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SATs Roadshow 2004 Headlands School Tuesday 20 April, 2004.

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Presentation on theme: "SATs Roadshow 2004 Headlands School Tuesday 20 April, 2004."— Presentation transcript:

1 SATs Roadshow 2004 Headlands School Tuesday 20 April, 2004

2 Roadshow Learning Cycle C reate a supportive le arning environment Connect the Learning Activation Phase Present new information Support the learning -modelling -guided group Demonstration Phase Consolidation Phase -Review

3 Create a supportive learning environment Level 5 Why bother about Level 5? What have you already achieved?

4 Create a supportive learning environment: The importance of Level 5 End of KS3 GCSE Chances of 5 A*-C EnglishMathsScience 4444% 54415% 45510% % 65579% 66697%

5 Create a supportive learning environment Programme for the day

6 The Reading Test In a reading test, you dont need to worry about: UNDERSTANDING EVERY WORD YOU READ SPELLING WRITING IN SENTENCES NEAT HANDWRITING You do need to think about: ANSWERING THE QUESTION GETTING AS MANY MARKS AS POSSIBLE GETTING TO THE END OF THE PAPER

7 Connect the learning - agree learning outcomes The Reading Challenge To write a Level 5 response to a test question To explain how you did it

8 Activation phase: present new information Activity: Read the first page of the Moby Dick extract on the Reading Paper in 30 seconds Tell your adult what you found out

9 Activation phase: present new information So….. you can read things quickly and get the gist of whats happening….. But….. In the English test, you will also need to read texts more closely and carefully

10 Activation phase: present new information Activity: Read the first and last paragraphs of the Moby Dick extract Tell your adult what is exciting and what is horrible about it

11 Activation phase: present new information Look at the Reading question paper Find Question 10 (worth 5 marks)

12 Activation phase: present new information Q10. In the first and last paragraphs of the text, how is the reader presented with the excitement and horror of this dramatic event? You should comment on - how the chase and the capture are described; - the way the men behave; - the way the text ends 5 marks

13 Activation phase: present new information Model Level 5 answer: Chase and capture Excitement startled into wakefulness – the men have been sleeping, but come completely alive when they realise that the whale is near Horror his tormented body – the whale is being driven mad by the hunters, who will not give up

14 Activation phase: present new information Mens behaviour Excitement shouted the accustomed cry – they all know what to do and theyre all looking forward to the murder Horror like vices my hands grasped the shrouds – the word shroud suggests death; its what dead bodies are wrapped in. like vices my hands grasped the shrouds – the word shroud suggests death; its what dead bodies are wrapped in.

15 Activation phase: present new information EndingExcitement they all glowed to each other – its as if theyre all flushed with excitement Horror like red men – the setting sun makes them look bloody, like the whale

16 Support the learning - guided Group activity: What do you have to do to get a Level 5? - use the model Level 5 answer to help you - record your groups ideas on the flip chart paper - be prepared to share and explain your answers

17 Support the learning - guided Read the article entitled Berlin Read Question 12 on the Reading Paper

18 Support the learning - guided Activity: Write a Level 5 answer to Question 12 Work as a group Record your answer on the flip chart paper Be prepared to share and explain your ideas

19 Support the learning - guided What are the rules for working in a group? What should the pupils do? What should the adults do?

20 Demonstration phase and review Activity: Present and explain your ideas to another group Remember our agreed rules for working in a group

21 Connect the learning: agree learning outcomes The Shakespeare Challenge To write a Level 5 explanation of a quote To explain how you did it

22 The Shakespeare Paper READING SHAKESPEARE Whats your quote? Character What does your quote tell you about the character who says it? Theme How does your quote link to the themes of the play? Language What can you say about the words and phrases in your quote? Language What can you say about the words and phrases in your quote? Performance How could your quote be performed on stage?

23 Activation phase: present new information MacbethMacbeth What happens at the beginning of the play, up to the point where the witches speak to Macbeth and Banquo?

24 Activation phase: present new information Remember….. You have to write about quotes You have to write about quotes from both scenes Dont worry about sentences, spelling and handwriting Only half of each scene will be printed on the test paper

25 Support the learning: modelling Watch carefully as we model the task for you

26 Support the learning: guided Choose a quote from Act 3, Scene 1 Work out your answers in your group – remember our rules for working together Use the flip chart paper to record your ideas Be prepared to share your ideas with another group

27 Demonstration phase and review Activity: Present and explain your ideas to another group Remember our rules for working in a group

28 Shakespeare How will I revise?

29 Y9 Roadshow Welcome to the afternoon session of the Y9 Roadshow

30 Connect the Learning: agree learning outcomes The Writing Challenge To write Level 5 sentences and paragraphs To explain how you did it

31 How to get level 5 in Writing Be interesting Stick to the purpose, audience and form given in the question Organise your writing into paragraphs Use a variety of sentences Punctuate them well Use adventurous vocabulary

32 Activation phase: present new information What you have to do: IPAFOPSPV Write in sentences Think/speak each sentence before you write it down

33 Activation phase: present new information Activity: Form, audience and purpose card sort

34 Activation phase: present new information Writing tasks: 1. Write a speech to persuade parents that children should exercise and have a healthy diet. 2. Write the text of a leaflet to inform younger readers (ages 4 – 8) about what whales eat. After you have completed the text, write a few sentences to explain how you have met the needs of form, audience and purpose. 3. Write the opening to a story that describes a scary scene. 4. Write a discursive argument for teenage readers about the pros and cons of having a job. 5. Write a letter to a close friend explaining how you have to let them down by not going on holiday with them, as invited.

35 Support the learning: guided Activity: Choose one of the writing tasks Identify FAP and record on your flip chart paper Use the flip chart paper to plan your writing as a group Take 5 minutes

36 Support the learning - guided Before you begin to write your Level 5 answer, remember….. You must think about different ways of starting your sentences Use the poster to help you

37 Support the learning - guided Activity: Write a Level 5 answer to your chosen question Remember our rules for working in a group Record your answer on flip chart paper Be prepared to share your ideas with another group

38 Demonstration phase and review Activity: Present and explain your ideas to another group Remember our rules for working in a group

39 Celebration of achievement Now watch yourselves in action during the day and think about all that you have achieved ….. Well done!


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