= a rat Definite = it Friends to the ‘end’

24 METHOD 4. Acrostics Rhyme – Red Hens Yell More Eggs Synch ronised – Sell Your Next Clever Hen

25 Spelling… Time to play!! - make your own word search. spell/starspell_game.shtml - test the whole family! spell/starspell_game.shtml ols/spellits/ - spelling quest game. ols/spellits/

26 CLUBSRUN BYWHEREWHEN Creative writing club Sixth form (Miss Morton) E4THURSDAY LUNCH Reading Group KS3 and 4 Miss ConveryE8FRIDAY LUNCH Film club – KS3 (with popcorn!!) Miss McWeanE5TUESDAY 3PM-4PM Debating Club -ALLMs HindeE7TBC Literature ClubMr BellE3FRIDAY 3PM-4PM TRIPSRUN BYWHEREWHEN Harry Potter Studio Tour – KS3 Miss FallonLondonFeb 2014 Extra Curricular Events


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