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ENGLISH TESTS 2004 TOP TIPS. Why do the tests matter? They show what you have achieved as a reader and a writer in Key Stage 3. They help teachers to.

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Presentation on theme: "ENGLISH TESTS 2004 TOP TIPS. Why do the tests matter? They show what you have achieved as a reader and a writer in Key Stage 3. They help teachers to."— Presentation transcript:


2 Why do the tests matter? They show what you have achieved as a reader and a writer in Key Stage 3. They help teachers to help you with future learning. By giving you practice in taking exams they help to prepare for your GCSE studies.

3 English results at KS3 make a difference! EnglishMathsScience% chance of getting 5+ A*-C grades at GCSE Student A4444% Student B45525% Student C55556% Student D65579% SATS RESULTS KS3

4 Timings of three English test papers Reading – 1 hr 15 mins. 32 marks Writing – 1 hr 15 mins. 50 marks Shakespeare – 45 mins. 18 marks

5 Your reading is assessed on how well you ….. understand, describe, select information and use quotations read between the lines to explain meanings comment on the structure and organisation of texts analyse writers’ uses of language explain writers’ intentions and the likely impact of a text on readers

6 The reading paper You will have a reading booklet and a separate answer booklet 15 minutes reading time before you see the questions. 60 minutes to respond and check your answers. There are 32 marks for the paper.

7 What can I do during the reading time? Read the instructions on the front of your answer booklet. There will be a range of linked texts. Identify the theme that links them. Scan the texts and note what type of text each one is. Notice who wrote them. Annotate key points and highlight topic sentences.

8 When reading each text in those 15 minutes ask yourself… Overview:What is it about? Purpose:Why did the writer write it? Audience:Who was it written for? Structure:How is it organised? Language:What choice of words? What range of sentences? Presentation:How is it presented? (headings/subheading/pictures/ font sizes)

9 How do I write about what I have read? Look carefully at the questions to work out what you are asked to do. Notice the key words FIND HOW DOES COMMENT ON WRITE DOWN EXPLAIN WHY EXPLAIN HOW PICK OUT IDENTIFY SUM UP SUGGEST ONE/TWO REASONS…

10 How do I answer the questions? Read the question very carefully. Use the information given about where to find your answers and find the relevant part of the text. Find the evidence from the text. Think and look back at the question to see how many examples or explanations are needed. Give an explanation, not just a quotation. Write your answer and check it. If you can’t answer that question, move on!

11 The writing paper Your writing is assessed on how well you… keep your purpose and reader(s) in mind make sure that the whole text hangs together through organising ideas into linked paragraphs use a variety of well punctuated sentences write interestingly with an imaginative choice of language maintain a viewpoint There are 30 marks for the paper

12 The writing paper 15 minutes planning time 60 minutes writing time [Longer writing 45 mins shorter writing 30 mins] Everyone has the same task, which will normally be in bold print. Note the information and suggestions you are given about what to write. Annotate the task to make sure you know who you are writing for, why you are writing and what type of writing you will be doing.

13 Why is planning important? Use the planning page to help you to: think about the audience, purpose, and style (register) note ideas you want to include organise your ideas into paragraphs which link with each other decide on your likely opening and conclusion. note down useful words and phrases.

14 Looking at the task Write with your reader(s) in mind. Be sure this influences the way you organise your ideas, choose words and punctuate sentences.

15 Vary your sentences Don’t always start with a noun, try… A preposition, e.g. In the aircraft … A verb, e.g. Feeling angry, Matt ran forward… An adverb, e.g. Instantly the dogs jumped … An adjective, e.g. Cold and weary they sank …

16 Use complex sentences Don’t just link ideas and … and … and … Instead signal to the reader how your ideas link together by using: although...on the other hand… because...therefore…since… despite...nevertheless…similarly…

17 Write in paragraphs All the sentences in a paragraph should be linked to its main or topic sentence. Example: It was exceptional weather. The sun shone cruelly grilling the holidaymakers. Cooking in the heat, people were fanning themselves with newspapers and magazines. George looked at the thermometer, it was already 30 o and it was only nine o’ clock.

18 Text coherence Questions to ask: Does the whole piece of writing make sense? Is it interesting to read? Does each point link to the next? Does it have an appropriate start? Does it have a good conclusion?

19 Text cohesion Questions to ask How effectively is material presented within sections or paragraphs? Are connections between sentences made clear through the use of the best connectives? Is information conveyed succinctly where possible but elaborated where appropriate? Is there variety in the ways connections are made between ideas or events?

20 Shorter writing task Because this is meant to be a short piece, it is not assessed for paragraphing, but it still needs to be planned. The way ideas are linked within a paragraph does matter, along with vocabulary, punctuation and variety of sentences. Spelling is marked in this piece. As with the longer task, writing with the purpose and reader in mind is very important.

21 The Shakespeare task You have 45 minutes to answer the question on the play you have studied. It is worth 18 marks. There will be only one question on your play. Two extracts from your play will be printed on the paper. You should refer to both extracts in your answer. Plan your answer before starting to write.

22 The Shakespeare task Each task will target one or more of the following: character and motivation ideas, themes and issues the language of the text the text in performance

23 The Shakespeare task Plan your answer to focus on the question. Show your understanding of the play from the way you refer to both extracts. Include brief quotations as evidence for the points you make. Refer in detail to language and character. Remember that it is a play to be performed, not a story to be read.

24 Good Luck

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