1. How To…Revise for KS3 English

2.  The eternal question is, “How do you study for English?”  Some students respond by not studying at all but you can study.  This presentation will hopefully point you in the right direction.  The eternal question is, “How do you study for English?”  Some students respond by not studying at all but you can study.  This presentation will hopefully point you in the right direction.

3. The How To…Guides  On this page you will see there are a whole range of How To…Guides.  There is a guide for all of the text types you may be asked to write:  Year 7: Formal Letter, Diary Entry or Newspaper Article  Year 8: Formal Letter, Formal Report or Diary Entry  Year 9: Formal Letter, Diary Entry or Informal Email  On this page you will see there are a whole range of How To…Guides.  There is a guide for all of the text types you may be asked to write:  Year 7: Formal Letter, Diary Entry or Newspaper Article  Year 8: Formal Letter, Formal Report or Diary Entry  Year 9: Formal Letter, Diary Entry or Informal Email

4. Writing Levels  Sticking with your writing, one the next slides there are also the I Can Statements that are stuck into the back of your textbook. These offer a guide as to what you need to include in your writing to ensure the level you want.  You should combine these with your Success Criteria for each text type to offer you an idea of how good your writing needs to be.  Sticking with your writing, one the next slides there are also the I Can Statements that are stuck into the back of your textbook. These offer a guide as to what you need to include in your writing to ensure the level you want.  You should combine these with your Success Criteria for each text type to offer you an idea of how good your writing needs to be.

5. Assessment Focus AF1 – write imaginative, interesting and thoughtful texts AF2 – produce texts which are appropriate to task, reader and purpose AF3 – organise and present whole texts effectively, sequencing and structuring information, ideas and events AF4 – construct paragraphs and use cohesion within and between paragraphs Level 6 I can use form and imagination to suit purpose and audience although not always successfully – good use of humour or narration. I can use a convincing voice or create a convincing point of view mostly throughout a piece of writing. I can use the correct level of formality to suit purpose and audience and use a range of stylistic features. I can sequence my writing in a controlled way using such things as flashbacks or differing lengths of paragraphs. I can use a range of features to signal the overall direction of the text, such as links between paragraphs. I can construct paragraphs to clearly support meaning and purpose, such as using topic sentences or withholding information to build suspense. I can use a range of different sentence openers within paragraphs. Level 5 I can develop relevant ideas with some imagination. I can develop ideas shaped appropriately for the selected form. I can establish a clear and consistent viewpoint I can show the main purpose of my writing clearly and consistently. I can connect the features of the selected form to the purpose of my writing. I can use the appropriate style to maintain the reader’s interest. I can structure my writing clearly into sentences and appropriate paragraphs. I can develop my writing across a text so endings relate to openings. I can link my paragraphs together to show overall direction of my writing. I can structure paragraphs to suit the purpose of my writing such as clear chronological links. I can use a range of connections within paragraph and sentences. I can link paragraphs and sections across a whole text. Level 4 I can include relevant ideas. I can develop some ideas in detail. I can express my attitude in a straightforward way. I can show the main purpose of my writing but it isn’t always clear. I can use the main features of the form clearly. I can use the correct style but I don’t always show awareness of the audience. I can order my ideas around related points or time sequence. I can organise my ideas with a fitting opening and closing. I can sequence my ideas logically but overall structure is not always clearly signaled. I can use paragraphs to organise my content. I can make a limited use of connections between sentences (overuse of also, etc). I can make an attempt to establish links between paragraphs (Firstly, Next, etc). Level 3 I can include some relevant ideas. I can try to expand on basic information. I can try to express my attitude I can attempt to show the purpose of my writing. I can use some of the main features of the selected form (letter, etc). I can try to use the correct style (formal, etc). I can sometimes organise ideas with similar points next to each other. I can usually signal my openings and closings in a piece of writing. I can sometimes make an attempt to sequence ideas or materials logically. I can sometimes write sentences that flow together. I can sometimes have paragraphs that don’t link together.

6. Assessment Focus AF5 – vary sentence for clarity, purpose and effect AF6 – write with technical accuracy of syntax and punctuation in phrases, clauses and sentences AF7 – select appropriate and effective vocabulary AF8 – Use correct spelling Level 6 I can use a variety of simple and complex sentences to achieve purpose and contribute to the overall effect. I can use a range of sentence features to clarify or emphasise meaning. I can use a full range of punctuation consistently accurately in a variety of sentence structures with only occasional errors when being ambitious. I can choose vocabulary appropriate to purpose and audience. I can use a range of varied and ambitious vocabulary. I can generally spell correctly throughout my writing including some ambitious uncommon word and words with complex sounds. Level 5 I can use a variety of sentence lengths and structures to provide clarity and emphasis. I can use a wide range of connectives, such as meanwhile, although, on the other hand, etc. I can use some features of sentence structure to build detail or to show shades of meaning, such as varying word order. I can use a full range of punctuation accurately to signal sentences, including speech punctuation. I can, within sentences, use punctuation accurately including commas to mark clauses. I can choose vocabulary for effect. I can use a reasonably wide vocabulary though it isn’t always appropriate. I can correctly spell most words, including using prefixes and suffixes properly. Level 4 I can use some variety in the length and structure of my sentences. I can use a range of connectives such as if, when, because throughout. I can generally change tense accurately. I can signal sentences accurately, including question marks. I can use speech-marks to signal speech generally accurately. I can use commas in lists and occasionally to mark clauses. I can choose my vocabulary deliberately. I can expand my vocabulary to match the topic. I can correctly spell most common words, including -ly for adverbs. I can spell most past and present tense versions of verbs, including plurals. Level 3 I can use mainly simple sentences. I can use and, but, so connectives. I can sometimes use changes in tense but not securely. I can signal simple sentences with full stops, capital letters, etc. I can use a little bit of speech punctuation. I can mistakenly use commas instead of full stops. I can use simple but appropriate vocabulary. I can select some words for effect. I can correctly spell some common basic words. I can spell some compound words.

7. Reading/Comprehension  The rest of this presentation will deal with Reading and Comprehension.  We hope you find it useful.  The rest of this presentation will deal with Reading and Comprehension.  We hope you find it useful.

8. Some pictures of llamas to amuse you before we get down to the serious business of your reading exam.

9. PEE  PEE is something that we have dealt with separately.  If you want to learn about PEE then go to the How To…PEE Guide.  This presentation focuses on the other types of questions.  PEE is something that we have dealt with separately.  If you want to learn about PEE then go to the How To…PEE Guide.  This presentation focuses on the other types of questions.

10. Reading Exams  What are reading exams for?  They are to check that the reader can understand what they have read AND that they can understand how the writer has written his/her text to be effective.  What are reading exams for?  They are to check that the reader can understand what they have read AND that they can understand how the writer has written his/her text to be effective.

11. So what do you need to know?  Read the number of marks available for each question first of all.  If it is a 1 mark question, you need to offer one clear point to answer the question.  If it is a 2 mark question, you need to offer two clear points to answer the question.  With two marks, there is a good chance you will need “and” or “but” or “because” in your answer to make that second point. TIP: Look at how many lines are given for you to answer the question!  Read the number of marks available for each question first of all.  If it is a 1 mark question, you need to offer one clear point to answer the question.  If it is a 2 mark question, you need to offer two clear points to answer the question.  With two marks, there is a good chance you will need “and” or “but” or “because” in your answer to make that second point. TIP: Look at how many lines are given for you to answer the question!

12. Follow Instructions  If it asks for you to look at Paragraph 2 then your answer should be from Paragraph 2 (it often says it in bold).  If it asks for evidence/to quote then you must quote (more on that next slide).  If it asks for you to “explain” then you are expected to go into detail – and probably use the word “because” in your answer.  If it asks for you to look at Paragraph 2 then your answer should be from Paragraph 2 (it often says it in bold).  If it asks for evidence/to quote then you must quote (more on that next slide).  If it asks for you to “explain” then you are expected to go into detail – and probably use the word “because” in your answer.

13. Quoting  Quoting properly in a Reading Exam is vital.  Quoting means to copy out part of the text exactly as it is written.  We should use speech-marks (“”) around a quote to show they are not our words but the writer’s.  We should also not over-quote – we should be looking to quote short phrases rather than 2 or 3 lines.  Quoting properly in a Reading Exam is vital.  Quoting means to copy out part of the text exactly as it is written.  We should use speech-marks (“”) around a quote to show they are not our words but the writer’s.  We should also not over-quote – we should be looking to quote short phrases rather than 2 or 3 lines.

14. You could be asked to… ANALYSE THE TEXT LANGUAGE, STRUCTURE, IDEAS! Words used by the writer The layout/shape Themes in the writing

15. Other Things To Revise  Know what these terms are – nouns, verbs, adjectives, adverbs, prepositions, etc (and recognise them in writing)  Know what it means by “choice of language” – what do we learn from particular words or similes or metaphors? (see next slide)  Know what it means by “what impression is given” – what do we learn from reading a particular paragraph about the character or the setting?  Know what these terms are – nouns, verbs, adjectives, adverbs, prepositions, etc (and recognise them in writing)  Know what it means by “choice of language” – what do we learn from particular words or similes or metaphors? (see next slide)  Know what it means by “what impression is given” – what do we learn from reading a particular paragraph about the character or the setting?

16. Choice of Language  How does the writer’s choice of language help us understand what Ahmed is like?  Ahmad watched him like a shark.  Ahmad is compared to a shark using a simile. Sharks are deadly so we think Ahmad might be quite a violent person. Sharks have black, dead, unfeeling eyes so now we see just how awful and heartless Ahmad is.  For choice of language, we look at the words given and explain why the writer chose those particular words.  How does the writer’s choice of language help us understand what Ahmed is like?  Ahmad watched him like a shark.  Ahmad is compared to a shark using a simile. Sharks are deadly so we think Ahmad might be quite a violent person. Sharks have black, dead, unfeeling eyes so now we see just how awful and heartless Ahmad is.  For choice of language, we look at the words given and explain why the writer chose those particular words.

17. But how do I practise?  So on the previous slides we have looked at what you need to know. If you still aren’t sure, use the next 2 weeks to ask your teachers (for example: write down questions from the slides), as this is what revision time is for.  If you want to practise Comprehension/Reading Tasks then look in your textbook: there will be lots of Comprehensions you can use to practise basic comprehension skills.  You can then use Talking Points and Looking Closely to practise the “choice of language” type questions and PEE type questions.  So on the previous slides we have looked at what you need to know. If you still aren’t sure, use the next 2 weeks to ask your teachers (for example: write down questions from the slides), as this is what revision time is for.  If you want to practise Comprehension/Reading Tasks then look in your textbook: there will be lots of Comprehensions you can use to practise basic comprehension skills.  You can then use Talking Points and Looking Closely to practise the “choice of language” type questions and PEE type questions.

18. We will end on some pandas because they are cute. Happy Studying!