Session 2“Clarifying the difference”

Workshop:“D” Grade and “C” Grade

Exemplar Scripts

Exemplar Scripts

• Personal Writing: –“C” Standard Response

• What are the characteristics of a “C” grade in writing?

Exemplar Scripts

• Personal Writing: –“D” Standard Response

• What are the characteristics of a “D” grade in writing?

Exemplar Scripts

• Reading Multi-modal Texts: –“C” Standard Response

• What are the characteristics of a “C” grade in reading?

Exemplar Scripts

• Reading Multi-modal Texts: –“D” Standard Response

• What are the characteristics of a “D” grade in reading?

Exemplar Scripts

• Functional Writing: –“C” Standard Response

• What are the characteristics of a “C” grade in writing?

Exemplar Scripts

• Functional Writing: –“D” Standard Response

• What are the characteristics of a “D” grade in writing?

Exemplar Scripts

• Reading Non-fiction Texts: –“C” Standard Response

• What are the characteristics of a “C” grade in reading?

Exemplar Scripts

• Reading Non-fiction Texts: –“D” Standard Response

• What are the characteristics of a “D” grade in reading?

Writing: “C” Candidates

• Begin to engage and sustain readers• Use a style that suits audience and

purpose• Liveliness • Evidence of structure• A good grasp of paragraphing

Writing: “C” Candidates

• Paragraphs linked – use of discourse markers/connectives to enhance organisation

• Use sentence variety• Clear selection of vocabulary for effect• Selection of detail to describe• Range of rhetorical devices used• Control and accuracy of language used• Basic punctuation is correct and routinely

used

Writing: “D” Candidates

• Write in sentences that read like they speak – a bit too long and too often with ideas joined by ‘and’ and ‘but’ or ‘so’

• Use the first word that comes into their head rather than rejecting it and fishing around in their head for a more precise or unusual one

• Aren’t vivid enough: they don’t help the reader to see, hear and smell the things they describe

Writing: “D” Candidates

• Use commas to join sentences – instead of full stops between sentences

• Use certain words too often: ‘I’/ ‘was/were’/ ‘it’

• Start too many sentences with ‘Then’/ ‘There are’/ ‘It was’/ ‘I am’

• Lack variety in sentence structure• Are a bit predictable• Often run out of time

Reading: “C” Candidates

• Structured and organised response• On task from start to finish• Focus on bullet points–Words and phrases/structure/facts and opinion

• Use Point/ Explain/ Evidence – the whole way• Precision of focus and explanation• Analysis ranges through the text/s• Provide a range of examples• An evaluative approach• Don’t report

Reading: “D” Candidates

• “Feature spot” - say WHAT is happening in the text but don’t say enough about HOW it is written.

• Make general statements about language and pres. devices

• Attempt to analyse but analysis tends to be straight-forward

• Don’t comment enough on language (structure, sentences, words)

Reading: “D” Candidates

• Don’t provide examples/evidence• They use quotes from the text that are too

long• Sometimes use PEE – but not sustained

throughout• Evidence of reporting• Not always focused on task• Often run out of time

Session 4Teaching Strategies: Moving from D to C

Starter Activity

http://resources.woodlands-junior.kent.sch.uk/maths/countdown/

Some Teaching Strategies!!

Hard work!!!

What schools are doing?

1. After school classes2. Lunch-time classes3. Cancelled study leave4. Bring back students during study leave

to do workshops on English5. KS3 SoW as prep for GCSE6. Signature teacher

Reading

Guided Reading• A small group of ‘D’ students (up to max. 6 students)

• Once a week for 15 to 20 minutes (or once every two weeks) on aspects of reading when the rest of the class are doing independent work

– exemplar scripts– past papers– multimodal texts– non-fiction texts, etc

• Because of the limited time you may only work on one or two

aspects of a text or part of a text.

“Feature Spotting”• Do not “feature spot”!!!

• “The writer uses alliteration.” - this is not enough to get you a “C” grade

• “The writer uses alliteration. So the reader's attention is drawn to these words.” – still not enough to get you a “C” grade

• You need to explain why these particular words are singled out for attention. What's special about these words? Why these words and not some other words?

2 most important words

• Now for the TOP Tip: I want you to hear the following two most important words in your head:

So What?

• “The writer uses alliteration.” So what? • “The writer uses alliteration. So the reader's

attention is drawn to these words.” So what?

• The writer uses alliteration to emphasize the words 'perverse', 'painful' and 'pointless'. By highlighting the idea that experiments on animals are 'perverse' the writer is suggesting to the reader that there is actually something morally wrong with what the experimenters are doing …

• The writer uses the alliteration “luscious lemons”. The word “luscious” is emphasised and suggests the lemons have a pleasingly rich and delicious taste.

• The pictures help show the reader what is being written about. If you want people to complain about animal testing, it helps to show images of the animals. They have shown them looking as if they are suffering, to create a sense of pity in the reader. They have contrasted this with pictures of the animals roaming free, to suggest what life is supposed to be like for these animals.

Writing

Making pupils write, who do not like to write, write more, will

not make them write better!!!!

Guided Writing • A small group of ‘D’ students (up to max. 6 students)• Once a week for 15 to 20 minutes (or once every two weeks) on aspects

of writing when the rest of the class are doing independent work– exemplar scripts– past papers– descriptive writing– introductions– conclusions– structure– developing an argument, etc– spelling, punctuation and grammar

• You might only focus on one (or two) aspects of writing. • You might focus on a piece of writing completed by a pupil in the group as

a resource to use with the rest of the group.

1. Establish clear aims2. Provide examples3. Explore the features4. Define the conventions5. Demonstrate how it is written 6. Compose together7. Scaffold first attempts8. Independent writing9. Draw out key learning10.Review

A sequence for teaching writing

The Writing Process

Talk and Writing

Talk encourages children to generate and rehearse appropriate language as they work collaboratively to plan, draft and improve their writing.

• before writing• during writing• after writing• in whole-class and in group/ guided sessions

Spelling Test!!

Answers

1. desiccate2. ecstasy3. millennium4. dumbbell5. separate6. necessary7. peddler/pedlar8. minuscule/miniscule9. address10. accommodate11. irresistible12. liaison

13. harass14. definitely15. occurrence16. embarrass17. pronunciation18. independent19. questionnaire20. weird21. broccoli22. referring23. recommend24. cemetery

Spelling Strategy Activity

There are 3 easy ways to improve

your spelling

Demystify Spelling

1. What words look like2. What words sound like3. Connections

See

Be-lie-ve

Bu-sin-ess

Se-para-te

Envi-ron-ment

Hear

Govern+ment

Feb-RU-ary

Happen+ed

Sur+prise

Interesting

Connections

necessary

rhythm

because

sep-a-rat-e

www.freerice.com

Video Starter

Website

www.literacyshed.com

Student Self-Evaluation

• To achieve a Grade ‘C’ the students will need to be confident in all the aspects reading and writing identified in the survey.

• Green/Orange/Red Code – help the ‘D’ students identify and then focus on areas of weakness

• Tips on how to improve