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YEAR 7 ENGLISH AT CHESTERFIELD
How can I best support my child?
What will Year 7 learn?Autumn Term Spring term Summer Term
Study of a novel Non – fiction unit: discursive writing
Island project
Study of a novel Shakespeare play Texts from other cultures
Literary heritage –‘A Christmas Carol’
Through these units, the skills of reading, writing, speaking & listening are taught. Literacy skills are embedded throughout.
How are the classes set in English? • Students are set from the beginning of Year 7, using a range of data, but
mainly using Key stage 2 teacher assessment levels informed by Key Stage 2 SATS results (where applicable).
• Although Year 7 are timetabled in two parallel bands, there is an upper and lower ability band:
SET MOVEMENT WILL TAKE PLACE AT HALF TERM WHERE NECESSARY.
P 2
P 3
P 4
P 1 Mr Loughlin
Ms Concannon
Ms Morton
Ms Convery
Q 2
Q 3
Q 1Ms Molyneux/ Mr
Loughlin
Ms McGowan
Ms McGowan
How can I best support my child?
By: 1. Talking regularly about what they are doing in English.
2. Asking about what they like and dislike about the novel/play/poets they are studying at the moment. 3. Asking them if they want help with proofreading the quality of their work: spellings, basic skills etc.4. Asking to see their book on a regular basis; enquiring about and checking the quality of their homework.
Reading
“While good readers gain new skills very rapidly, and quickly move from learning to read to reading to learn, poor readers become increasingly frustrated with the act of reading, and try to avoid reading where possible”
The Matthew EffectDaniel Rigney
“The word-rich get richer while the word-poor get poorer” in their reading skills
(CASL)
Reading
Top tips • Encourage your child to read ANYTHING &
everything they can including newspapers and non-fiction.
• Talk to them about what you’re/they’re reading. Read the books they read in school and at home.
• If they’re a reluctant reader, tap into their interests. You know them best! If they liked the film, they may like the book!
Writing Skills - Content
Top Tips• Check that the writing suits the purpose: argue, persuade,
describe, review, analyse, entertain, inform. • Check that style of writing is appropriate to the audience.• Ensure that a variety of sentence starters and types are
used.• Ensure that vocabulary is suitably ambitious. • Challenge your child to learn new vocabulary!• Check the accuracy of their punctuation.
Writing Types
• Argue: Write to present a particular argument, considering both sides
• Persuade: Write to convince someone of a point of view.• Describe: Write using sensory imagery to help your reader
picture and feel a place, event, setting or character. • Review: Write to summarise and give your opinion.• Analyse: Write to explain your understanding of implicit and
explicit meaning, effect and purpose. Using PETE (next slide!)• Entertain: Write to engage a reader.• Inform: Write to give factual information.• Advise: Write using modal verbs to make suggestions
Argue Inform Analyse ImaginePersuade Explain Review Explore
Advise Describe Comment Entertain
Argue Inform Analyse ImaginePersuade Explain Review Explore
Advise Describe Comment Entertain
Leaflet ArticleWeb page StoryLetter EmailSpeech EssayReport Advert
Leaflet ArticleWeb page StoryLetter EmailSpeech EssayReport Advert
Enthusiastic Angry Questioning ObjectivePassionate Frustrated Doubtful SubjectiveHopeful Pessimistic Suspicious NeutralOptimistic Sad Sarcastic CynicalHumorous Annoyed Ironic Knowledgeable
Enthusiastic Angry Questioning ObjectivePassionate Frustrated Doubtful SubjectiveHopeful Pessimistic Suspicious NeutralOptimistic Sad Sarcastic CynicalHumorous Annoyed Ironic Knowledgeable
Children ExpertsTeenagers FansParents Men Pensioners Women Workers Adults
Children ExpertsTeenagers FansParents Men Pensioners Women Workers Adults
PAFTPurpose
AudienceFormTone
PAFTPurpose
AudienceFormTone
Age Interests LifestyleGender Education ClassJob Hobbies Politics
Purpose – What job is the writer trying to do?
Audience – The Reader
Form – Type of Writing
Tone – What is the mood of the writing?
P.E.T.EPoint, Evidence, Technique, Explanation
This is an essential writing structure for writing to analyse.
If students can master this, it:- Boosts exam performance- Helps structure their analytical thoughts- Aids essay writing in all subjects
POINT:How does Tommo feel about his father’s death?Write a full sentence.
Tommo feels…because…EVIDENCE: Highlight a word or phrase that shows you this.Words that show me this are…
EXPLANATION: How does this phrase prove your point?What does it make you think?What does it make you feel?
How does Tommo feel about his father’s death?
POINT:How does Tommo feel about his father’s death?Write a full sentence.
Tommo feels…because…EVIDENCE: Highlight a word or phrase that shows you this.Words that show me this are…
EXPLANATION: How does this phrase prove your point?What does it make you think?What does it make you feel?
Tommo feels miserable because his father has died. A quote to show this is: “I have inside me a secret so horrible, a secret I can never tell anyone, not even Charlie”. This shows me he feels miserable because he uses the word ‘horrible’, which means something really bad or awful. This shows he feels miserable because something terrible has happened to him. This quote makes me feel sorry for Tommo because young children should not have to experience such sad events.
Begin some sentences with a verb
Running… Turning… Seeing…Hearing… Ruminating…
Loving... Falling… Hoping… Believing… Succeeding…
Begin sentences with a time reference
Yesterday, Since then, After lunch, Before…
During the war, Meanwhile,
As the game went on,
Begin sentences with a place reference
On the left wing, At home,
Deep under the ground,
In the cave, At the bus stop,
At the back of my mind,
Know your connectives
Adding: and, also, as well as, moreover, too
Cause & effect: because, so, therefore, thus, consequently
Sequencing: next, then, first, finally, meanwhile, before, after
Qualifying: however, although, unless, except, if, as long as, apart from, yet
Emphasising: above all, in particular, especially, significantly, indeed, notably
Illustrating: for example, such as, for instance, as revealed by, in the case of
Comparing: equally, in the same way, similarly, likewise, as with, like
Contrasting: whereas, instead of, alternatively, otherwise, unlike, on the other hand
Spelling
Top tip – Encourage your child to remember the difficult part of spellings with one of the following methods:
METHOD 1. Spell Speak – breaking up into syllables/sounds
• Sumptuous = SUMP + tu + ous
• Diarrhoea = Di + a + rr + ho + e + a
• Independent = In + de + pen + DENT
METHOD 2. Sentences to remember awkward letters
• Graffiti = two feet and one toe
• Unnecessary = one collar two sleeves maybe spell speak this one too
un +nec + ess +ARY
• Accommodation = two coffees in two mugs
METHOD 3. Words within words
• Library = bra
• Separate= a rat
• Definite = it
• Friends to the ‘end’
METHOD 4. Acrostics
• Rhyme – Red Hens Yell More Eggs
• Synch ronised – Sell Your Next Clever Hen
Spelling… Time to play!!
• www.puzzlemaker.com - make your own word search.
• http://www.bbc.co.uk/hardspell/starspell_game.shtml - test the whole family!
• http://www.bbc.co.uk/schools/spellits/ - spelling quest game.
CLUBS RUN BY WHERE WHEN
Creative writing club
Sixth form (Miss Morton)
E4 THURSDAY LUNCH
Reading GroupKS3 and 4
Miss Convery E8 FRIDAY LUNCH
Film club – KS3(with popcorn!!)
Miss McWean E5 TUESDAY 3PM-4PM
Debating Club -ALL Ms Hinde E7 TBC
Literature Club Mr Bell E3 FRIDAY 3PM-4PM
TRIPS RUN BY WHERE WHENHarry Potter Studio Tour – KS3
Miss Fallon London Feb 2014
Extra Curricular Events