Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

KS3 ENGLISH

ENGLISH PROGRESS

A STUDENT & PARENT

GUIDE TO IMPROVING

LEVELS AT KS3

Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

KEY TO SUCCESS READING

READING MEANS ACHIEVING…

It is essential to read as much possible as this will

help you widening your vocabulary and to use

and understand punctuation more effectively.

It might be a magazine, a newspaper, a website

article, a biography.

It does not always need to be a whole book.

Read about a topic you are interested in. Let your

child read what they want to read.

Let them re-read a book they have enjoyed.

Talk about books that you have enjoyed.

Try and read together.

Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

Suggestions for improving Reading

The following techniques will help your child achieve in school.

Student Checklist: Do I?

Improving reading: developing reading for information skills.

Developing and adapting active reading skills and strategies

Skim and scan to find information quickly- ask questions that require

them to do this.

Find a quotation which could support my ideas.

Find information in the fiction and non-fiction texts I am reading.

Understand the connection between the purpose of a text and its layout

and organisation.

Use clues from the text to work out what the writer means even when it

is not stated directly.

Find the main ideas in a text and support them with evidence.

Use a range of imaginative reading strategies when I read, such as

speculation, prediction, questioning, empathy and visualisation

Use empathy to make judgements about a character

Use clues from the text to work out what the writer means even when it

is not stated directly

Explain why I like or dislike a text

Improving reading: independent reading skills

Understanding and responding to ideas, viewpoint, themes and

purposes in texts

Choose the best reading strategy to work out the meaning of words I do

not know

Scan long sentences to make sure that I know where they end and how

they are organised

Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

READING Targets for pupils working towards

LEVEL 4 in Key Stage 3

AF2

1. Skim and scan to find information quickly.

2. Select the information I need in a text.

3. Pick out some words or phrases to back up my comments.

AF3

1. Comment on what clues in a text are showing me.

2. Find clues from different parts of a text to help me answer a question.

AF4

1. Identify the layout or structure the writer has used.

2. Comment on how the writer has shaped the text.

AF5

1. Identify the sorts of words the writer has used.

2. Comment on the sorts of words the writer has used.

AF6

1. Work out the writer’s main purpose in a text.

2. Comment on what a text makes readers think or feel.

3. Explain why I like or dislike a text.

AF7

1. Comment on similarities between texts.

2. Comment on a text’s setting or background.

Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

READING Targets for pupils working towards

LEVEL 5 in Key Stage 3

AF2

1. Identify most of the main points in a text.

2. Support my comments with suitable quotations or references to the text.

AF3

1. Explain what clues from different points in a text are showing me.

2. Make sure I can find evidence in the text to support my comments when I read between the lines.

3. Write a paragraph with a point, some evidence and some explanation (PEC).

AF4

1. Explain why I think a writer has organised a text in a particular way.

AF5

1. Explain why I think a writer has chosen particular words or phrases.

AF6

1. Understand the writer’s general point of view in a text I am reading.

2. Explain the likely effect of a text on its readers.

3. Understand that writers of stories create narrators with particular viewpoints.

AF7

1. Comment on similarities and differences between texts or versions.

2. Explain the importance of a text’s setting or background.

Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

READING Targets for pupils working towards

LEVEL 6 in Key Stage 3

AF2

1. Identify the relevant points in a text.

2. Bring together information from different sources or from different places in the

same text.

3. Use a short, well-chosen quotation within a sentence to show that I can refer

closely to a text.

AF3

1. Explore different possible meanings in a text.

2. Comment on the wider importance of events or ideas in a text.

AF4

1. Comment on the impact of how a text is organised.

2. Explore how a writer’s theme or purpose is presented across a text.

AF5

1. Explain in detail how language is used at different points in a text.

2. Comment on how language choices can contribute to a text’s overall

effectiveness.

3. Use the appropriate terms when I comment on a writer’s techniques.

AF6

1. Use clear examples from across a text to explain how a writer puts across a

particular point of view.

2. Use clear examples from across a text to explain how a writer creates particular

effects on readers.

AF7

1. Comment on the typical features of texts from different times.

2. Discuss examples of a how a text’s meaning is changed by the time and place in

which it is written and read.

Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

READING Targets for pupils working towards

LEVEL 7 in Key Stage 3

AF2

1. Select evidence precisely to help me argue my point about a text. 2. Refer to other sources to help me argue my point about a text. AF3

1. Make connections between my insights into a text to make an overall interpretation. AF4

1. Give my own judgement on the effectiveness of some of the writer’s choices about structure and organisation. AF5

1. Make precise comments analysing how language is used in a text. 2. Show how a wide range of language features contributes to the overall effect of a text on the reader. AF6

1. Analyse the position of the writer, the narrator and the readers in a text. 2. Show my understanding of a writer’s use of irony. 3. Evaluate how viewpoints are established and managed in a text

AF7

1. Analyse how a text is influenced by earlier texts of the same type. 2. Analyse how different meanings and interpretations of a text relate to the contexts in which it is written and read.

Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

Fiction Reading List

Below is a selection of fiction authors and stories that our students might enjoy:

Adams, Douglas Hitch-Hiker’s Guide to the Galaxy Adams, Richard Watership Down Adebayo, Yinka Livin’ Large Adebayo, Yinka Ragga to Riches Almond, David Skellig Arksey, Neil MacB Ashley, Bernard Ten Days to Zero Ballard, J.G. Empire of the Sun Blume, Judy Tiger Eyes Booth, Martin Music on the Bamboo Radio Boyne, John Boy in the Striped Pyjamas Breslin, Theresa Remembrance Bronte, Charlotte Jane Eyre Christopher, John Empty World Cross, Gillian Demon Headmaster Dahl, Roald Boy Dahl, Roald Going Solo DeFelice, Cynthia Lucas Whitaker Dickens, Charles Oliver Twist Dickens, Charles Great Expectations17 Doherty, Berlie Granny was a Buffer Girl Durrell, Gerald My Family and other Animals Elboz, Stephen The House of Rats Fisher, Catherine Corbenic Fine, Anne Flour Babies Fine, Anne The Road of Bones Fisher Staples, Suzanne Storm Fisk, Nicholas Trillions Fletcher, Charlie Stoneheart Frank, Anne The Diary of Anne Frank Gallico, Paul The Snow-Goose! A Small Miracle Garner, Alan The Owl Service Gavin, Jamila Coram Boy Gibbons, Alan Shadow of the Minotaur Gibbons, Alan Caught in the Crossfire Golding, William Lord of the Flies Harris, Rosemary Zed Higson, Charlie Double or Die Hines, Barry A Kestrel for a Knave Hines, David Batman Can’t Fly Hinton, Nigel Buddy Hinton, S.E. The Outsiders Hinton, S.E. Tex18 Holme, Anne I am David Holman, Felice Slake’s Limbo Horrowitz, Anthony Alex Rider Series Jacques, Brian Redwall

May, Paul Defenders Maxwell, Gavin A Ring of Bright Water Morpurgo, Michael War Horse Morpurgo, Michael Robin of Sherwood Muchamore, Robert CHERUB series Nix, Garth Mister Monday O’Brien, Robert Z of Zachariah Oppel, Kenneth Dusk Paolini, Christopher Eragon Paulson, Gary Hatchet Pratchett, Terry Truckers Pratchett, Terry Any Disc World19 Pullman, Philip His Dark Materials Reeve, Philip Mortal Engines Richter, Hans Peter Freidrich Riordan, James When the Guns Fall Silent Riordan, James Sweet Clarinet Rowling, J.K. Harry Potter Series Sacher, Louis Holes Sacher, Louis Dogs Don’t Tell Jokes Sedgwick, Marcus My Sword Hand is Singing Serrailler, Ian The Clashing Rocks Serrailler, Ian The Silver Sword Shan, Darren The Cirque du Freak Shearer, Alex Bootleg Smucker, Barbara Underground to Canada Stewart & Riddell The Edge Chronicles Storr, Catherine The If Game Sweeney, Matthew Fox Swindells, Robert Brother in the Land Taylor, Mildred D. Roll of Thunder, Hear my Cry Tolkien, J.R.R. The Lord of the Rings Trilogy Twain, Mark The Adventures of Tom Sawyer Twain, Mark The Adventures of Huckleberry Finn Ure, Jean The Secret Life of Sally Tomato20 Voight, Cynthia The Runner Walsh, Jill Paton A Parcel of Patterns Watson, James Talking in Whispers Wells, H.G. The Time Machine Westall, Robert The Machine Gunners Willis, Jeanne Rocket Science Withrow, Sarah Bat Wyndham, John Chrysalids Wyndham, John The Day of the Triffids Zephaniah, Benjamin Face Zephaniah, Benjamin Refugee Boy

Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

WRITING

Parents looking for a study aid book to support writing at Key Stage Three, will find

plenty to choose from. The National Curriculum requires pupils to be able to plan,

draft, edit, revise, proofread and present a text with readers and purpose in mind.

The writing can fall into one of four writing triplets:

1. writing to imagine, explore, entertain;

2. writing to inform, explain, describe;

3. writing to persuade, argue, advise;

4. writing to analyse, review, comment.

Some ideas:

• When your child is given a piece of written work to do, help him/her to plan out

ideas first.

Teachers will often do this with a class beforehand, so s/he will be familiar with the

idea. As your child writes, remind him/her of the need to break ideas down into

manageable paragraphs.

• Encourage your child to use linking words to join ideas fluently and build up

sentences. Simple words like 'and', 'but', 'if' and 'when' should be familiar from

primary school. Help your child to use more sophisticated words in his/her writing,

too, such as 'however', 'furthermore', 'in conclusion' and 'therefore'.

• When your child is writing about a text, s/he will be asked to include quotations to

back up the points. If your child asks you for help, encourage him/her to skim-read

the page to find a suitable phrase and to choose a short quotation rather than

copying out several lines. Remind him/her to put the quotation in quotation marks

("...") too.

• Help your child to check his/her own spelling and punctuation - avoid going

through the work and changing it yourself, as this can be demotivating and won't

help the teacher to identify any problems.

• Targets written at the end of marked work are a useful way to focus your child’s

attention.

• Encourage your child to experiment with vocabulary.

• Encourage your child to experiment with sentence lengths and punctuation.

Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

WRITING Targets for pupils working towards

LEVEL 4 in Key Stage 3

AF1

1. Include more detail when I write.

2. Make sure that everything I write is connected with the topic and does not go off the point.

3. Make sure the reader understands my point of view.

AF2

1. Choose a way of writing that matches the purpose of the task and try to stick to it.

AF3

1. Organise my writing with a good beginning and ending.

2. Plan and organise my writing so that my reader will be able to follow it easily from beginning to end.

AF4

1. Begin to use paragraphs/sections to organise my writing using topic sentences to help my reader make sense of the text.

2. Begin to link paragraphs/sections of my writing together.

AF5

1. Vary my sentences in length and structure.

2. Use a wider range of connectives such as if, when, because.

AF6

1. Write in sentences that start with a capital letter and end with the right punctuation mark.

2. Use commas to break down long sentences.

3. Use speech marks correctly.

AF7

1. Choose words that match my topic.

2. Use describing words and phrases to add detail, interest and variety to my writing.

AF8

1. Use a range of strategies to improve my spelling.

2. Improve my knowledge of common spelling patterns, including words that sound the same but have different spellings and meanings.

Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

WRITING Targets for pupils working towards

LEVEL 5 in Key Stage 3

AF1

1. Add more detail to my writing to make it clearer and more interesting.

2. Make my point of view very clear and make sure it stays the same all the way through a piece of writing.

AF2

1. Choose a style that matches the task and keeps my reader interested.

2. Be clear about the purpose of my writing and stick to it.

AF3

1. Plan my writing so that I know how it will develop all the way through.

2. Organise my sentences into paragraphs.

3. Make sure that my paragraphs follow on from each other.

AF4

1. Use paragraphs to show my reader how I have organised my ideas.

2. Use connecting words to link my paragraphs together.

AF5

1. Vary my sentences in length and structure.

2. Use a wider range of connectives to show the links between my ideas.

3. Choose the kind of sentence to write by thinking how it will affect my reader.

AF6

1. Use punctuation accurately to show the beginnings and ends of sentences.

2. Use punctuation for speech.

3. Use commas correctly in long sentences to mark clause boundaries.

AF7

1. Use a wide range of words in my writing.

2. Choose words that will have an impact on my reader.

AF8

1. Identify my most common spelling mistakes and find my own way to reduce them, including words with syllables that you don’t hear.

2. Make sure that I understand how prefixes and suffixes work.

Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

WRITING Targets for pupils working towards

LEVEL 6 in Key Stage

AF1/AF2

1. Plan my writing so that I am using an appropriate style.

2. Choose and sustain an appropriate style right through my writing.

3. Adapt the conventions of the text type where this will add originality and interest.

AF3

1. Link paragraphs together so my reader can see clearly how my piece of writing is

developing.

2. Organise my writing in a way that will have an impact on my reader.

AF4

1. Structure my paragraphs in a way that helps to communicate what I want to say to my

reader.

2. Connect the sentences within paragraphs so that my meaning and purpose are clear.

AF5

1. Choose to write the kinds of sentences that will give the effect I want.

2. Make sure I use a variety of sentences.

AF6

1. Use commas and other punctuation correctly in longer sentences to help the reader follow

my meaning.

2. Check my writing for the grammar mistakes I commonly make, for example, using

commas instead of full stops.

AF7

1. Choose my words carefully and ambitiously so that my writing is precise and has an

impact on the reader.

AF8

1. Check my writing for the spelling mistakes I commonly make.

2. Learn the spellings of uncommon and difficult to spell words that I want to use, especially

those with syllables that you don’t hear.

Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

WRITING Targets for pupils working towards

LEVEL 7 in Key Stage

AF1/AF2

1. Sustain my writing in a formal way when I need to.

2. Write with my reader in mind, using and adapting the conventions of

text types flexibly.

AF3

1. Shape my writing so that my reader responds in the way I want.

AF4

1. Craft my paragraphs to create an impact on the reader.

AF5/6

1. Use the full range of punctuation to create an effect on my reader.

2. Use a variety of sentences to create effects that emphasise what I

want to say.

AF7

1. Choose my words carefully and ambitiously, so that my writing is

precise and has an impact on the reader.

2. Choose and use words imaginatively, in ways that match my purpose

and my reader.

AF8

1. Use the strategies I have learnt to ensure correct spelling throughout

my work.

Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

SPELLING

Spelling is important in helping us communicate in writing, and unfortunately incorrect spelling can make a writer seem ignorant and not to be taken seriously.

SPELLING STRATEGIES Here are some simple ways to help children learn spellings: 1) Look, Say, Cover Write Check Look at the word Say the word aloud Cover it - try to picture it in your mind. Write it out once. Check to see if it is correct. If you get it right, write it out three times covering it each time. If you get it wrong, underline the incorrect letters. Repeat the process, check you can remember the word in 2 days time and in 7 days time, until you remember it correctly! 2) Look for patterns and words within words I will be your friend to the end, or vegetable Or take a word like dissatisfied, • The prefix rule dis + satisfied (so it has two Ss) • Think of other linked words - satisfactory, satisfy 3) Highlighting Highlight the difficult part of the word. For example “separate” find a way of remembering the problem letters. “There’s a rat in separate.” 4) Syllables Break the word down into syllables. Each syllable should have a vowel – a, e, i, o, u. Man-u-fac-ture 5) Look at word families light might night fight tight strength length 6) Mnemonics A mnemonic is a way of helping you to remember. e.g. Necessary - never eat chips eat salad sandwiches and raspberry yogurt Rhythm – rhythm has your two hips moving Make up your own mnemonics. 7) Say it! Say the word as it looks, rather than how it is spoken.

Wed-nes-day

Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

Key Stage 3 Spelling List

The following list of spellings was compiled by a number of secondary schools who all identified the following words as common errors among this age group. Most pupils will know how to spell most of the words, but it is recommended that early in Year 7, pupils should be helped to learn those spellings about which they still are uncertain. accommodation conclusion explanation actually conscience February alcohol conscious fierce although consequence forty analyse/analysis continuous fulfil argument creation furthermore assessment daughter guard atmosphere decide/decision happened audible definite health audience design height autumn development imaginary beautiful diamond improvise beginning diary industrial believe disappear interesting beneath disappoint interrupt buried embarrass issue business energy jealous caught engagement knowledge chocolate enquire listening climb environment lonely column evaluation lovely concentration evidence marriage

material potential sincerely

meanwhile preparation skilful

miscellaneous prioritise soldier

miscellaneous prioritise soldier

mischief process stomach modern proportion straight moreover proposition strategy murmur questionnaire strength necessary queue success nervous reaction surely original receive surprise outrageous reference survey parallel relief technique participation remember technology pattern research texture peaceful resources tomorrow people safety unfortunately performance Saturday Wednesday permanent secondary weight persuade/persuasion separate weird physical sequence women

Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

Common homophones and confusions

advise/advice choose/chose quiet/quite affect/effect conscience/conscious source/sauce allowed/aloud course/coarse bought/brought our/are threw/through braking/breaking practise/practice to/too/two thank you

Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

Top Literacy Tips for Writing

1. Always plan your work – this can be a list or a spider diagram.

2. Ensure your work is well structured. Each paragraph should contain a new

idea. TIPTOP – Ti = A new time period. P = A new place. TO = A new topic.

P = A new person speaking.

You will need to develop your work with an introduction and a conclusion at

the end. Follow the plan.

3. Punctuation – try and show a variety of punctuation. Good punctuation will

help your work make more sense!

. A full stop is always used at the end of a sentence.

, A comma is used when you make a pause in a sentence, or for a list of

things.

: A colon is used at a start of a list, dialogue or definitions.

; A semi-colon Semicolons separate things. Most commonly, they separate

two main clauses that are closely related to each other but could stand on their

own as sentences if you wanted them to.

? Always use a question mark at the end of a question.

! An exclamation mark is used to show any surprise or strong emotion.

… Ellipsis – this is used if words have been left out.

“ “ Quotation marks are used to indicate that something is being said and

for “Quotes”

‘ An Apostrophe is used to show something belongs to someone, or a letter

has been left out – John’s bag – I didn’t

Make a check list for every piece of work so you can check that you have used

the above correctly.

4. Use a variety of sentences – Strengthen your writing by using some short,

some long, some simple and some more complex sentences.

5. CAPITAL LETTERS – always a capital I, at the BEGINNING of EVERY

sentence, for any NAME – , address, person’s name, for any PLACE – town,

city, country and TITLES e.g. Mr, Mrs or the title of a book, play, song.

6. CONNECTIVES – Try and link your paragraphs together with connectives:-

as well as/however/therefore/nevertheless/meanwhile/

consequently/although

Paignton Community and Sports Academy

Anne Freeman/Kim Morgan – February 2013

USEFUL WEBSITES:

Below is a selection of some online resources, including games, to improve spelling,

vocabulary, punctuation and grammar. Some sites have games/apps which can be

downloaded to a mobile phone.

Simple spelling rules and tips

http://oxforddictionaries.com/words/spelling-rules-and-tips

A selection of strategies to learn how to spell

http://grammar.ccc.commnet.edu/grammar/spelling.htm

Spelling and word games

A selection of games to train for the Times Spelling Bee for 11 & 12 year olds, including a

phone app. http://www.timesspellingbee.co.uk/

Games to help students learn to spell the words most commonly misspelt in Year 7.

http://www.what2learn.com/content/samples/Literacy/literacy.htm

An excellent selection of games to improve many subjects from BBC bitesize for Key Stage 3.

http://www.bbc.co.uk/schools/ks3bitesize/game/

Good spellers might like to take on Hard Spell, a game against the clock which is more

challenging. http://www.bbc.co.uk/hardspell/starspell_game.shtmlhttp://www.kidsspell.com/

Rules for English grammar and punctuation

http://www.grammarbook.com/english_rules.asp

http://correctpunctuation.explicatus.info/index.php?Correct_Punctuation

International Children’s Digital Library – This online library hosts nearly 5,000 high-quality

digital books in more than 50 different languages. Books contain both text and illustrations

and can be discussed in a community forum

http://en.childrenslibrary.org/

Book Blogs

DogEared – Dog Eared is a National Geographic book blog written by kids for kids. The blog

offers reviews, book recommendations, and a book of the month feature

http://kidsblogs.nationalgeographic.com/blog/dogeared/

www.gcsebitesize.com – Revision skills