Introduction to english
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Introduction to English. Year 7. English at Glyn. English assessment is broken into three different categories: Reading Writing Speaking and Listening What does this mean? Reading involves exploring and analysing other people’s work

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Introduction to English

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Introduction to english

Introduction to English

Year 7


English at glyn

English at Glyn

  • English assessment is broken into three different categories:

    • Reading

    • Writing

    • Speaking and Listening

  • What does this mean?

    • Reading involves exploring and analysing other people’s work

    • Writing includes you writing your own work to match specific audiences and purposes.

    • Speaking and listening consists of drama, discussions, presentations and team building.


English assessment at glyn

English Assessment at Glyn

  • For each area you will be assessed according to the different Assessment Focusses.

  • Each assessment focus covers a different skill used in English (and other subjects!).

  • You are usually assessed on 3-4 AFs in each assessment.


Reading

Reading

  • Understand what you read RAF1

  • Scan a text for key info RAF2

  • Read between the lines – work out what’s really meant! RAF3

  • Think about the organisation/structure of a text RAF4

  • Talk about the words used in a text RAF5

  • Talk about the writer’s purpose and the effect a text has on the reader RAF6

  • Talk about the context (time and events) in which a text was written. RAF7


Writing

Writing

  • WAF1: My writing is imaginative and interesting

  • WAF2: I can adapt my writing to my purpose and audience

  • WAF3: I can plan and structure my writing

  • WAF4: I can link my sentences using topic sentences and connectives

  • WAF5: I can use a range of sentence structures

  • WAF6: I can use a range of punctuation accurately and for effect

  • WAF7: I can use a range of vocabulary accurately and for effect

  • WAF8: I can spell accurately


Speaking and listening

Speaking and Listening

  • SLAF1: I can explore feelings and ideas and adapt my speech to for my audience and purpose

  • SLAF2: I can listen and respond to others, in pairs and groups, discussing and sharing ideas

  • SLAF3: I can perform in role and use dramatic techniques

  • SLAF4: I can understand the different uses of spoken language the effects of different types of spoken language


How will you be assessed

How will you be assessed?

  • Every half term you will complete at least 2 CATs (Common Assessed Task) based on what you have been studying. This is your chance to impress!

  • You will be told the assessment focusses in advance to make sure that you cover all of them in your work.

  • These will also be on display when working – check as you go!


Your folder

Your Folder

  • All your CATs across the year will go into your blue folder.

  • This will allow us (and you) to track your progress across the year.


We want progress

We want progress!

  • The most important thing is to make progress!

  • You should know what your target level is and current level. From this you can ask and learn how to progress.

  • Use the AFs to guide you!

  • Your progress will be monitored and your parents will be kept up to date if you do not progress throughout the year.


Raf challenge

RAF challenge!

Read the following sentences and guess which RAFs (2-7) you think they are displaying.

  • A quotation to support is “to be or not to be”

  • The word “giggle” suggests that the character is a child and perhaps mischievous.

  • The writer wants his reader to feel sympathy for the main character.

  • As the poem was written during the war, his experiences appear more horrific.

  • The empty box suggests that something has been taken which he was trying to keep a secret.

  • The novel is organised into small chapters to make the pace fast.


Raf challenge the answers

RAF challenge – the answers!

Read the following sentences and guess which RAFs (2-7) you think they are displaying.

  • A quotation to support is “to be or not to be” RAF2

  • The word “giggle” suggests that the character is a child and perhaps mischievous. RAF5

  • The writer wants his reader to feel sympathy for the main character. RAF6

  • As the poem was written during the war, his experiences appear more horrific. RAF7

  • The empty box suggests that something has been taken which he was trying to keep a secret. RAF3

  • The novel is organised into small chapters to make the pace fast. RAF4


Ghoti

GHOTI

  • What does this word spell?

  • FISH!

    • Enough

    • Women

    • Competition

  • The English language doesn’t always follow the rules but it’s important that your writing does! The way you write and the vocabulary you use makes a big difference!


  • Word of the week

    Word of the Week

    • Each week there will be a new word which you are challenged to use, not only in your work but in conversation!


    Guess the mistakes

    Guess the mistakes.

    In each sentence there is a mistake. Change each one.

    • How is you?

    • Your going to hurt yourself if you do that.

    • I love London. I went their in the holidays.

    • We was going to play football, but then it rained.

    • Peters’ coming along later.

    • Witch one is mine?

    • There audition did not go well – they were booed!

    • I like to were my lucky socks whenever I have an exam.


    Guess the mistakes the answers

    Guess the mistakes – the answers!

    In each sentence there is a mistake. Change each one.

    • How is you? are

    • Your going to hurt yourself if you do that. you’re

    • I love London. I went their in the holidays. there

    • We was going to play football, but then it rained. were

    • Peters’ coming along later. Peter is

    • Witch one is mine? Which

    • There audition did not go well – they were booed! Their

    • I like to were my lucky socks whenever I have an exam. wear


    Target time

    Target time!

    • What Assessment Focusses do you think you are best at?

    • Which ones do you want to work harder on this year?

    • Write down three strengths and three targets in your books based on any of the reading, writing and speaking and listening assessment focusses.

    • For example:

      • I am good at using a wide vocabulary

      • I want to improve listening and responding to others.


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