key stage 3 guidance national...

Curriculum andStandards

Teachers of EnglishStatus: Recommended

Date of issue: 02/03

Ref: DfES 0103/2003

Key Stage 3National Strategy

Targeting level 4 in Year 7:English

Guidance

department for

education and skillscreating opportunity, releasing potential, achieving excellence

Key Stage 3National Strategy

Targeting level 4 in Year 7:English

Contents

Section 1 Introduction

Section 2 English consolidation lessons:preparing for the Progress test

Section 3 Teaching writing

Section 4 Teaching reading

Key Stage 3 National Strategy Targeting level 4 in Year 7: English © Crown copyright 2003

Section 1

Introduction

Targeting level 4 in Year 7: English This pack supplements the range of intervention programmes for Year 7produced by the Key Stage 3 National Strategy. It contains three separate units:

• English consolidation lessons: preparing for the Progress test;

• Teaching reading (publication June 2003);

• Teaching writing (publication June 2003)

Why have the lessons been produced?

The Literacy progress units (LPUs; refs. 0473/2001–0478/2001) have beenwelcomed by schools and used successfully to support pupils who need to makeswift progress from level 3 to level 4 in Year 7. The LPUs were written specificallyfor small-group teaching in 20 minute sessions at regular intervals over a week.To enable schools to meet the needs of large numbers of pupils at level 3, theseunits have been designed for whole-class teaching. Schools can continue to usethe LPUs to target specific weaknesses in pupils’ literacy skills and incorporatethe units in this pack into the schemes of work for classes operating at level 3 inEnglish. Each unit consists of 12 lessons and follows the teaching sequence ofthe LPUs and the Year 9 booster kit: English (ref. 0712/2002).

Key Stage 3 National Strategy Targeting level 4 in Year 7: English © Crown copyright 2003

Section 2

English consolidationlessons:preparing for theProgress test

Contents

Introduction 3

Preparing for the Progress test 3

Focusing teaching to improve pupil performance 3

The lessons 3

Using the resources 4

Moving from level 3 to level 4 4

The lessons 5

1 Reading: extracting the meaning 5

2 Reading: selecting and using evidence for short answers on narrative 11

3 Reading: selecting and using evidence for short answers on non-fiction 23

4 Reading: selecting and using evidence for long answers on narrative 31

5 Reading: selecting and using evidence for long answers on non-fiction 37

6 Writing: planning a story 45

7 Writing: organising a story 57

8 Writing: developing a story from a plan 63

9 Writing: proofreading for punctuation 67

10 Writing: planning a short writing task 69

11 Writing: developing a short writing task from a plan 79

12 Review, consolidate and set personal targets 85

Reading booklet

Answer booklet

English consolidation lessons: preparing for the Progress test 2© Crown copyright 2003

Introduction

This unit is one of a bank of three short units designed for teaching classes where themajority of pupils are at level 3 at the start of Year 7.

Supporting your teaching of Year 7 pupils in the run-up to the Year 7 Progress test, itcomprises 12 lessons designed for whole-class teaching. The material follows theteaching sequence of the Literacy progress units (refs. 0473/2001-0478/2001) and theYear 9 booster kit: English (ref. 0712/2002).

Preparing for the Progress test

The Year 7 Progress test can be used to gauge the progress and attainment of pupilswho achieved level 3 in the Key Stage 2 National Curriculum tests and who have beenreceiving additional literacy support.

Building pupils’ confidence as they approach any test is crucial to their success insecondary school. Opportunities to look at past papers, to examine the mark schemesand to work to time limits all help them rehearse for the real event. This is not ‘teachingto the test’; it shows professional understanding of the challenges pupils have to face.Good preparation is essential for undertaking any form of testing.

Focusing teaching to improve pupil performance

The unit demonstrates how to teach the key skills pupils need to succeed in the readingand writing tasks. There is a sustained focus on:

• understanding the different demands of short and long questions and answeringthem successfully;

• selecting information;

• constructing deductions and making inferences;

• planning for long and short writing tasks;

• developing content for tasks;

• writing complex sentences;

• proofreading for errors;

• using personal reading and writing targets.

Reading and writing targets which identify these skills are included as part of the unit.

The lessons

There are 12 lesson plans with photocopiable resource sheets. The lessons are basedon the Key Stage 3 Strategy principles of teaching and are:

• informed by clear, focused objectives;

• direct and explicit;

• highly interactive;

• progressive;

• well matched to pupils’ needs;

• inclusive.

Although the lessons have been designed specifically to support the teaching of classeswith large numbers of pupils working at level 3, they may also be adapted for use withsmaller groups. Remember that none of these lessons can match your pupils' needexactly: they may need at least some modification.

English consolidation lessons: preparing for the Progress test | Introduction 3© Crown copyright 2003

Using the resources

The Key Stage 2 National Curriculum tests and the Year 7 Progress test for readingrequire pupils to write their answers in a booklet. For this reason, all the readingresponse questions for this unit are in an answer booklet which pupils can use to recordtheir reading targets and to answer questions in lessons and for homework. Thenarrative and non-fiction texts are also reproduced in a booklet, again reflecting thepresentation of material in the national tests. The writing activities can be completed inEnglish workbooks.

The target statements for reading and writing are presented on resource sheets for useas OHTs, but could also be enlarged to poster size and displayed in the classroom. Thiswill enable teachers to refer to them in other lessons.

Moving from level 3 to level 4

In achieving level 3, pupils have shown themselves capable of reading with someunderstanding and fluency and of using different forms of writing with a degree ofaccuracy. To move on to level 4, they need to learn how to read with greater insight andunderstanding and how to express themselves in accurate, well-organised writing thatuses language effectively at word and sentence level.

Reading

In the reading test, pupils have to demonstrate reading skills within a set time. Theytherefore need to be taught how to find the required information quickly and tocomment on it in an appropriate manner. Pupils operating at level 3 tend to rely mainlyon literal interpretation and have underdeveloped skills of inference and deduction. Theyoften have difficulty in gathering evidence for answering longer questions, particularly ifthe information is scattered throughout the text, and they do not understand theimportance of explaining what the evidence is telling the reader and how it shapes thereader’s response. Pupils can often show inferential understanding in their responsesduring oral work, but because their writing skills are usually at an earlier stage ofdevelopment, they have difficulty articulating this understanding in their written answers.Lessons 1 to 5 in this unit focus on helping pupils to develop inferential skills and toconstruct detailed written responses to questions.

Writing

In keeping with revisions to the writing test in all key stages, pupils will be required towrite two texts in the Progress test. This will allow them to demonstrate theirunderstanding of audience as well as their ability to organise different types of texts, touse a range of sentence constructions appropriate for the purpose and to select wordsfor effect. Level 3 writers are typically insecure in these key skills. Lessons 6 to 11 focuson planning for the long and the short task, organising chronological and non-chronological writing, using complex sentences for effect and proofreading forpunctuation.

English consolidation lessons: preparing for the Progress test | Introduction 4© Crown copyright 2003

Lesson 1

Objectives

R2 Extract informationR6 Active readingR8 Infer and deduce

Vocabulary

annotateclose readfictioninfernon-fictionskimtext mark

Resources

OHTs of E1.1 and E1.2

Copies of the readingbooklet

Reading: extracting the meaning

Introduce 5 minutes

Explain to pupils that this is the first of a series of lessons designed to help them dotheir best in the Year 7 Progress test.

Distribute and look together at the reading booklet. Model quickly how to identify thedifferent reading sections, pointing out that in the test there will be several differenttexts, which may cover a range of fiction and non-fiction.

Explain that this lesson will focus on how to spend the 15 minutes reading time that isallocated at the start of the reading paper.

Model 10 minutes

Explain that you are going to look at the first text, which is a narrative. Display OHT E1.1, which shows the opening of the story, and read it aloud to the class.

Demonstrate how to skim read the passage in the following way:

• skim for gist by running your finger and eye down the centre of the page;

• focus on the opening line and first lines of paragraphs;

• pick out key characters, nouns and events;

• talk aloud about what you find interesting and what you think is important;

• underline the elements that you think are significant.

Try 15 minutes

Ask pupils to work individually to skim the second part of the narrative in their readingbooklet. Ask them to list five key pieces of information, focusing on what happens, howthe story ends and what features they think are important. Then ask them to comparetheir responses with a partner.

Apply 15 minutes

Now display OHT E1.2, which shows a leaflet about protecting children from theharmful effects of the sun. Explain to pupils that this is a non-fiction text. Model how toread this type of text, talking aloud about how you do the following:

• use the title to work out the intended audience and purpose;

• use the organisational features to navigate around the text and make sense of it;

• identify and underline key information and presentational devices, such assubheadings and bulleted lists.

Ask pupils to do the same for the third text in their reading booklet and then comparetheir responses with a partner. Ask them to focus on the audience and purpose and therange of information supplied.

Take feedback from pairs, focusing on the key items of evidence that they haveidentified.

Secure 10 minutes

Ask pupils to work in pairs to write five key things they should remember to do in thereading time at the beginning of the test. Take brief feedback, converting the best fiveinto a list on a flipchart. Save the list for reference.

Homework

Ask pupils to reread the texts themselves at home, adding to their notes andannotations if necessary, in preparation for the next lesson.

English consolidation lessons: preparing for the Progress test | Lesson 1 5© Crown copyright 2003


Thunder and Lightning E1.1

A long time ago, both thunder and lightning lived on this earth, among all the

people. Thunder was an old mother sheep and Lightning was her son, a

handsome ram, but neither animal was very popular.

When anybody offended the ram, Lightning, he would fly into a furious rage

and begin burning down huts and corn bins, and even knock down large trees.

Sometimes he damaged crops on the farm with his fires and occasionally he

killed people who got in his way.

As soon as his mother, Thunder, knew he was behaving in this evil way, she

would raise her voice and shout as loudly as she could, and that was very loud

indeed.

Naturally the neighbours were very upset, first at the damage caused by

Lightning and then by the unbearable noise that always followed his outbursts.

The villagers complained to the king on many occasions, until at last he sent

the two of them to live at the very edge of the village, and said that they must

not come and mix with people any more.

However, this did no good, since Lightning could still see people as they

walked about the village streets and so found it only too easy to continue

picking quarrels with them. At last the king sent for them again.

‘I have given you many chances to live a better life,’ he said, ‘but I can see that

it is useless. From now on, you must go right away from our village and live in

the wild bush. We do not want to see your faces here again.’

Thunder and Lightning © Kathleen Arnott, used by permission of Oxford University Press

English consolidation lessons: preparing for the P

rogress test |

Lesson 19

© C

rown copyright 2003

E1.2

1 o

f 2For further information contact

your localHealth Promotion Department

REMEMBERStay in

the shade

around

midday

If you get sunburntapply after-sun lotion.Sunburn can affectchildren and adults indifferent ways; consulta doctor if you are inany doubt.

Produced on behalf ofSouth Staffordshire

Primary Care Trusts

Have FUN inthe SUN

Advice forParents


rogress test |

Lesson 110

© C

rown copyright 2003

Most children spend a lot of timeplaying outdoors in the sun.Even in the United Kingdom toomuch sun can cause skin damage.This can be a major risk factorfor skin cancer in later life.

Sun safety guidelines

• Make sure children do not burn.

• Make sure they cover up.

• Make sure they stay in the shadearound midday.

• Make sure you cover them with ahigh-factor sunscreen.

• Dress children in sensible clothingand hats when playing outdoors tohelp prevent sunburn.

There are other ways to protectyour child from over-exposure tothe sun: the right kind of clothingto wear is tightly woven andloose fitting, which allows lesssunlight to filter through, thusproviding a shield effect.

Clothing advice for summer

Colours Colour is important. Deeprich colours or neon bright shadesoffer greater protection than brightwhites or pastel colours. The deepcolours absorb the ultraviolet rays,preventing them from reaching theskin.

Fabrics When buying outdoorclothes it is important to look at thetype of material. Tightly wovenfabrics give more protection thanlightweight fabrics. Mixed fabricsoften have a tighter weave thannatural fibres. The ability to shield theskin is lowered the more the fabric isstretched. Lycra is an exception, as ithas an extremely tight weave. Tocheck the tightness of the weave holdthe clothing up to the light and seehow much light comes through.

Water absorbency Cotton clothingwhen wet can reduce the amount ofsun protection by half.

Hats Hats should have wide brims.Avoid a white underside to the brimas this reflects the light back on to theface. Baseball caps should be avoidedas they give no protection to the neckor ears and leave the sides of the faceunprotected. Beware of loosely wovenstraw hats as ultraviolet rays can passthrough the weave causing sunburn tothe face.

Shirts and tops Shirts and topsshould have sleeves at least to elbowlength and collars that can be foldedup to protect the back of the neck.Always remember to protect childrenwith loose clothing when they comeout of the water.

Clothing is an effective andpractical way to protect youngskin against the danger ofsunburn.

‘Sun Know-How’ advice

• Keep your baby out of the sun.

• Use cream with a high sunprotection factor.

• Re-apply cream frequentlyespecially after swimming.

• Encourage children to wear hats atall times outdoors.

• Provide a shady area for children to play.

Sun protection is simple andneed not be expensive.

E1.2

2 o

f 2

Lesson 2

Objectives

R6 Active readingR8 Infer and deduceR12 Character, setting

and mood

Vocabulary

deductionevidenceinferenceretrievalscan

Resources

OHTs of E2.1 to E2.5


Copies of the answerbooklet

Reading: selecting and using evidence for short answers on narrative

Remember 10 minutes

Display OHT E2.1, which outlines the different types of questions that occur in a testpaper. Remind pupils that the questions are very similar in style to the ones they willhave answered in their Key Stage 2 test. Talk through the different responses requiredand explain that they will learn how to answer all these types of questions over thecourse of the next few lessons.

Explain to pupils that in this lesson they will look at questions that require shorteranswers and that these questions typically test two different skills – information retrievaland simple inference.

Model 15 minutes

Display OHT E2.2, which demonstrates a range of questions, requiring short or otheranswers, that might be asked about the narrative piece featured in the previous lesson.

Model how to read the first question, talking aloud about the key task words in it andunderlining them. Do the same for the second question and ask pupils to join in theprocess, pointing out the key words and phrases to be underlined.

Model how to answer the remaining questions, demonstrating how to refer to the text.Use OHT E2.5 to demonstrate checking the answers in the text. Talk aloud about thedifference between those answers that can be ‘lifted’ from the text, and are thereforetesting pupils’ retrieval skills, and those that require them to read between the lines, andare therefore testing inference and deduction.

Try 15 minutes

Distribute the reading booklet and the answer booklet. Look together at the answerbooklet, page 3, Questions on Thunder and Lightning 2. Ask pupils to work in pairs, first to underline the key words in the questions and then to complete the answers.

Apply 10 minutes

Ask pairs to join, forming groups of four to compare their answers. The groups shouldthen discuss each question and identify which skills are being tested – either retrieval orinference.

Secure 10 minutes

Take feedback using OHT E2.3. Ask pupils to explain how they were able to identify theskills being tested from the phrasing of the question.

Show pupils the reading targets on OHT E2.4. Spend a few minutes discussing these,making sure pupils understand them clearly. Ask them to select the two that mostclosely reflect their weaknesses and write them in the front of their answer booklet.


Answers

E2.2

1 In the story, the character Thunder is a sheep. (retrieval)

2 The character Lightning is a ram. (retrieval)

3 The king first punishes Thunder and Lightning by sending them to live on theoutskirts of the village. (retrieval)

4 When anybody offended the ram, Lightning, he would fly into a furious rage andbegin burning down huts and corn bins, and even knock down large trees. (simpleinference)

5 Naturally the neighbours were very upset, first at the damage caused by Lightningand then by the unbearable noise that always followed his outbursts. (simpleinference)

E2.3

1

(sequencing/retrieval)

2 Which of the following did Lightning do when angry? knock down trees; damagecrops (retrieval)

3 How many times did the villagers complain to the king about Lightning’s behaviour?many times (simple inference)

4 The flames spread to the little farms which the people had planted, and sometimesto their houses as well, so that they were in despair again. (inference)

5 Occasionally even his mother cannot bear to stay with him and goes awayfor a little while. (inference)


The king sends them both to live on the outskirts of the village. 2

The king banishes Thunder and Lightning to live in the sky. 4

Lightning causes chaos in his village when he is angry. 1

Lightning still loses his temper and sends fire down to earth when he is angry. 5

Lightning continues to cause trouble. 3


The reading test E2.1

There are several different possible answer formats:

Short answers

These may need only a word or phrase.

Several-line answers

These may require several phrases or sentences.

Longer answers

These will require a more detailed explanation of your opinion.

Other answers

Some answers do not involve writing. Instead you may need to number, or

circle, or tick a box, or draw lines to connect one idea with another.


Questions on Thunder and E2.2Lightning 1

Circle the boxes.

1 In the story, the character Thunder is a

2 The character Lightning is a

3 The king first punishes Thunder and Lightning by sending them to live

4 In the sentence below, underline the phrase which shows that

Lightning is angry.

When anybody offended the ram, Lightning, he would fly into a furious

rage and begin burning down huts and corn bins, and even knock

down large trees.

5 In the sentence below, underline the phrase which explains the reason for

the villagers’ complaint against Thunder.

Naturally the neighbours were very upset, first at the damage caused

by Lightning and then by the unbearable noise that always followed

his outbursts.

ram sheep cow horse

sheep

in the bush in the skyon the

outskirts of the village

in the forest

ram cow horse



1 Here are some of the main events in the story.

Number them to show the sequence in which they occur.

One has been done for you.

2 Which of the following did Lightning do when angry? Circle two boxes.

3 How many times did the villagers complain to the king about Lightning’s

behaviour? Circle the box.

4 Underline the word in the sentence below which describes how the

villagers feel about Lightning’s behaviour.

The flames spread to the little farms which the people had planted,

and sometimes to their houses as well, so that they were in despair

again.

5 Find and copy out a phrase from the final paragraph which tells the reader

that Lightning is still able to upset his mother.

Occasionally even his mother cannot bear to stay with him andgoes away for a little while.

The king sends them both to live on the outskirts of the village. 2

The king banishes Thunder and Lightning to live in the sky. 4


Lightning still loses his temper and sends fire down to earth when he is angry. 5

Lightning continues to cause trouble. 3

knock downtrees

upset theanimals

shout damage crops

once twice many times never


Target statements for reading E2.4

I must:

• use a secure understanding of the language features and structures of the

full range of non-fiction text types to support my understanding when I

read;

• distinguish between implicit and explicit points of view;

• identify and describe the styles of individual writers;

• analyse how messages, moods, feelings and attitudes are conveyed in

prose, using inference and deduction and making reference to the text;

• secure the skills of skimming and scanning and efficient reading.


Thunder and Lightning E2.5

A long time ago, both thunder and lightning lived on this earth, among all thepeople. Thunder was an old mother sheep and Lightning was her son, a handsome ram, but neither animal was very popular.

When anybody offended the ram, Lightning, he would fly into a furious rage and begin burning down huts and corn bins, and even knock down large trees.Sometimes he damaged crops on the farm with his fires and occasionally he killed people who got in his way.

As soon as his mother, Thunder, knew he was behaving in this evil way, she would raise her voice and shout as loudly as she could, and that was very loudindeed.

Naturally the neighbours were very upset, first at the damage caused by Lightning and then by the unbearable noise that always followed his outbursts. The villagers complained to the king on many occasions, until at last he sent the two of them to live at the very edge of the village, and said that they must not come and mix with people any more.

However, this did no good, since Lightning could still see people as they walked about the village streets and so found it only too easy to continue picking quarrels with them. At last the king sent for them again.

‘I have given you many chances to live a better life,’ he said, ‘but I can see that it is useless. From now on, you must go right away from our village and live in the wild bush. We do not want to see your faces here again.’

Thunder and Lightning had to obey the king and left the village, angrily cursingits inhabitants.

Alas, there was still plenty of trouble in store for the villagers, since Lightningwas so angry at being banished that he now set fire to the whole bush, andduring the dry season this was extremely unfortunate. The flames spread to thelittle farms which the people had planted, and sometimes to their houses aswell, so that they were in despair again. They often heard the mother ram’smighty voice calling her son to order, but it made very little difference to his evilactions.

The king called all his councillors together and asked them to advise him, andat last they hit on a plan. One white-headed elder said:

‘Why don’t we banish Thunder and Lightning right away from the earth?Wherever they live there will be trouble, but if we sent them up into the sky, weshould be rid of them.’

So Thunder and Lightning were sent away into the sky, where the peoplehoped they would not be able to do any more damage.

Things did not work out quite as well as they had hoped, however, for Lightningstill loses his temper from time to time and cannot resist sending down fire tothe earth when he is angry. Then you can hear his mother rebuking him in herloud rumbling voice.

Occasionally even his mother cannot bear to stay with him and goes away for alittle while. You will know when this happens, for Lightning still flashes his fire onthe earth, but his mother is so far away that she does not see, and her voice issilent.


1

5

10

15

20

25

30

35

40

45

Lesson 3

Objectives

R2 Extract informationR8 Infer and deduce

Vocabulary

deductionevidenceinferencelayoutnon-fictionpresentational devicesretrieval

Resources


OHT of E2.4 (from lesson 2)


Copies of the answerbooklet

Reading: selecting and using evidence for short answers on non-fiction

Remember 10 minutes

Display OHT E3.1, which contains a range of questions from the previous lesson.Reveal questions one at a time and ask pupils to identify the purpose of each – retrievalor inference – using mini whiteboards to show their responses. Recap with pupils howto look for clues in the question that will help them to understand what is being asked.

Explain that in this lesson they will look at similar types of questions, this time with afocus on non-fiction texts. Ask pupils to reread quickly both non-fiction texts in thereading booklet.

Model 15 minutes

Look together at the answer booklet, page 5, Questions on non-fiction texts 1. Askpupils to work in pairs to complete the questions and identify the skills that are beingtested by each question, writing either retrieval or inference next to each.

Use OHT E3.2 as pupils feed back. The questions on the OHT have been completed,some correctly, some incorrectly. Reveal the answers one at a time and ask pupils touse mini whiteboards to show, using a � or an �, whether they think the answers arecorrect or incorrect. (Cards with these symbols could be used if whiteboards are notavailable.) Invite pupils to explain how they found the answers and discuss the skillsbeing tested. Point out to pupils the two parts of question 7; the skill of deduction isneeded to complete the answer. Remind them that retrieving information from a non-fiction text requires the reader to be able to find their way around the text easily, usingthe layout and presentational devices to help them.

Try 15 minutes

Display OHT E3.3, which has three longer questions on the leaflet about protectingchildren from the sun, all requiring inference. Model how to answer the first question,telling pupils that they need to explain their ideas by putting their inferences into words,as they did with some of their responses in the previous session. Explain that they needto do this to achieve a level 4.

Apply 10 minutes

Ask pupils to work in pairs to draft responses to the other two questions. Allocate onequestion to each half of the class. After five minutes, ask pupils to swap with a partnerfrom the other half of the class and to discuss their answers, offering advice whereappropriate on how to improve the answer to secure a level 4.

Take brief feedback.

Secure 10 minutes

Show pupils OHT E2.4 and remind them of the reading targets. Highlight those whichrefer to non-fiction texts. Ask pupils to reflect on the part of the process that they foundmost difficult, and to choose an appropriate target for themselves and write it in thefront of their answer booklets.

Homework

Look at page 9 of the answer booklet, which contains the three longer questionsdiscussed in the lesson. Ask pupils to complete the questions for homework, keeping inmind their own reading targets.


Answers

E3.2

1 In order to protect their children, parents should make sure they cover up anduse a high-factor sunscreen. (retrieval / simple inference)

2 Which of the following statements are not true?

(retrieval / simple inference)

3 Make sure they stay in the shade around midday.

Use a high-factor sunscreen.

(retrieval / simple inference)

4 The temperature in Bristol was 12 °C.

The temperature in Scarborough was 11 °C.

The temperature in Southampton was 57 °F.

(retrieval)

5 Which of the following are predicted in the article?

(retrieval)

6 Unsettled, very windy, showers (retrieval)

7 The weather will be best in London, south east and central southernEngland because it will have the highest temperatures. Although it will bewindy with showers, there will also be some sunny spells. (retrieval/inference)


Wide-brimmed hats offer good protection against the sun.

Lightweight fabrics give better protection than tightly woven fabrics. ✓

Deep and bright colours offer better protection against the sun.

Wet clothing offers better protection against the sun. ✓

Baseball caps offer good protection against the sun. ✓

There will be showers in most places. ✓

It will be cloudy and windy in the north-east of England. ✓

It will be sunny in the north-east of England.

It will be very windy in London. ✓

There will be no sun in South Wales.



• Underline the phrase in the sentence below which shows that Lightning

is angry.

When anybody offended the ram, Lightning, he would fly into a furious

rage and begin burning down huts and corn bins, and even knock

down large trees.

• Which of the following did Lightning do when angry? Circle the boxes.

• How many times did the villagers complain to the king about Lightning’s


• Underline the word in the sentence below which describes how the




again.

• Find and copy out a phrase from the final paragraph which tells the reader


knock downtrees

upset theanimals

shout damage crops



Questions on non-fiction texts 1 E3.21 of 2

Have fun in the sun1 According to the article, which two of the following guidelines should

parents follow in order to protect their children from the sun?

In order to protect their children, parents should


3 Write down two other ways in which parents can protect their children

from the sun.

Make sure that they do not burn.

Use a high-factor sunscreen.

make surethey cover up

keep themindoors

use a high-factor

sunscreen

use anumbrella

Wide-brimmed hats offer good protection against the sun. ✓

Lightweight fabrics give better protection than tightly woven fabrics.

Deep and bright colours offer better protection against the sun. ✓

Wet clothing offers better protection against the sun. ✓

Baseball caps offer good protection against the sun. ✓


Weather outlook

4 Circle the right answer for each of the following:

The temperature in Bristol was

The temperature in Scarborough was

The temperature in Southampton was

5 Which of the following predictions are made in the article?

6 According to the article, what will the weather be like for most places

today?

Unsettled and very windy

Rain easing to showers for most places

7 Which region will have the best weather? Explain the reasons for your

choice.

The weather will be best in London, the south-east and centralsouthern England because it will have the highest temperatures.Although it will be windy with showers, there will also be somesunny spells.

There will be showers in most places. ✓

It will be cloudy and windy in the north-east of England. ✓


It will be very windy in London. ✓

There will be no sun in South Wales. ✓

10 ºC 11 ºC 12 ºC 13 ºC

10 ºC 11 ºC 12 ºC 13 ºC

57 ºF 57 ºC 58 ºF 58 ºC

E3.22 of 2


Questions on Have fun in the sun E3.3

Sun protection is simple and need not be expensive.

1 What does this sentence suggest about sun protection?

Explain your answer fully.

2 According to the leaflet, why do parents need to protect their children from

the sun?

3 Why is ‘Have fun in the sun’ a good title for the leaflet?

Lesson 4

Objectives

R8 Infer and deduceR12 Character, setting

and mood

Vocabulary

authorial techniquecriteriadeductionevidenceexplaininferenceretrieval

Resources



Reading: selecting and using evidence forlong answers on narrative

Remember 10 minutes

Remind pupils of the different question types from lessons 2 and 3. Explain that in thislesson they will look at questions which require a longer written answer and whichrequire complex inference and explanation of the author’s choice of words. Display OHTE2.4, which gives the reading targets, and point out those targets which are relevant tothe focus of today’s lesson.

Show pupils OHT E4.1, revealing the first section only, and explain that it is an exampleof a question requiring a longer answer. Discuss with pupils how the question is differentfrom those considered in the previous lessons and how it requires them to demonstratetheir skills of inference. In the previous lessons, pupils sometimes had to makeinferences in order to answer the questions, but here they are asked to demonstratethat they can infer meanings.

Model 15 minutes

Reveal the second part of OHT E4.1 and explain to pupils that it is a suggested markscheme and criteria for marking the answers. Read it through, talking aloud about whatis required for a level 4 answer. Make explicit how the criteria show what they need todo in order to demonstrate their ability to deduce and infer.

Demonstrate how to compose an answer and talk aloud how to select the rightinformation for it. Explain that this is the skill of deduction. Tell them that they arebuilding up the evidence base, just like a detective gathering information. Move on toexplaining that for questions requiring skills of inference, they need to explain what theinformation is implying or suggesting. Talk aloud about the need to include more thantheir initial ideas, and explain to pupils that they will be able to work out how much isrequired by the number of marks allocated to the question, and the length of the spaceavailable to write in.

Try 10 minutes

Display OHT E4.2, which shows a similar question. Read the question aloud andhighlight the key words and phrases that indicate what evidence pupils need to gather.Discuss with pupils the possible content for the answer by highlighting the key wordsand phrases in the passage. From these compile a bulleted list which could includesome or all of the following.

• The opening of the sentence suggests that the punishment is not going to work:still plenty of trouble in store.

• The punishment has, in fact, succeeded in making Lightning even more angry:since Lightning was so angry at being banished.

• The aim of the punishment was to stop the bad behaviour. Instead it leads to more:he now set fire to the whole bush.

• Lightning’s bad behaviour has terrible consequences because of the weather. Theconsequence for the villagers is that the situation is made even worse because thefire is able to spread further and more easily, during the dry season this wasextremely unfortunate.

Encourage pupils to explain their thoughts and inferences as they discuss what couldbe included.

Then ask pupils to work in pairs to compose an answer on mini whiteboards, referringto the bulleted list for ideas.

Take brief feedback and comment on features and examples which demonstrate skillsat level 4.


Apply 15 minutes

Ask pupils to turn to page 11 of their answer booklets, which shows a level 3 responseto a different question. Ask pupils to work in pairs to compose a level 4 response.

Take brief feedback and comment on those answers which have secured the level 4element of fully explaining the inferences made by the reader.

Secure 10 minutes

Ask pupils to work in pairs to create a list of instructions for writing a level 4 answer.

Take feedback and compile a list on the flipchart for future reference. Make links back tothe reading targets.



Longer question on Thunder E4.1and Lightning 1

As soon as his mother, Thunder, knew he was behaving in this evil way,

she would raise her voice and shout as loudly as she could, and that was

very loud indeed.

a What is this evil way?

b Why has the word evil been used to describe Lightning’s behaviour?

a Reference should be made to Lightning’s typical actions when he loses his temper.This could be any one of the following:

• burning down huts and corn bins

• knock down large trees

• killed people who got in his way

b Responses should recognise what is implied by the use of the word evil, for example:

• the very worst kind of behaviour

• behaviour which has very negative consequences for other people

• behaviour for which there is no excuse

Do not accept:

Very general responses, for example

because his behaviour was very bad

Responses based on the word evil, for example

because what he did was evil

Imprecise explanations, for example

evil means very bad


Longer question on Thunder E4.2and Lightning 2

Alas, there was still plenty of trouble in store for the villagers, since

Lightning was so angry at being banished that he now set fire to the whole

bush, and during the dry season this was extremely unfortunate.

Explain fully what this shows about Lightning’s feelings and actions at

this point in the story.

Lesson 5

Objectives

R8 Infer and deduceR13 Non-fiction style

Vocabulary

criteriadeductionevidenceinferenceretrieval

Resources

Handout E5.1 cut intocards

OHTs of E5.2a andE5.2b

OHT E2.4 (from lesson 2)

Reading: selecting and using evidence for long answers on non-fiction

Remember 10 minutes

Ask pupils to reread the two non-fiction texts quickly. Distribute cards made fromhandout E5.1 as a sorting activity. Ask pupils to identify which answer goes with eachquestion.

Then ask pupils to identify which of the answers would achieve a level 4.

Take feedback and refer back to the instructions list created in the previous lesson.

Model 15 minutes

Display OHT E5.2a, which shows two questions and answers correctly identified.

Reveal the first question and answer only, then discuss with pupils how the answer hasdemonstrated the features required for a level 4.

Reveal the second question and answer, then model how to turn the response for thesecond question, awarded a level 3, into a level 4 answer. Talk aloud about how thewriter needs to develop the general overview of the sentence into an explanation of theeffect of the identified phrase. (It tells the reader that the change in the weather will notbe sudden, but will happen over a period of time, and little by little.)

Display OHT E5.2b which shows the other two questions and answers. Point out thechange in focus; whereas the first two questions required skills of inference, these callon the reader’s understanding of organisational features of texts.

Try 10 minutes

Together, look at the first question on OHT E5.2b. Point out to pupils that the answer isvery brief, as in the previous example. Discuss the possible content needed to developthe answer and compile a bulleted list on the board.

Ask pupils to work in pairs to compose an answer on mini whiteboards, referring to thebulleted list for ideas.

Take brief feedback and comment on those features which demonstrate level 4.

Apply 15 minutes

Look together at page 13 of the answer booklet, Non-fiction question and answer, andask pupils to work in pairs to rewrite the given answer, turning it from a level 3 into alevel 4.

Ask pupils to join with another pair and exchange their responses, discussing whethereach other’s work would be awarded a level 4.

Secure 10 minutes

Take feedback, asking pairs to identify what they needed to do to improve theresponses.

Show OHT E2.4, the reading targets, and point out those which refer to the focus ofthe questions for today’s lesson. Ask pupils to select a target, if appropriate, and write itinto their answer booklets for future reference.


Homework

Refer pupils to page 15 of the answer booklet, Questions on the readings, and askthem to complete the questions. Explain that the focus for these questions is giving anoverview of the reading booklet, responding to all three texts. Remind them of thereading targets that they have chosen, and inform them that the marking will takeaccount of them.

Take in answers next lesson, to be marked and reading targets adjusted if necessary.



Question-and-answer card sort E5.1

What tense is thissentence written in?

Underline the phrase in the sentence which

shows this.

Explain why this text iswritten in this tense.

Underline two words which show that clothing

is a good method ofprotection.

Explain why the writer has chosen to use

these words.

Why have the sun safety guidelines been

organised as a bullet-pointed list?

Explain what the phrase gradually easingtells the reader to expect

from the weather.

The phrase tells thereader that the rain is

going to turn intoshowers.

Everywhere will becomevery unsettled with

spells of heavy rain onSaturday.

The text is written in the future tensebecause it is talkingabout the weather.

The guidelines have been written in a list

to make it easy to read.

Clothing is an effectiveand practical way toprotect young skin

against the danger ofsunburn.

The writer has chosen thesewords to make clothing sound

easy to use and to suggestthat it does not need a lot ofeffort. ‘Effective’ suggests

that it is a good andsuccessful method of

protection while ‘practical’sounds useful and convenient.


Non-fiction questions and E5.2aanswers 1

Have fun in the sun

Clothing is an effective and practical way to protect young skin against thedanger of sunburn.

Underline two words which show that clothing is a good method of protection.

Explain why the writer has chosen to use these words.

Clothing is an effective and practical way to protect young skin against thedanger of sunburn.

The writer has chosen these words to make clothing sound easy touse and to suggest that it does not need a lot of effort. ‘Effective’suggests that it is a good and successful method of protection while‘practical’ sounds useful and convenient.

Weather outlook

Cloudy and windy with heavy rain gradually easing to become more showerylater on.

Explain what the phrase gradually easing tells the reader to expect from theweather.

The phrase tells the reader that the rain is going to turn intoshowers.


Non-fiction questions and E5.2banswers 2

Weather outlook

Everywhere will become very unsettled with spells of heavy rain on Saturday.

What tense is this sentence written in? Underline the phrase in the sentencewhich shows this.

Explain why this text is written in this tense.

Everywhere will become very unsettled with spells of heavy rain onSaturday.

The text is written in the future tense because it is talking aboutthe weather.

Have fun in the sun

Why have the sun safety guidelines been organised as a bullet-pointed list?

The guidelines have been written in a list to make it easy to read.

Lesson 6

Objectives

Wr2 Planning formatsWr5 Story structure

Vocabulary

narrativeplanstructure

Resources


OHT of E2.5

Handouts of E6.4 andE6.5

OHT of E6.5

Writing: planning a story

Remember 10 minutes

Display OHT E6.1, which shows a summary of the characteristics of a level 4 in writinga narrative. Read it together and focus on the key criteria for success, particularly in thearea of composition and effect. Emphasise the importance of a clear beginning, middleand end, and explain that this can be achieved through careful planning before writing.

Display the narrative from the reading booklet on OHT E2.5. Show pupils how thebeginning can easily be identified. Talk through how the remainder of the narrative canbe divided into distinct sections. Pupils may wish to identify further sections within themiddle of the story.

Model 15 minutes

Display OHT E6.2, which has a writing task question on writing a story. Use this tomodel how to read the question carefully, talking aloud about how to identify andunderline key words. Point out the importance of the prompts, which will help them toorganise their ideas.

Explain to pupils that they are going to plan and write a narrative as an answer to adifferent question. They need to ensure that they have

• a clear beginning;

• a well-developed middle;

• an appropriate ending.

Distribute handout E6.4, which gives another longer writing task question. Ask pupilsto underline the key words in the instructions and to discuss initial ideas for their ownstory with their partner.


Try 15 minutes

Demonstrate, using the planning format on OHT E6.5, how to plan a response to thequestion on handout E6.4. Talk about the importance of beginning with an overall ideathat includes a clear ending. Once this has been decided, pupils can then develop eachof the stages in their plan, using the prompts and turning them into headings. Finally,demonstrate how to make a list of key points in order to develop detail.

Keep a copy of this plan for use in the next lesson.

Apply 10 minutes

Distribute handout E6.5 and ask pupils to work in pairs to develop their initial ideas intoa four-stage plan, adding detail as appropriate at each stage.

Secure 10 minutes

Ask pupils to find a new partner and to share their ideas with the aid of the plan. Theyshould discuss the four stages in their story, ensuring that there is a clear beginning andending, and that the middle has been sufficiently developed to lead into the endingeffectively.

Ask pupils to return to their initial partner and to discuss and refine the ideas on theirplan in the light of their discussion.


Show pupils the writing targets on OHT E6.3. Ask pupils to consider which aspects oftheir writing they need to improve and to select the two which are most relevant. Theyshould write these at the top of their planning format.



Characteristics of E6.1narrative writing at level 4

Composition and effect

• The writing is well structured with a beginning, middle and ending.

• Events in the story are logically related.

• Characters are created and they interact with one another, for examplethrough direct or reported speech.

• The writing is lively and interests and engages the reader through, forexample, the ways in which the setting is described or how characters orevents are developed and commented on.

• Well-chosen phrases or attempts to use adventurous vocabulary make thewriting interesting.

Text structure and organisation

• Shifts in time and place help shape the story and guide the reader throughthe text.

• Within paragraphs, connected sequences of ideas may be developedaround a main sentence.

• Pronouns and tenses are generally consistent throughout.

Sentence structure and punctuation

• The story is developed through the use of different sentence structures,including complex sentences.

• A wide range of sentence connectives is used.

• Adjectives and adverbs are used to add detail to sentences.

• Most sentences are correctly demarcated by full stops, capital letters andquestion marks and by inverted commas for speech.

• Within sentences, commas are used to separate parts of a sentence suchas short phrases, clauses, or items in a list.

Adapted from QCA 2002 Key Stage 2 English test mark scheme


Narrative writing task question 1 E6.2

In ancient cultures, people did not have scientific explanations for features and

events in nature, so they wrote stories, like Thunder and Lightning, to explain

what they saw.

Write your own creation myth to explain how thunder and lightning were

created.

You will need to think about:

• what the key features of thunder and lightning are;

• how the key features could be developed into characters;

• how the characters came to be important elements of the weather.


Target statements for writing E6.3


I must:

• plan a story with a good beginning, an exciting/interesting middle and a

satisfying ending;

• keep the story moving at the right pace so that the reader does not get

bored;

• create characters with some significant interaction between them, building

characterisation through action, description and characters’ responses;

• keep writing lively to interest the reader through the ways in which

characters and events are developed;

• use well-chosen phrases such as adverbials as well as adventurous and

precise vocabulary to contribute to the effectiveness of the writing.


Narrative writing task question 2 E6.4

In the story Thunder and Lightning, the quarrel between the two characters

becomes so fierce and their behaviour so unbearable that they are banished

from their community.

Write your own story about a quarrel which results in behaviour which is

unbearable for others.

You will need to think about:

• when and where the story takes place;

• who your characters are and what are their personalities;

• how the quarrel starts;

• how the quarrel develops so that the behaviour becomes unbearable;

• what the unbearable behaviour is and how it affects others;

• how the quarrel is resolved and the behaviour stopped;

• what your characters felt or learned at the end of the story about what had

happened.


Planning format E6.5(4)

(3)

(1)

(2)

Lesson 7

Objectives

Sn1 Subordinate clauses

Sn8 Starting paragraphsWr5 Story structure

Vocabulary

paragraphtime signals

Resources


Enlarged handout ofE2.5


OHTs of E7.1 and E7.2

Writing: organising a story

Remember 10 minutes

Ask pupils to help you list on a flipchart or whiteboard those occasions when you wouldstart a new paragraph in writing a story. Look for the following answers:

• to mark a shift in time;

• to mark a change of scene;

• to mark a change of subject;

• when someone new starts to speak.

Together, decide on a symbol to denote each of the criteria, for example a clock fortime; speech marks for speaker; a tree for change of scene; a capital T for change ofsubject.

Display OHT E2.5, which shows the narrative text. Model how to identify the shift infocus for the first two paragraphs of the narrative, using the agreed symbols to mark thetext.

Ask pupils to work in pairs and identify the paragraph shifts for the remainder of thestory, using an enlarged copy of the text on handout E2.5.

Model 15 minutes

Take feedback, focusing particularly on the shifts in time and underlining the phrasesthat denote this on the OHT. Use these to begin to create a word bank on a flipchart.

Ask pupils to work in pairs and list, on their mini whiteboards, as many phrases as theycan think of that denote a shift in time.

Take feedback and add to the word bank.

Try 15 minutes

Display the OHT E6.5 with the teacher’s planning from lesson 6. Show pupils how toselect from the word bank to add to the detail on their plan for the first two sections inorder to indicate the shifts in time in the story. (Note that there may be more than oneparagraph in the middle section of the story.)

Involve pupils in selecting from the word bank to add detail to the plan. Explain to pupilsthat they have now created a paragraph frame for the teacher’s story. Emphasise thatthis is a useful strategy in the test because it enables them to begin writing with a clearidea of the content and structure of the piece.

Apply 10 minutes

Ask pupils to work in pairs to create a paragraph frame for their own writing. They canselect a range of time change phrases from the word bank as required.

Secure 10 minutes

Display OHT E7.1, which shows a range of sentences indicating shifts of time. Revealthe first sentence only and demonstrate an alternative way of writing it, for example:

One day I was walking home when the bully grabbed me.

I was walking home one day when the bully grabbed me.

Reveal the second sentence and ask pupils to use mini whiteboards to compose thesentence in a different way.


Take feedback and list the best alternatives, for example:

That night, I was lying awake thinking about the problem.

I was lying awake that night, thinking about the problem.

I was lying awake thinking about the problem that night.

Repeat the process for the remaining sentences, for example:

After a while I must have dropped off to sleep, but I was woken by the sound ofknocking at the window.

I must have dropped off to sleep after a while, but was woken by the soundof knocking at the window.

The next day I got up to go to school.

I got up to go to school the next day.

Several days later I found out that the bully had been suspended.

I found out, several days later, that the bully had been suspended.

Display OHT E7.2, which shows development of the writing targets shared in theprevious session. Explain to pupils that they have been investigating different ways tocreate variety in their writing as identified in the targets for language effects andsentence construction.

Homework

Ask pupils to write the opening sentence for each of the paragraphs in their story intheir workbooks. They should show evidence of experimenting with the sentencestructure by writing at least two different versions, and then identifying the version theywill use.



Sentences indicating time shift E7.1

One day I was walking home when the bully grabbed me.

That night, I was lying awake thinking about the problem.

After a while I must have dropped off to sleep, but I was woken by the

sound of knocking at the window.

The next day I got up to go to school.

Several days later I found out that the bully had been suspended.


Developed target statements E7.2for writing


I must:

• plan a story with a good beginning, an exciting/interesting middle and a

satisfying ending;

• keep the story moving at the right pace so that the reader does not get

bored;

• create characters with some significant interaction between them, building

characterisation through action, description and the characters’ responses;

• keep writing lively to interest the reader through the ways in which

characters and events are developed;

• use well-chosen phrases such as adverbials as well as adventurous and

precise vocabulary to contribute to the effectiveness of the writing.


I must:

• use pronouns and tenses accurately to establish textual cohesion;

• use a range of connecting words and phrases appropriately;

• use paragraphs to distinguish the structure of the text.


I must:

• use sentence variation to contribute to the effectiveness of the writing;

• secure control of complex sentences, understanding how clauses can be

manipulated to achieve different effects;

• start and finish correctly with full stops and capital letters;

• use commas to show grammatical boundaries and the separate parts of a

sentence, such as short phrases, clauses or items in a list.

Lesson 8

Objectives

Wr5 Story structureWr6 CharacterisationSn2 Noun phrases

Vocabulary

criteria

Resources

OHT of E6.1

OHT of E8.1

Fully worked-out OHT ofE6.5 (from lesson 7)


Writing: developing a story from a plan

Remember 10 minutes

Display OHT E6.1, which shows the characteristics of a level 4 narrative. Use OHT E8.1 to show pupils an example of a level 4 narrative, taken from the QCA 2002Key Stage 2 mark scheme. Read it through and talk aloud about how the pupil hasachieved the level. For each section of the exemplification, identify the features thatmake it a level 4 piece, underlining and annotating examples.

Draw pupils into the process by asking them to identify further examples of the features.

Model 15 minutes

Display OHT E6.5 that gives the fully worked-out plan created in lesson 7. On aflipchart, demonstrate how to use the plan to write the opening two paragraphs.Articulate how you are drawing on the plan for ideas, developing them in your headbefore writing the final sentence, and make clear the reasons for the choices you make.Talk aloud about the range of sentence types available, how to develop detail by usingnoun phrases, and how to reread to check for textual cohesion.

Try 10 minutes

Ask pupils to work in pairs to write the next paragraph of the teacher’s story on miniwhiteboards. (Different pairs could be given different paragraphs to work on.)

Take feedback and explain why particular suggestions may be accepted, rejected oradapted, then add them to the shared writing.

Keep a copy of the narrative and, before the next lesson, type it up making deliberatemistakes in the sentence punctuation including the omission and misuse of commas.Photocopy onto an OHT for use in lesson 9.

Apply 15 minutes

Ask pupils to work on developing the first two paragraphs of their own stories.

To help them produce sections of appropriate lengths, pupils could be asked to writethe opening paragraph on a sheet of A5 paper, the middle on an A4 sheet, and then theending on another A5 piece.

Secure 10 minutes

Ask pupils to join with a partner and exchange their writing so far. They shouldcomment on each other’s work using the grade criteria displayed on OHT E6.1.

Display the writing targets on OHT E7.2 and ask pupils to decide in which areas theystill need to develop in order to achieve level 4. They should write these at the top oftheir story, and then try to write the rest of the story keeping them in mind.

Homework

Ask pupils to complete their stories.



Example of a level 4 narrative E8.1

Alex, a very forgetful boy, had been picked to go on a camp holiday.

When they got there it was late at night and Mrs Evans had told them that Mr Richardswas to be staging a tormoment the next day. Alex, Tim, Stephen and Adam allways wentaround in a group, and hoped they would be on the same team.

After a good night’s sleep, they all got up very early and had bacon toasties forbreakfast. When they had finished, they out onto the field were Mr Richards was waiting.

“Right,” roard Mr Richards, over all the exciting chatter. “Today we will be having a littlecompetition. I will split you up into 3 groups of 4 and give you your tasks. Right, first teamcaptain … Alex. Second, … Dan, and third, … George.”

Alex was so happy, he had Steve, Adam and Tim on his team. Alex looked at the paper hehad been given. It said, YOUR TASK IS TO GET THE GOLDEN EGG BY THE RIVER. Whenyou have read this destroy it. Alex set up a little fire and burnt the paper.

After a while, Adam said, “So what is the task then Al?”

Alex replied, “Eer … Ooops.”

“Oh Alex you idiot, don’t tell me you’ve forgoten?”

“I think I have”, replied Alex.

“Right,” said Adam, “sit down and have a good long think”.

So they all sat down, but Alex just couldn’t remember.

Then they heard a cold voice saying, “Ha, forgotten the task have you?”

They turned round, it was Dan and George followed by their team members.

“Shove off,” bellowed Alex.

“Ooh we are narky today,” chortled George. “Come on then, Dan. Eh I’ll race you to theriver were the egg is.”

“Ar yeah”, replied Dan with a proud voice.

And off they ran.

“Hey lads,” screamed Alex, “It’s just come to me, we have to get the egg from by theriver.”

“Nice one man,” roared Tim with excitement.

So they set off to the river to get the egg.

“I know a shortcut,” said Steve. “You go through them bushes.”

So off they went, taking Steve’s advice. Then they got to the river. There it was thegleaming golden egg.

“We’ve got there before them,” said Alex. So he grabbed the egg and ran back to camp.

“Well done Lad’s,” shouted Mr Richards. “You can have a gold medal each for that.”

And after that there was no doubt about it, Alex was a hero!

Taken from QCA 2002 Key Stage 2 English test mark scheme

Lesson 9

Objectives

Wr1 Drafting processSn3 Boundary

punctuation

Vocabulary

capital letterscommasfull stopsproofreading

Resources


OHT of typed narrative(with deliberate mistakes,from lesson 8)

Handouts of E6.1 and E7.2 (from lessons 6and 7)

Writing: proofreading for punctuation

Remember 10 minutes

Remind pupils of the level 4 characteristics for sentence structure and punctuation bydisplaying OHT E6.1. Point out the emphasis on full stops, capital letters and questionmarks, which must be secured if the writing is to attain a level 4.

Review with pupils when, where and why capital letters, full stops and commas arerequired in writing. Compile a list for reference on the whiteboard or flipchart.

Model 15 minutes

Display the OHT of typed narrative and demonstrate how to proofread, looking at oneline at a time. Use a piece of paper to cover all but the line being read. Explain that it iseasy to miss something such as a missing comma or full stop because you areexpecting it to be there; covering up all the rest of the writing ensures that you focus onone line at a time so you are more likely to spot the mistakes.

Explain to pupils that it is easier to read for full stops and capital letters first, then goback and read again for commas. Talk aloud about how to check for whether a full stopis needed, referring to the list for reference when appropriate. Demonstrate proofreadingthe first paragraph, first for full stops and capital letters, then repeat the process forcommas.

Try 10 minutes

Look at the second paragraph as shared reading with pupils and ask them to identifywhen full stops and capital letters are required.

Repeat the process for commas.

Apply 15 minutes

Ask pupils to proofread their own stories, first for full stops and capital letters and thenfor commas. Suggest they use a pen of a different colour to their writing, so that theproof marking is evident.

Ask pupils to exchange their story with a partner to check each other’s work.

Secure 10 minutes

Distribute handout E6.1, which shows the characteristics of level 4 writing that pupilslooked at in previous lessons. Ask pupils to reread their partner’s work, this time lookingfor the key features discussed in the last four lessons. They should also highlight words,phrases or sentences that they feel could be improved in order to achieve a level 4.They should make written comments to suggest improvements and make a finalcomment to suggest whether pupils have achieved level 4.

Distribute handout E7.2, which lists the writing targets. Ask pupils to reflect on thecomments made by their partner and on their own learning experience over the last fourlessons. They should select and highlight the targets which apply most closely to theirwriting, and then make a note of them at the bottom of their story for you to look atwhen marking.

The first thing they need to do in the writing test is to write their writing targets at thetop of the page as a reminder.

Take in stories to mark. Indicate whether or not pupils have achieved level 4 against thecriteria and also whether they have selected appropriate targets. Adjust their targets forthem if necessary and return their stories at the beginning of the next lesson.


Lesson 10

Objectives

Wr2 Planning formatsWr10 Organise texts

appropriatelySn13 Stylistic

conventions of non-fiction

Vocabulary

audiencenon-fictionpurpose

Resources

OHTs of E10.1, E10.2a,E10.2b and E10.3

Handout of E10.3

Writing: planning a short writing task

Remember 10 minutes

Return the marked stories. Allow time for the pupils to read them and to reflect on theirwriting targets.

Display OHT E10.1, which shows the characteristics of a level 4 answer for the shortwriting task. Read it together and point out the similarities with the longer writing task,as well as highlighting those aspects that are new. These are related to composition andeffect and text structure and organisation. Point out that the spaces have been leftblank, in order to allow for different text types, audiences and purpose to be included.Make the point that, with non-fiction, it is vital to write in a form appropriate for audienceand purpose.

Model 15 minutes

Display OHT E10.2a, which shows a sample question for a short writing task. Modelhow to read the question and identify key points, making links with reading. Talk aloudabout the purpose, text type, intended audience and hence the key points for writing.

Explain that a different type of plan is needed from the one used for writing narrative,because of the change of purpose and text type.

Model how to construct a plan, using OHT E10.3. Talk aloud about the need for anopening statement, bullet points of key information and a summary statement to close.Relate the key points back to the intended audience and purpose of the writing.

Try 10 minutes

Display OHT E10.2b, which shows another short writing task. Talk through the questionwith pupils and ask them to identify the key information they will need for their ownwriting.

Take feedback and compile a list of examples on the whiteboard or a flipchart.

Apply 15 minutes

Distribute copies of handout E10.3, the planning format, and ask pupils to work inpairs to draft an opening and summary statement for their own writing and then to planthe bullet points for their own answer.

Secure 10 minutes

Take feedback on the planning using OHT E10.3. Ensure that the key points relate tothe purpose and the audience of the text.


71English consolidation lessons: preparing for the Progress test | Lesson 10© Crown copyright 2003

Characteristics of E10.1non-narrative writing at level 4


• The writing is coherent and balanced and covers a range of aspects of thesubject matter.

• The writer seeks to __________ by presenting the subject matter clearlyand there is some explanation of key points.

• Ideas are developed and sustained in a logical way.

• Some words and phrases are well chosen for interest or precision.


• The piece is structured appropriately for a __________ with paragraphslogically ordered and sequenced.

• Connectives give order and emphasis when linking paragraphs.

• There is a clear introduction and conclusion.

• Layout is mainly appropriate for a __________.


• Both complex and compound sentences are used, with phrases andclauses building up detail and information.

• Connectives are used to link clauses and ideas within paragraphs.

• Most sentences are correctly demarcated by full stops, capital letters andquestion marks.

• Within sentences, there is some evidence of the correct use of commas toseparate elements of a sentence such as short phrases, clauses, or itemsin a list.

Adapted from QCA 2002 Key Stage 2 English test mark scheme


Short writing task E10.2aquestion 1

Some pupils in Year 7 are about to take the Progress test.

Write a letter to a pupil in another class, explaining how to prepare for the test.

The purpose of the letter is to:

• explain the best way to prepare for the reading test;

• explain the best way to prepare for the writing test;

• explain the importance of remembering to use their reading and

writing targets.


Short writing task E10.2bquestion 2

A friend is about to go on their first holiday abroad, to a country where the

weather could be very hot.

Write a letter explaining how they could protect themselves against the sun.

The purpose of the letter is to:

• explain why they need to take precautions against the sun;

• explain the precautions they should take;

• remind them of the dangers of exposing themselves to the sun without

protection.


Planning format E10.3

Title:

Opening statement:

Bullets of main points:

•

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Summary statement:

Lesson 11

Objectives

Wr2 Planning formatsWr10 Organise texts

appropriatelySn13 Stylistic

conventions of non-fiction

Vocabulary

audienceconnectivenon-fictionpurpose

Resources

Handout of E11.2 cutinto cards

OHTs of E10.1 andE10.3 (from lesson 10)

OHT of E11.1

Writing: developing a short writing task from a plan

Remember 10 minutes

Distribute cards made from handout E11.2 as a sorting activity. Ask pupils to divide thesentence openings into two categories: those that are used to signal time and thosethat are used to explain.

Take feedback and create a word bank on a flipchart or whiteboard. Refer back to thelevel 4 characteristics from the previous lesson by displaying OHT E10.1. Relate theword bank to the audience and purpose of the pupils’ writing. Point out the key criteriain composition and effect and in sentence structure and organisation.

Model 15 minutes

Display OHT E11.1, an example of a piece of explanation writing. Read it together andidentify the intended audience, purpose and text type.

Read it a second time and talk aloud about how the key features of the writing suit theintended audience and purpose. Concentrate on:

• the organisation and sequence of paragraphs, including time signals;

• the sentence construction, using appropriate connectives to explain;

• the shifts in tense from past (to recount) to future (to express intent), as part of theexplanation.

Identify, underline and annotate key features in the opening two paragraphs. Then drawpupils into the process by asking them to identify further examples in the rest of thetext.

Try 10 minutes

Using the teacher plan from the previous session on OHT E10.3, model how to developthe ideas from the bullet points into sentences and a first paragraph.

Talk aloud about the key features that are included, as in the previous model.

Ask pupils to work in pairs and, using mini whiteboards, to draft a paragraph to developone of the other bullet points. Allocate a different bullet point to each pair.

Take feedback, and use it to develop the teacher’s writing.

Apply 15 minutes

Refer pupils to their own plans for their short writing task. Ask them to develop thecontent of their bulleted list in the same way.

Secure 10 minutes

Take feedback of examples and comment on effective use of sentence structures etc.

Homework

Pupils should complete their drafts, then proofread their letter for punctuation, followingthe guidelines established in the lesson on proofreading narrative writing. They shouldaim to complete both the writing and proofreading within 30 minutes.



Explanation writing E11.1

Dear Miss Brown,

I am writing to you because I have not completed the homeworkthat you set us last lesson. There are a number of reasons for this.

Firstly, there was not enough time for me to complete all of thehomework I had been set as I also had a lot of science work. AfterI had completed the science I was really tired and as a result mymum told me to go to bed.

I next tried to complete the work before coming to school. It wasthen that I discovered that I didn’t have the right worksheet andas a result I didn’t know what to do.

I tried to find you before school this morning, but you were on duty.Therefore I was unable to get the help that I needed in order tofinish the work.

I would like to finish the work because it is really interesting. Iwould therefore like to ask for an extra week to complete it. I hopethat you are not too disappointed and I promise that I will completethe work properly in time for the next lesson.

Yours sincerely,

Peter Smith


Sentence openings card sort E11.2

as

then

finally

because

next

in order to

after

as a result

therefore

firstly

due to

meanwhile

Lesson 12

Vocabulary

evaluation

Resources

OHTs of E12.1 andE12.2

Handout of E12.3 cutinto strips, one set perpair

Handout of E12.4

Review, consolidate and set personaltargets

Remember 15 minutes

Review with the class the key points from the 11 previous lessons using OHT E12.1.Keep the right-hand column concealed and ask pupils to suggest points beforerevealing the content. Add any particularly important extra points suggested by pupils.

Hand out the cut-up strips made from handout E12.3 and ask pupils to work in pairsto complete the sequencing task.


Model 10 minutes

Show OHT E12.2, which is a set of personal targets based on the evaluation. Talkthrough how this person has reached conclusions about their own writing and how theyhave used the writing targets (from previous lessons) to set their own personal targets.

Try 15 minutes

Ask pupils to review the short writing task they have completed for homework. Theyshould identify some strengths and weaknesses and check their perceptions with apartner.

Apply 10 minutes

Distribute copies of handout E12.4. Pupils should use the sheet to set themselveswriting targets, referring back to previous writing targets they will have set themselves,and reviewing and adjusting in the light of their discussion.

Secure 10 minutes

Ask pupils to work in pairs to compile a list of five top tips for success in the Progresstests for reading and writing. Ask pairs to join to form a group of four to compare theirlists and agree their top five.

Take feedback from each group and compile a list to display in the classroom as areminder in the lead-up to the test.



Key points from the lessons E12.1

Lesson topics Key points to remember

1–5 Reading Write your reading targets at the beginning of the answerbooklet.

Spend the reading time well by marking and annotatingthe text.

Look for key characters and events in the narrative.

Note key presentational and layout features in non-fictiontexts.

Identify key words in the question to determine the mainskill being tested (retrieval, inference, understanding theauthor’s technique, understanding layout andpresentation).

Look at the space and the marks allocated for eachquestion as an indication of how much to include.

Check your answers against your reading targets.

6–9 Writing narrative Put your writing targets at the top of the page.

Write a story plan with a good ending in mind.

Write paragraph openings on the plan, remembering toinclude a variety of different signals to show changes intime.

Vary sentences for effect.

Proofread, firstly for full stops and capital letters, and thenfor commas.

10–11 Writing non-fiction Identify the form, purpose and audience before planning.

Write a good plan, including words and phrases youcould use.

Proofread, firstly for full stops and capital letters, and thenfor commas.


Mission not impossible example E12.2

Your mission is to be a level 4 writer in the Year 7 Progress test.

Mission checklist

My strengths that I will need to use

Read the question carefully.

Think up good ideas.

Remember to use paragraphs.

My weaknesses that I need to guard against

I must use a range of connecting words and phrases appropriately.

I must secure control of complex sentences, understanding howclauses can be manipulated to achieve different effects.

I must secure the use of the comma to show grammatical boundariesand the separate elements of a sentence, such as short phrases,clauses or items in a list.

Things I must not forget

Plan by including my big points and include examples to go with them.

Write the opening sentence for each of my paragraphs on my plan.

Use more connectives like ‘therefore’.

Remember to proofread carefully to check for full stops and capitalletters.


How do I approach the E12.3writing task?

Identify and highlight the key words in the task.

Proofread for full stops and capital letters.

Put writing targets at the beginning of the answer booklet.

Add important words and phrases.

Proofread for commas.

Plan, using an appropriate format.

Check the text type, audience and purpose for the writing.


Mission not impossible E12.4

Your mission is to be a level 4 writer in the Year 7 Progress test.

Mission checklist

My strengths that I will need to use

My weaknesses that I need to guard against

Things I must not forget

Weather – weird or wonderful?

Reading booklet

�

��


Thunder and Lightning Narrative text

A long time ago, both thunder and lightning lived on this earth, among all thepeople. Thunder was an old mother sheep and Lightning was her son, a handsome ram, but neither animal was very popular.

When anybody offended the ram, Lightning, he would fly into a furious rage and begin burning down huts and corn bins, and even knock down large trees.Sometimes he damaged crops on the farm with his fires and occasionally he killed people who got in his way.

As soon as his mother, Thunder, knew he was behaving in this evil way, she would raise her voice and shout as loudly as she could, and that was very loudindeed.

Naturally the neighbours were very upset, first at the damage caused by Lightning and then by the unbearable noise that always followed his outbursts. The villagers complained to the king on many occasions, until at last he sent the two of them to live at the very edge of the village, and said that they must not come and mix with people any more.

However, this did no good, since Lightning could still see people as they walked about the village streets and so found it only too easy to continue picking quarrels with them. At last the king sent for them again.

‘I have given you many chances to live a better life,’ he said, ‘but I can see that it is useless. From now on, you must go right away from our village and live in the wild bush. We do not want to see your faces here again.’

Thunder and Lightning had to obey the king and left the village, angrily cursingits inhabitants.

Alas, there was still plenty of trouble in store for the villagers, since Lightningwas so angry at being banished that he now set fire to the whole bush, andduring the dry season this was extremely unfortunate. The flames spread to thelittle farms which the people had planted, and sometimes to their houses aswell, so that they were in despair again. They often heard the mother ram’smighty voice calling her son to order, but it made very little difference to his evilactions.

The king called all his councillors together and asked them to advise him, andat last they hit on a plan. One white-headed elder said:

‘Why don’t we banish Thunder and Lightning right away from the earth?Wherever they live there will be trouble, but if we sent them up into the sky, weshould be rid of them.’

So Thunder and Lightning were sent away into the sky, where the peoplehoped they would not be able to do any more damage.

Things did not work out quite as well as they had hoped, however, for Lightningstill loses his temper from time to time and cannot resist sending down fire tothe earth when he is angry. Then you can hear his mother rebuking him in herloud rumbling voice.

Occasionally even his mother cannot bear to stay with him and goes away for alittle while. You will know when this happens, for Lightning still flashes his fire onthe earth, but his mother is so far away that she does not see, and her voice issilent.


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rogress test |

Reading booklet

5©

Crow

n copyright 2003

Non-fiction text

1 o

f 2For further information contact

your localHealth Promotion Department

REMEMBERStay in

the shade

around

midday

If you get sunburntapply after-sun lotion.Sunburn can affectchildren and adults indifferent ways; consulta doctor if you are inany doubt.

Produced on behalf ofSouth Staffordshire

Primary Care Trusts

Have FUN inthe SUN

Advice forParents


rogress test |

Reading booklet

6©

Crow

n copyright 2003

Non-fiction text

2 o

f 2Most children spend a lot of timeplaying outdoors in the sun.Even in the United Kingdom toomuch sun can cause skin damage.This can be a major risk factorfor skin cancer in later life.

Sun safety guidelines

• Make sure children do not burn.

• Make sure they cover up.

• Make sure they stay in the shadearound midday.

• Make sure you cover them with ahigh-factor sunscreen.

• Dress children in sensible clothingand hats when playing outdoors tohelp prevent sunburn.

There are other ways to protectyour child from over-exposure tothe sun: the right kind of clothingto wear is tightly woven andloose fitting, which allows lesssunlight to filter through, thusproviding a shield effect.

Clothing advice for summer

Colours Colour is important. Deeprich colours or neon bright shadesoffer greater protection than brightwhites or pastel colours. The deepcolours absorb the ultraviolet rays,preventing them from reaching theskin.

Fabrics When buying outdoorclothes it is important to look at thetype of material. Tightly wovenfabrics give more protection thanlightweight fabrics. Mixed fabricsoften have a tighter weave thannatural fibres. The ability to shield theskin is lowered the more the fabric isstretched. Lycra is an exception, as ithas an extremely tight weave. Tocheck the tightness of the weave holdthe clothing up to the light and seehow much light comes through.

Water absorbency Cotton clothingwhen wet can reduce the amount ofsun protection by half.

Hats Hats should have wide brims.Avoid a white underside to the brimas this reflects the light back on to theface. Baseball caps should be avoidedas they give no protection to the neckor ears and leave the sides of the faceunprotected. Beware of loosely wovenstraw hats as ultraviolet rays can passthrough the weave causing sunburn tothe face.

Shirts and tops Shirts and topsshould have sleeves at least to elbowlength and collars that can be foldedup to protect the back of the neck.Always remember to protect childrenwith loose clothing when they comeout of the water.

Clothing is an effective andpractical way to protect youngskin against the danger ofsunburn.

‘Sun Know-How’ advice

• Keep your baby out of the sun.

• Use cream with a high sunprotection factor.

• Re-apply cream frequentlyespecially after swimming.

• Encourage children to wear hats atall times outdoors.

• Provide a shady area for children to play.

Sun protection is simple andneed not be expensive.


Non-fiction text

PA WeatherCentre Ltd, 292 Vauxhall Bridge Road, London SW1V 1AE; registered in England, No. 3288270

WEATHER OUTLOOKTODAY’S FORECASTUnsettled and verywindy. Rain easing toshowers for mostplaces. London, SE & CentS England, E Anglia,Midlands, ChannelIs: Strong winds withshowers. Becomingbrighter with sunnyspells. Strong to galeforce west winds. Maxtemp 12-15C (54-59F). Tonight, dry. Mintemp 4-7C (39-45F).NE & NW England,Cent N England, NWales: Cloudy andwindy with heavy raingradually easing tobecome more showery later on.Fresh to strong west to north-west winds. Max temp 10-13C(50-55F). Tonight, drier. Maxtemp 3-6C (37-43F).SW England, S Wales: Verywindy with showers but alsowidespread sunny spells. Strongwest to north-west winds. Maxtemp 11-14C (52-57F). Tonight,showers threatening. Min temp7-10C (45-50F).NE & SE Scotland, Edinburgh,N Isles: Rain, sometimes heavy,will ease to leave showers, wintryover high ground. Brighter lateron but breezy. Fresh north-west

5-DAY FORECASTIt will be a drier andbrighter day withsunny spells tomor-row. Northern Ire-land, northern Eng-land and southernScotland will beprone to showers,these heavy inplaces but easinglater on. Winds willease but it still willbe breezy. It willmainly be fine on Tuesday,although north-western areaswill have a risk of further show-ers, heavy in Scotland. OnWednesday, southern areas willbe fine but there will be blusteryshowers and more cloud else-where. It will be dry and sunny

winds. Max temp 6-9C (43-48F).Tonight, drier. Min temp 1-4C(34-39F).NW & SW Scotland, Glasgow,W Isles: Showers, these heaviestduring the afternoon, falling wintryover high ground. Breezy. Freshnorth-west winds. Max temp 6-9C(43-48F). Tonight, showers. Mintemp 2-5C (36-41F).N Ireland, Republic of Ireland:Blustery showers, heaviest in thenorth. Drier and brighter to thesouth. Fresh to strong west tonorth-west winds. Max temp 8-11C (46-52F). Tonight, showers.Min temp 3-6C (37-43F).

on Thursday before strengthen-ing winds and a band of cloudand rain edges into westernparts during Friday. Tempera-tures will be around the sea-sonal average. Everywhere willbecome very unsettled withspells of heavy rain on Saturday.

WEATHERCALL National 29Greater London 30Kent, Surrey & Sussex 31Dorset, Hants, IoW 32Devon, Cornwall 33Wilts, Gloucs, Avon, Som 34Berks, Bucks, Oxon 35Beds, Herts, Essex 36Norfolk, Suffolk, Cambs 37Glamorgan, Gwent 38Shrops, Hereford, Worcs 39Central Midlands 40East Midlands 41

Lincs & Humberside 42Dyfed & Powys 43Gwynedd & Clywd 44North West England 45West & South Yorks, Dales 46North East England 47Cumbria & Lake District 48South West Scotland 49West & Central Scotland 50Edin, Fife, Lothian, Borders 51East & Central Scotland 52Grampians & E Highlands 53North West Scotland 54

Caithness, Orkneys & Shet 55Northern Ireland 56WorldWeathercall 5710 DAY NATIONAL FAX FORECAST Weathercall is a product of TIS Ltd.

AIR POLLUTIONLondon..................--....3 (Low) .....3 (Low)Cardiff ...........3 (Low)....2 (Low) .....2 (Low)Edinburgh .....3 (Low)....2 (Low) .....2 (Low)Belfast...........3 (Low)....2 (Low) .....2 (Low)Low 1-3 Moderate 4-6 High 7-9 V.High 10

SUN & MOONSun rises.....................................6.45amSun sets .....................................4.43pmMoon rises ..................................8.24amMoon sets...................................1.09pmFirst quarter.........................October 29th

BRITISH ISLESYesterday °C °F °C °F

Aberdeen c 8 46Anglesey sh 12 54Belfast fg 9 48Birmingham f 12 54Blackpool f 12 54Bournemouth f 14 57Brighton f 14 57Bristol f 12 54Cardiff f 13 55Carlisle f 11 52Edinburgh c 10 50Exeter f 6 43Glasgow f 9 48Inverness c 9 48

Jersey sh 14 57Liverpool f 12 54London f 14 57Manchester c 12 54Newcastle f 10 50Norwich f 12 54Nottingham f 12 54Oxford f 13 55Plymouth f 14 57Ronaldsway f 11 52Scarborough s 11 52Southampton f 14 57Stornoway r 9 48York s 10 50

WORLDYesterday °C °F °C °F

Amsterdam f 11 52Athens s 23 73Bangkok c 28 82Beijing s 7 45Beirut f 26 79Berlin th 10 50Brussels f 14 57Cairo s 30 86Copenhagen sh 9 48Dublin c 11 52Geneva s 17 63Gibraltar s 20 68Harare f 27 81Hong Kong c 25 77Istanbul f 19 66Jeddah s 35 95Jerusalem f 27 81Jo’burg s 25 77Karachi s 37 99Lisbon c 19 66Los Angeles dr 18 64

Luxembourg c 11 52Madrid c 14 57Manila f 33 91Moscow c 2 36Nairobi c 23 73New Delhi s 29 84New York c 9 48Nicosia f 25 77Oslo c 7 45Paris f 16 61Prague c 12 54Rio de Jan. f 27 81Riyadh f 34 93Rome c 21 70Seoul s 8 46Singapore c 32 90Sydney c 15 59Taipei c 24 75Tokyo r 13 55Vienna th 18 64Warsaw sh 12 54

ROADWATCHMidlands: Birmingham M6between J6 (A38/A527) and J7Great Barr and Birmingham(North) (A34). Major roadworks.Until 30th December 2002.South West: Wiltshire A36Limpley Stoke. Closed for roadworks. Long diversions.Until 2nd December 2002.North East: North YorkshireA64 York Ring Road (WestJunction) (A1237). Contraflow,and lanes closed. Delays. Until1st October 2002.North West: Cheshire M6between J21 Warrington(A57/B5310) and J20 Lymm(M56/A50/B5158). Contraflow.Until 22nd January 2003.Wales: Cardiff A469 BetweenLlanishen Roundabout (B4562)and Travellers Rest: Thornhill.Roadworks. Until 31st December 2002.

c, cloudy; dr, drizzle; f, fair; fg, fog; hz,haze; m, mist; r, rain; s, sunny; sh,showers; sl, sleet; sn, snow; th, thunder.

Answer booklet

Questions on Thunder and Lightning 2

1 Here are some of the main events in the story.

Number them to show the sequence in which they occur.

One has been done for you.

2 Which of the following did Lightning do when angry? Circle two boxes.

3 How many times did the villagers complain to the king about Lightning’s


4 Underline the word in the sentence below which describes how the




again.

5 Find and copy out a phrase from the final paragraph which tells the reader


The king sends them both to live on the outskirts of the village.

The king banishes Thunder and Lightning to live in the sky.


Lightning still loses his temper and sends fire down to earth when he is angry.

Lightning continues to cause trouble.

knock downtrees

upset theanimals

shout damage crops




Questions on non-fiction texts 1Have fun in the sun1 According to the article, which two of the following guidelines should

parents follow in order to protect their children from the sun?

In order to protect their children, parents should


3 Write down two other ways in which parents can protect their children

from the sun.

make surethey cover up

keep themindoors

use a high-factor

sunscreen

use anumbrella

Wide-brimmed hats offer good protection against the sun.

Lightweight fabrics give better protection than tightly woven fabrics.

Deep and bright colours offer better protection against the sun.

Wet clothing offers better protection against the sun.

Baseball caps offer good protection against the sun.


Weather outlook

4 Circle the right answer for each of the following:

The temperature in Bristol was

The temperature in Scarborough was

The temperature in Southampton was

5 Which of the following predictions are made in the article?

6 According to the article, what will the weather be like for most places

today?

There will be showers in most places.

It will be cloudy and windy in the north-east of England.


It will be very windy in London.

There will be no sun in South Wales.

10 ºC 11 ºC 12 ºC 13 ºC

10 ºC 11 ºC 12 ºC 13 ºC

57 ºF 57 ºC 58 ºF 58 ºC


7 Which region will have the best weather? Explain the reasons for your

choice.


Questions on Have fun in the sun

Sun protection is simple and need not be expensive.

1 What does this sentence suggest about sun protection?

Explain your answer fully.

2 According to the leaflet, why do parents need to protect their children from

the sun?

3 Why is ‘Have fun in the sun’ a good title for the leaflet?


Turning a level 3 answer into a level 4 answer

Thunder and Lightning had to obey the king and left the village, angrily

cursing its inhabitants.

Explain fully what this shows about Thunder and Lightning’s actions and

feelings at this point in the story.

Thunder and Lightning have to leave the village and they areunhappy about it.

Rewrite the answer above so that it would achieve a level 4.


Non-fiction question and answer

Have fun in the sun

Why have the sun safety guidelines been organised as a bullet-pointed list?

The guidelines have been written in a list to make it easy to read.


Questions on the readings

1 Why is ‘Have fun in the sun: advice for parents’ a good title for the leaflet?

2 Sentences have been left out of the three texts you have read.

Match each sentence to the text you think it came from.

Draw one line to each box.

It will be cold and windy with chances of light hail in

the late evening.extract from story

The villagers were filled with joy at this suggestion.

advice leaflet

Make sure you re-apply sunscreen when children come

out of the water.newspaper information text


3 The reading booklet is called ‘Weather – weird or wonderful?’

Think about everything that you have read and explain whether you think

this is a good title.

Further copies of this document are available from:

DfES PublicationsTel 0845 60 222 60Fax 0845 60 333 60Textphone 0845 60 555 60e-mail [email protected]

Ref: DfES 0103/2003

© Crown copyright 2003

Produced by the Department for Education and Skills

Extracts from this document may be reproduced for non-commercial ortraining purposes on the condition that the source is acknowledged

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