Lesson Planning Reading and Writing

Section 2
English consolidation
lessons:
preparing for the
Progress 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
© Crown copyright 2003 English consolidation lessons: preparing for the Progress test 2
Introduction
This unit is one of a bank of three short units designed for teaching classes where the
majority 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, it
comprises 12 lessons designed for whole-class teaching. The material follows the
teaching sequence of the Literacy progress units (refs. 0473/2001-0478/2001) and the
Year 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 pupils
who achieved level 3 in the Key Stage 2 National Curriculum tests and who have been
receiving additional literacy support.
Building pupils’ confidence as they approach any test is crucial to their success in
secondary school. Opportunities to look at past papers, to examine the mark schemes
and to work to time limits all help them rehearse for the real event. This is not ‘teaching
to 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 reading
and writing tasks. There is a sustained focus on:
• understanding the different demands of short and long questions and answering
them 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 based
on 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 classes
with large numbers of pupils working at level 3, they may also be adapted for use with
smaller groups. Remember that none of these lessons can match your pupils' need
exactly: they may need at least some modification.
© Crown copyright 2003 English consolidation lessons: preparing for the Progress test | Introduction 3
Using the resources
The Key Stage 2 National Curriculum tests and the Year 7 Progress test for reading
require pupils to write their answers in a booklet. For this reason, all the reading
response questions for this unit are in an answer booklet which pupils can use to record
their reading targets and to answer questions in lessons and for homework. The
narrative and non-fiction texts are also reproduced in a booklet, again reflecting the
presentation of material in the national tests. The writing activities can be completed in
English workbooks.
The target statements for reading and writing are presented on resource sheets for use
as OHTs, but could also be enlarged to poster size and displayed in the classroom. This
will 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 some
understanding and fluency and of using different forms of writing with a degree of
accuracy. To move on to level 4, they need to learn how to read with greater insight and
understanding and how to express themselves in accurate, well-organised writing that
uses language effectively at word and sentence level.
Reading
In the reading test, pupils have to demonstrate reading skills within a set time. They
therefore need to be taught how to find the required information quickly and to
comment on it in an appropriate manner. Pupils operating at level 3 tend to rely mainly
on literal interpretation and have underdeveloped skills of inference and deduction. They
often have difficulty in gathering evidence for answering longer questions, particularly if
the information is scattered throughout the text, and they do not understand the
importance of explaining what the evidence is telling the reader and how it shapes the
reader’s response. Pupils can often show inferential understanding in their responses
during oral work, but because their writing skills are usually at an earlier stage of
development, 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 to
construct detailed written responses to questions.
Writing
In keeping with revisions to the writing test in all key stages, pupils will be required to
write two texts in the Progress test. This will allow them to demonstrate their
understanding of audience as well as their ability to organise different types of texts, to
use a range of sentence constructions appropriate for the purpose and to select words
for effect. Level 3 writers are typically insecure in these key skills. Lessons 6 to 11 focus
on planning for the long and the short task, organising chronological and non-
chronological writing, using complex sentences for effect and proofreading for
punctuation.
© Crown copyright 2003 English consolidation lessons: preparing for the Progress test | Introduction 4
Lesson 1 Reading: extracting the meaning
Objectives Introduce 5 minutes

R2 Extract information Explain to pupils that this is the first of a series of lessons designed to help them do
R6 Active reading their best in the Year 7 Progress test.
R8 Infer and deduce
Distribute and look together at the reading booklet. Model quickly how to identify the
different reading sections, pointing out that in the test there will be several different
Vocabulary
texts, which may cover a range of fiction and non-fiction.
annotate
Explain that this lesson will focus on how to spend the 15 minutes reading time that is
close read
allocated at the start of the reading paper.
fiction
infer
Model 10 minutes
non-fiction
skim Explain that you are going to look at the first text, which is a narrative. Display
text mark 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:
Resources
• skim for gist by running your finger and eye down the centre of the page;
OHTs of E1.1 and E1.2
• focus on the opening line and first lines of paragraphs;
Copies of the reading
booklet • 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 reading
booklet. Ask them to list five key pieces of information, focusing on what happens, how
the story ends and what features they think are important. Then ask them to compare
their responses with a partner.
Apply 15 minutes
Now display OHT E1.2, which shows a leaflet about protecting children from the
harmful effects of the sun. Explain to pupils that this is a non-fiction text. Model how to
read 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 as
subheadings and bulleted lists.
Ask pupils to do the same for the third text in their reading booklet and then compare
their responses with a partner. Ask them to focus on the audience and purpose and the
range of information supplied.
Take feedback from pairs, focusing on the key items of evidence that they have
identified.
Secure 10 minutes
Ask pupils to work in pairs to write five key things they should remember to do in the
reading time at the beginning of the test. Take brief feedback, converting the best five
into a list on a flipchart. Save the list for reference.
Homework
Ask pupils to reread the texts themselves at home, adding to their notes and
annotations if necessary, in preparation for the next lesson.
© Crown copyright 2003 English consolidation lessons: preparing for the Progress test | Lesson 1 5
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
For further information contact REMEMBER Have FUN in
your local
Health Promotion Department
© Crown copyright 2003

Stay in the SUN
the shade
Advice for
around Parents
midday
If you get sunburnt

apply after-sun lotion.
Sunburn can affect
children and adults in
English consolidation lessons: preparing for the Progress test | Lesson 1

different ways; consult
a doctor if you are in
any doubt.
Produced on behalf of
South Staffordshire
Primary Care Trusts
1 of 2
E1.2
9
Clothing advice for summer
Most children spend a lot of time Shirts and tops Shirts and tops
playing outdoors in the sun. Colours Colour is important. Deep should have sleeves at least to elbow
Even in the United Kingdom too rich colours or neon bright shades length and collars that can be folded
offer greater protection than bright up to protect the back of the neck.

much sun can cause skin damage.
This can be a major risk factor whites or pastel colours. The deep Always remember to protect children
for skin cancer in later life. colours absorb the ultraviolet rays, with loose clothing when they come
preventing them from reaching the out of the water.
skin.
Sun safety guidelines Fabrics When buying outdoor Clothing is an effective and
• Make sure children do not burn. clothes it is important to look at the practical way to protect young
type of material. Tightly woven skin against the danger of
• Make sure they cover up. fabrics give more protection than sunburn.
lightweight fabrics. Mixed fabrics
• Make sure they stay in the shade often have a tighter weave than
around midday. natural fibres. The ability to shield the
skin is lowered the more the fabric is ‘Sun Know-How’ advice
• Make sure you cover them with a stretched. Lycra is an exception, as it
high-factor sunscreen. • Keep your baby out of the sun.
has an extremely tight weave. To
check the tightness of the weave hold • Use cream with a high sun
• Dress children in sensible clothing the clothing up to the light and see
and hats when playing outdoors to protection factor.
how much light comes through.
help prevent sunburn. • Re-apply cream frequently
Water absorbency Cotton clothing especially after swimming.
There are other ways to protect when wet can reduce the amount of
your child from over-exposure to sun protection by half. • Encourage children to wear hats at
English consolidation lessons: preparing for the Progress test | Lesson 1

the sun: the right kind of clothing all times outdoors.
to wear is tightly woven and Hats Hats should have wide brims.
Avoid a white underside to the brim • Provide a shady area for children
loose fitting, which allows less
as this reflects the light back on to the to play.
sunlight to filter through, thus
face. Baseball caps should be avoided
providing a shield effect. as they give no protection to the neck
or ears and leave the sides of the face Sun protection is simple and
unprotected. Beware of loosely woven need not be expensive.
straw hats as ultraviolet rays can pass
through the weave causing sunburn to
the face.
2 of 2
E1.2
10
Lesson 2 Reading: selecting and using evidence
for short answers on narrative
Objectives Remember 10 minutes

R6 Active reading Display OHT E2.1, which outlines the different types of questions that occur in a test
R8 Infer and deduce paper. Remind pupils that the questions are very similar in style to the ones they will
R12 Character, setting have answered in their Key Stage 2 test. Talk through the different responses required
and mood and explain that they will learn how to answer all these types of questions over the
course of the next few lessons.
Vocabulary
Explain to pupils that in this lesson they will look at questions that require shorter
deduction answers and that these questions typically test two different skills – information retrieval
evidence and simple inference.
inference
retrieval Model 15 minutes
scan
Display OHT E2.2, which demonstrates a range of questions, requiring short or other
answers, that might be asked about the narrative piece featured in the previous lesson.
Resources
Model how to read the first question, talking aloud about the key task words in it and
OHTs of E2.1 to E2.5
underlining them. Do the same for the second question and ask pupils to join in the
Copies of the reading process, pointing out the key words and phrases to be underlined.
booklet
Model how to answer the remaining questions, demonstrating how to refer to the text.
Copies of the answer Use OHT E2.5 to demonstrate checking the answers in the text. Talk aloud about the
booklet difference between those answers that can be ‘lifted’ from the text, and are therefore
testing pupils’ retrieval skills, and those that require them to read between the lines, and
are therefore testing inference and deduction.
Try 15 minutes
Distribute the reading booklet and the answer booklet. Look together at the answer
booklet, 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 should
then discuss each question and identify which skills are being tested – either retrieval or
inference.
Secure 10 minutes
Take feedback using OHT E2.3. Ask pupils to explain how they were able to identify the
skills 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 most
closely 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 the
outskirts of the village. (retrieval)
4 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. (simple
inference)
5 Naturally the neighbours were very upset, first at the damage caused by Lightning
and then by the unbearable noise that always followed his outbursts. (simple
inference)
E2.3
1
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
(sequencing/retrieval)
2 Which of the following did Lightning do when angry? knock down trees; damage
crops (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 sometimes
to 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 away
for a little while. (inference)
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 E2.2
Lightning 1
Circle the boxes.
1 In the story, the character Thunder is a
ram sheep cow horse
2 The character Lightning is a
sheep ram cow horse
3 The king first punishes Thunder and Lightning by sending them to live
on the
in the bush in the sky outskirts of in the forest
the village
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.
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.
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
2 Which of the following did Lightning do when angry? Circle two boxes.
knock down upset the

shout damage crops
trees animals
3 How many times did the villagers complain to the king about Lightning’s
behaviour? Circle the box.
once twice many times never
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 and
goes away for a little while.
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
1 A long time ago, both thunder and lightning lived on this earth, among all the
5 and begin burning down huts and corn bins, and even knock down large trees.
10 indeed.
15 not come and mix with people any more.
20 it is useless. From now on, you must go right away from our village and live in
Thunder and Lightning had to obey the king and left the village, angrily cursing
its inhabitants.
Alas, there was still plenty of trouble in store for the villagers, since Lightning
25 was so angry at being banished that he now set fire to the whole bush, and
during the dry season this was extremely unfortunate. 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. They often heard the mother ram’s
mighty voice calling her son to order, but it made very little difference to his evil
30 actions.
The king called all his councillors together and asked them to advise him, and
at 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, we
35 should be rid of them.’
So Thunder and Lightning were sent away into the sky, where the people
hoped they would not be able to do any more damage.
Things did not work out quite as well as they had hoped, however, for Lightning
still loses his temper from time to time and cannot resist sending down fire to
40 the earth when he is angry. Then you can hear his mother rebuking him in her
loud rumbling voice.
Occasionally even his mother cannot bear to stay with him and goes away for a
little while. You will know when this happens, for Lightning still flashes his fire on
the earth, but his mother is so far away that she does not see, and her voice is
45 silent.
for short answers on non-fiction

R2 Extract information Display OHT E3.1, which contains a range of questions from the previous lesson.
R8 Infer and deduce Reveal questions one at a time and ask pupils to identify the purpose of each – retrieval
or inference – using mini whiteboards to show their responses. Recap with pupils how
Vocabulary to look for clues in the question that will help them to understand what is being asked.
deduction Explain that in this lesson they will look at similar types of questions, this time with a
evidence focus on non-fiction texts. Ask pupils to reread quickly both non-fiction texts in the
inference reading booklet.
layout
non-fiction Model 15 minutes
presentational devices
Look together at the answer booklet, page 5, Questions on non-fiction texts 1. Ask
retrieval
pupils to work in pairs to complete the questions and identify the skills that are being
tested by each question, writing either retrieval or inference next to each.
Resources
Use OHT E3.2 as pupils feed back. The questions on the OHT have been completed,
OHTs of E3.1 to E3.3
some correctly, some incorrectly. Reveal the answers one at a time and ask pupils to
OHT of E2.4 (from use mini whiteboards to show, using a ✔ or an ✘, whether they think the answers are
lesson 2) correct or incorrect. (Cards with these symbols could be used if whiteboards are not
available.) Invite pupils to explain how they found the answers and discuss the skills
Copies of the reading
being tested. Point out to pupils the two parts of question 7; the skill of deduction is
booklet
needed to complete the answer. Remind them that retrieving information from a non-
Copies of the answer fiction text requires the reader to be able to find their way around the text easily, using
booklet the layout and presentational devices to help them.
Try 15 minutes
Display OHT E3.3, which has three longer questions on the leaflet about protecting
children 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 need
to 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 one
question to each half of the class. After five minutes, ask pupils to swap with a partner
from the other half of the class and to discuss their answers, offering advice where
appropriate 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 which
refer to non-fiction texts. Ask pupils to reflect on the part of the process that they found
most difficult, and to choose an appropriate target for themselves and write it in the
front of their answer booklets.
Homework
Look at page 9 of the answer booklet, which contains the three longer questions
discussed in the lesson. Ask pupils to complete the questions for homework, keeping in
mind their own reading targets.
Answers
E3.2
1 In order to protect their children, parents should make sure they cover up and
use a high-factor sunscreen. (retrieval / simple inference)
2 Which of the following statements are not true?
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. ✓
(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?
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.
(retrieval)
6 Unsettled, very windy, showers (retrieval)
7 The weather will be best in London, south east and central southern
England because it will have the highest temperatures. Although it will be
windy with showers, there will also be some sunny spells. (retrieval/inference)
Lightning 3
• 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.

shout damage crops
trees animals
• 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
Questions on non-fiction texts 1 E3.2
1 of 2
Have fun in the sun

1 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
use a high-
make sure keep them use an
factor
they cover up indoors umbrella
sunscreen
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. ✓
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.
Weather outlook E3.2
2 of 2
4 Circle the right answer for each of the following:
The temperature in Bristol was
10 ºC 11 ºC 12 ºC 13 ºC
The temperature in Scarborough was
10 ºC 11 ºC 12 ºC 13 ºC
The temperature in Southampton was
57 ºF 57 ºC 58 ºF 58 ºC
5 Which of the following predictions are made in the article?
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. ✓
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 central

southern England because it will have the highest temperatures.
Although it will be windy with showers, there will also be some
sunny spells.
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 Reading: selecting and using evidence for
long answers on narrative

R8 Infer and deduce Remind pupils of the different question types from lessons 2 and 3. Explain that in this
R12 Character, setting lesson they will look at questions which require a longer written answer and which
and mood require complex inference and explanation of the author’s choice of words. Display OHT
E2.4, which gives the reading targets, and point out those targets which are relevant to
Vocabulary the focus of today’s lesson.
authorial technique Show pupils OHT E4.1, revealing the first section only, and explain that it is an example
criteria of a question requiring a longer answer. Discuss with pupils how the question is different
deduction from those considered in the previous lessons and how it requires them to demonstrate
evidence their skills of inference. In the previous lessons, pupils sometimes had to make
explain inferences in order to answer the questions, but here they are asked to demonstrate
inference that they can infer meanings.
retrieval
Model 15 minutes
Resources
Reveal the second part of OHT E4.1 and explain to pupils that it is a suggested mark
OHTs of E4.1 to E4.2 scheme and criteria for marking the answers. Read it through, talking aloud about what
is required for a level 4 answer. Make explicit how the criteria show what they need to
OHT of E2.4 (from
do in order to demonstrate their ability to deduce and infer.
lesson 2)
Demonstrate how to compose an answer and talk aloud how to select the right
information for it. Explain that this is the skill of deduction. Tell them that they are
building up the evidence base, just like a detective gathering information. Move on to
explaining that for questions requiring skills of inference, they need to explain what the
information is implying or suggesting. Talk aloud about the need to include more than
their initial ideas, and explain to pupils that they will be able to work out how much is
required by the number of marks allocated to the question, and the length of the space
available to write in.
Try 10 minutes
Display OHT E4.2, which shows a similar question. Read the question aloud and
highlight 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 words
and phrases in the passage. From these compile a bulleted list which could include
some 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. The
consequence for the villagers is that the situation is made even worse because the
fire is able to spread further and more easily, during the dry season this was
extremely unfortunate.
Encourage pupils to explain their thoughts and inferences as they discuss what could
be included.
Then ask pupils to work in pairs to compose an answer on mini whiteboards, referring
to the bulleted list for ideas.
Take brief feedback and comment on features and examples which demonstrate skills
at level 4.
Apply 15 minutes
Ask pupils to turn to page 11 of their answer booklets, which shows a level 3 response
to 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 4
element 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 to
the reading targets.
Longer question on Thunder E4.1
and 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 E4.2
and 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.
for long answers on non-fiction

R8 Infer and deduce Ask pupils to reread the two non-fiction texts quickly. Distribute cards made from
R13 Non-fiction style handout E5.1 as a sorting activity. Ask pupils to identify which answer goes with each
question.
Vocabulary
Then ask pupils to identify which of the answers would achieve a level 4.
criteria
Take feedback and refer back to the instructions list created in the previous lesson.
deduction
evidence
Model 15 minutes
inference
retrieval 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 has
Resources
demonstrated the features required for a level 4.
Handout E5.1 cut into
Reveal the second question and answer, then model how to turn the response for the
cards
second question, awarded a level 3, into a level 4 answer. Talk aloud about how the
OHTs of E5.2a and writer needs to develop the general overview of the sentence into an explanation of the
E5.2b effect of the identified phrase. (It tells the reader that the change in the weather will not
be sudden, but will happen over a period of time, and little by little.)
OHT E2.4 (from lesson 2)
Display OHT E5.2b which shows the other two questions and answers. Point out the
change in focus; whereas the first two questions required skills of inference, these call
on 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 is
very brief, as in the previous example. Discuss the possible content needed to develop
the answer and compile a bulleted list on the board.
Ask pupils to work in pairs to compose an answer on mini whiteboards, referring to the
bulleted 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, and
ask pupils to work in pairs to rewrite the given answer, turning it from a level 3 into a
level 4.
Ask pupils to join with another pair and exchange their responses, discussing whether
each 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 the
responses.
Show OHT E2.4, the reading targets, and point out those which refer to the focus of
the questions for today’s lesson. Ask pupils to select a target, if appropriate, and write it
into their answer booklets for future reference.
Homework
Refer pupils to page 15 of the answer booklet, Questions on the readings, and ask
them to complete the questions. Explain that the focus for these questions is giving an
overview of the reading booklet, responding to all three texts. Remind them of the
reading targets that they have chosen, and inform them that the marking will take
account 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 this

Underline two words
sentence written in?
Explain why this text is which show that clothing
Underline the phrase in
written in this tense. is a good method of
the sentence which
protection.
shows this.
Why have the sun Explain what the

Explain why the writer
safety guidelines been phrase gradually easing
has chosen to use
organised as a tells the reader to expect
these words.
bullet-pointed list? from the weather.
The phrase tells the Everywhere will become The text is written
reader that the rain is very unsettled with in the future tense
going to turn into spells of heavy rain on because it is talking
showers. Saturday. about the weather.
The writer has chosen these

words to make clothing sound
Clothing is an effective easy to use and to suggest
The guidelines have and practical way to that it does not need a lot of
been written in a list protect young skin effort. ‘Effective’ suggests
to make it easy to read. against the danger of that it is a good and
sunburn. successful method of
protection while ‘practical’
sounds useful and convenient.
Non-fiction questions and E5.2a
answers 1
Have fun in the sun

Clothing is an effective and practical way to protect young skin against the
danger 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 the
danger of sunburn.
The writer has chosen these words to make clothing sound easy to
use 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 showery
later on.
Explain what the phrase gradually easing tells the reader to expect from the
weather.
The phrase tells the reader that the rain is going to turn into
showers.
Non-fiction questions and E5.2b
answers 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 sentence
which shows this.
Explain why this text is written in this tense.
Everywhere will become very unsettled with spells of heavy rain on

Saturday.
The text is written in the future tense because it is talking about

the 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 Writing: planning a story

Wr2 Planning formats Display OHT E6.1, which shows a summary of the characteristics of a level 4 in writing
Wr5 Story structure a narrative. Read it together and focus on the key criteria for success, particularly in the
area of composition and effect. Emphasise the importance of a clear beginning, middle
Vocabulary and end, and explain that this can be achieved through careful planning before writing.
narrative Display the narrative from the reading booklet on OHT E2.5. Show pupils how the
plan beginning can easily be identified. Talk through how the remainder of the narrative can
structure be divided into distinct sections. Pupils may wish to identify further sections within the
middle of the story.
Model 15 minutes
Resources
Display OHT E6.2, which has a writing task question on writing a story. Use this to
OHTs of E6.1 to E6.3 model how to read the question carefully, talking aloud about how to identify and
underline key words. Point out the importance of the prompts, which will help them to
OHT of E2.5
organise their ideas.
Handouts of E6.4 and
Explain to pupils that they are going to plan and write a narrative as an answer to a
E6.5
different question. They need to ensure that they have
OHT of E6.5
• a clear beginning;
• a well-developed middle;
• an appropriate ending.
Distribute handout E6.4, which gives another longer writing task question. Ask pupils
to underline the key words in the instructions and to discuss initial ideas for their own
story with their partner.
Try 15 minutes
Demonstrate, using the planning format on OHT E6.5, how to plan a response to the
question on handout E6.4. Talk about the importance of beginning with an overall idea
that includes a clear ending. Once this has been decided, pupils can then develop each
of 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 into
a 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. They
should discuss the four stages in their story, ensuring that there is a clear beginning and
ending, and that the middle has been sufficiently developed to lead into the ending
effectively.
Ask pupils to return to their initial partner and to discuss and refine the ideas on their
plan in the light of their discussion.
Show pupils the writing targets on OHT E6.3. Ask pupils to consider which aspects of
their writing they need to improve and to select the two which are most relevant. They
should write these at the top of their planning format.
Characteristics of E6.1
narrative 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 example
through direct or reported speech.
• The writing is lively and interests and engages the reader through, for
example, the ways in which the setting is described or how characters or
events are developed and commented on.
• Well-chosen phrases or attempts to use adventurous vocabulary make the
writing interesting.
Text structure and organisation

• Shifts in time and place help shape the story and guide the reader through
the text.
• Within paragraphs, connected sequences of ideas may be developed
around 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 and
question marks and by inverted commas for speech.
• Within sentences, commas are used to separate parts of a sentence such
as 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) (1)
(3) (2)
Lesson 7 Writing: organising a story

Sn1 Subordinate Ask pupils to help you list on a flipchart or whiteboard those occasions when you would
clauses start a new paragraph in writing a story. Look for the following answers:
Sn8 Starting paragraphs
• to mark a shift in time;
Wr5 Story structure
• to mark a change of scene;
Vocabulary
• to mark a change of subject;
paragraph
• when someone new starts to speak.
time signals
Together, decide on a symbol to denote each of the criteria, for example a clock for
Resources time; speech marks for speaker; a tree for change of scene; a capital T for change of
subject.
OHT of E2.5 (from
lesson 2) Display OHT E2.5, which shows the narrative text. Model how to identify the shift in
focus for the first two paragraphs of the narrative, using the agreed symbols to mark the
Enlarged handout of
text.
E2.5
Ask pupils to work in pairs and identify the paragraph shifts for the remainder of the
OHT of E6.5 (from
story, using an enlarged copy of the text on handout E2.5.
lesson 6)
OHTs of E7.1 and E7.2 Model 15 minutes
Take feedback, focusing particularly on the shifts in time and underlining the phrases
that 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 they
can 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 to
select from the word bank to add to the detail on their plan for the first two sections in
order to indicate the shifts in time in the story. (Note that there may be more than one
paragraph in the middle section of the story.)
Involve pupils in selecting from the word bank to add detail to the plan. Explain to pupils
that they have now created a paragraph frame for the teacher’s story. Emphasise that
this is a useful strategy in the test because it enables them to begin writing with a clear
idea 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 can
select 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. Reveal
the 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 the
sentence 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 of
knocking at the window.
I must have dropped off to sleep after a while, but was woken by the sound
of 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 the
previous session. Explain to pupils that they have been investigating different ways to
create variety in their writing as identified in the targets for language effects and
sentence construction.
Homework
Ask pupils to write the opening sentence for each of the paragraphs in their story in
their workbooks. They should show evidence of experimenting with the sentence
structure by writing at least two different versions, and then identifying the version they
will 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 E7.2
for 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 Writing: developing a story from a plan

Wr5 Story structure Display OHT E6.1, which shows the characteristics of a level 4 narrative. Use
Wr6 Characterisation OHT E8.1 to show pupils an example of a level 4 narrative, taken from the QCA 2002
Sn2 Noun phrases Key Stage 2 mark scheme. Read it through and talk aloud about how the pupil has
achieved the level. For each section of the exemplification, identify the features that
Vocabulary make it a level 4 piece, underlining and annotating examples.
criteria Draw pupils into the process by asking them to identify further examples of the features.
Resources Model 15 minutes

OHT of E6.1 Display OHT E6.5 that gives the fully worked-out plan created in lesson 7. On a
flipchart, demonstrate how to use the plan to write the opening two paragraphs.
OHT of E8.1
Articulate how you are drawing on the plan for ideas, developing them in your head
Fully worked-out OHT of before writing the final sentence, and make clear the reasons for the choices you make.
E6.5 (from lesson 7) Talk aloud about the range of sentence types available, how to develop detail by using
noun phrases, and how to reread to check for textual cohesion.
OHT of E7.2 (from
lesson 7)
Try 10 minutes
Ask pupils to work in pairs to write the next paragraph of the teacher’s story on mini
whiteboards. (Different pairs could be given different paragraphs to work on.)
Take feedback and explain why particular suggestions may be accepted, rejected or
adapted, then add them to the shared writing.
Keep a copy of the narrative and, before the next lesson, type it up making deliberate
mistakes 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 write
the opening paragraph on a sheet of A5 paper, the middle on an A4 sheet, and then the
ending on another A5 piece.
Secure 10 minutes
Ask pupils to join with a partner and exchange their writing so far. They should
comment 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 they
still need to develop in order to achieve level 4. They should write these at the top of
their 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 Richards
was to be staging a tormoment the next day. Alex, Tim, Stephen and Adam allways went
around 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 for
breakfast. 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 little
competition. I will split you up into 3 groups of 4 and give you your tasks. Right, first team
captain … Alex. Second, … Dan, and third, … George.”
Alex was so happy, he had Steve, Adam and Tim on his team. Alex looked at the paper he
had been given. It said, YOUR TASK IS TO GET THE GOLDEN EGG BY THE RIVER. When
you 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 the
river 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 the
river.”
“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 the
gleaming 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 Writing: proofreading for punctuation

Wr1 Drafting process Remind pupils of the level 4 characteristics for sentence structure and punctuation by
Sn3 Boundary displaying OHT E6.1. Point out the emphasis on full stops, capital letters and question
punctuation marks, 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 are
Vocabulary
required in writing. Compile a list for reference on the whiteboard or flipchart.
capital letters
commas Model 15 minutes
full stops
Display the OHT of typed narrative and demonstrate how to proofread, looking at one
proofreading
line at a time. Use a piece of paper to cover all but the line being read. Explain that it is
easy to miss something such as a missing comma or full stop because you are
Resources
expecting it to be there; covering up all the rest of the writing ensures that you focus on
OHT of E6.1 (from one line at a time so you are more likely to spot the mistakes.
lesson 6)
Explain to pupils that it is easier to read for full stops and capital letters first, then go
OHT of typed narrative back and read again for commas. Talk aloud about how to check for whether a full stop
(with deliberate mistakes, is needed, referring to the list for reference when appropriate. Demonstrate proofreading
from lesson 8) the first paragraph, first for full stops and capital letters, then repeat the process for
commas.
Handouts of E6.1
and E7.2 (from lessons 6
Try 10 minutes
and 7)
Look at the second paragraph as shared reading with pupils and ask them to identify
when 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 then
for commas. Suggest they use a pen of a different colour to their writing, so that the
proof 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 pupils
looked at in previous lessons. Ask pupils to reread their partner’s work, this time looking
for 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 final
comment to suggest whether pupils have achieved level 4.
Distribute handout E7.2, which lists the writing targets. Ask pupils to reflect on the
comments made by their partner and on their own learning experience over the last four
lessons. They should select and highlight the targets which apply most closely to their
writing, and then make a note of them at the bottom of their story for you to look at
when marking.
The first thing they need to do in the writing test is to write their writing targets at the
top of the page as a reminder.
Take in stories to mark. Indicate whether or not pupils have achieved level 4 against the
criteria and also whether they have selected appropriate targets. Adjust their targets for
them if necessary and return their stories at the beginning of the next lesson.
Lesson 10 Writing: planning a short writing task

Wr2 Planning formats Return the marked stories. Allow time for the pupils to read them and to reflect on their
Wr10 Organise texts writing targets.
appropriately
Display OHT E10.1, which shows the characteristics of a level 4 answer for the short
Sn13 Stylistic
writing task. Read it together and point out the similarities with the longer writing task,
conventions of
as well as highlighting those aspects that are new. These are related to composition and
non-fiction
effect and text structure and organisation. Point out that the spaces have been left
blank, in order to allow for different text types, audiences and purpose to be included.
Vocabulary
Make the point that, with non-fiction, it is vital to write in a form appropriate for audience
audience and purpose.
non-fiction
purpose Model 15 minutes
Display OHT E10.2a, which shows a sample question for a short writing task. Model
Resources
how to read the question and identify key points, making links with reading. Talk aloud
OHTs of E10.1, E10.2a, about the purpose, text type, intended audience and hence the key points for writing.
E10.2b and E10.3
Explain that a different type of plan is needed from the one used for writing narrative,
Handout of E10.3 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 an
opening 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 question
with pupils and ask them to identify the key information they will need for their own
writing.
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 in
pairs to draft an opening and summary statement for their own writing and then to plan
the bullet points for their own answer.
Secure 10 minutes
Take feedback on the planning using OHT E10.3. Ensure that the key points relate to
the purpose and the audience of the text.
Characteristics of E10.1
non-narrative writing at level 4
• The writing is coherent and balanced and covers a range of aspects of the
subject matter.
• The writer seeks to __________ by presenting the subject matter clearly
and 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 paragraphs
logically 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 and
clauses 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 and
question marks.
• Within sentences, there is some evidence of the correct use of commas to
separate elements of a sentence such as short phrases, clauses, or items
in a list.
Adapted from QCA 2002 Key Stage 2 English test mark scheme
Short writing task E10.2a
question 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 E10.2b
question 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:
Summary statement:
Lesson 11 Writing: developing a short writing task
from a plan

Wr2 Planning formats Distribute cards made from handout E11.2 as a sorting activity. Ask pupils to divide the
Wr10 Organise texts sentence openings into two categories: those that are used to signal time and those
appropriately that are used to explain.
Sn13 Stylistic
Take feedback and create a word bank on a flipchart or whiteboard. Refer back to the
conventions of
level 4 characteristics from the previous lesson by displaying OHT E10.1. Relate the
non-fiction
word bank to the audience and purpose of the pupils’ writing. Point out the key criteria
in composition and effect and in sentence structure and organisation.
Vocabulary
audience Model 15 minutes
connective
Display OHT E11.1, an example of a piece of explanation writing. Read it together and
non-fiction
identify the intended audience, purpose and text type.
purpose
Read it a second time and talk aloud about how the key features of the writing suit the
Resources intended audience and purpose. Concentrate on:
Handout of E11.2 cut • the organisation and sequence of paragraphs, including time signals;
into cards
• the sentence construction, using appropriate connectives to explain;
OHTs of E10.1 and
• the shifts in tense from past (to recount) to future (to express intent), as part of the
E10.3 (from lesson 10)
explanation.
OHT of E11.1
Identify, underline and annotate key features in the opening two paragraphs. Then draw
pupils into the process by asking them to identify further examples in the rest of the
text.
Try 10 minutes
Using the teacher plan from the previous session on OHT E10.3, model how to develop
the 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 develop
one 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 the
content 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, following
the guidelines established in the lesson on proofreading narrative writing. They should
aim 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 homework

that 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 the
homework I had been set as I also had a lot of science work. After
I had completed the science I was really tired and as a result my
mum told me to go to bed.
I next tried to complete the work before coming to school. It was

then that I discovered that I didn’t have the right worksheet and
as 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 to
finish the work.
I would like to finish the work because it is really interesting. I

would therefore like to ask for an extra week to complete it. I hope
that you are not too disappointed and I promise that I will complete
the work properly in time for the next lesson.
Yours sincerely,
Peter Smith
Sentence openings card sort E11.2
as after
then as a result
finally therefore
because firstly
next due to
in order to meanwhile
Lesson 12 Review, consolidate and set personal
targets
Vocabulary Remember 15 minutes

evaluation 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 before
Resources revealing the content. Add any particularly important extra points suggested by pupils.
OHTs of E12.1 and Hand out the cut-up strips made from handout E12.3 and ask pupils to work in pairs
E12.2 to complete the sequencing task.
Handout of E12.3 cut Take brief feedback.
into strips, one set per
pair Model 10 minutes
Handout of E12.4 Show OHT E12.2, which is a set of personal targets based on the evaluation. Talk
through how this person has reached conclusions about their own writing and how they
have 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. They
should identify some strengths and weaknesses and check their perceptions with a
partner.
Apply 10 minutes
Distribute copies of handout E12.4. Pupils should use the sheet to set themselves
writing 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 Progress
tests for reading and writing. Ask pairs to join to form a group of four to compare their
lists and agree their top five.
Take feedback from each group and compile a list to display in the classroom as a
reminder 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 answer
booklet.
Spend the reading time well by marking and annotating

the text.
Look for key characters and events in the narrative.
Note key presentational and layout features in non-fiction

texts.
Identify key words in the question to determine the main

skill being tested (retrieval, inference, understanding the
author’s technique, understanding layout and
presentation).
Look at the space and the marks allocated for each

question 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 to

include a variety of different signals to show changes in
time.
Vary sentences for effect.
Proofread, firstly for full stops and capital letters, and then
for commas.
10–11 Writing non-fiction Identify the form, purpose and audience before planning.
Write a good plan, including words and phrases you

could use.
Proofread, firstly for full stops and capital letters, and then
for 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 how

clauses can be manipulated to achieve different effects.
I must secure the use of the comma to show grammatical boundaries

and 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 capital

letters.
How do I approach the E12.3
writing 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

© Crown copyright 2003 English consolidation lessons: preparing for the Progress test | Reading booklet 2
Thunder and Lightning Narrative text
1 A long time ago, both thunder and lightning lived on this earth, among all the
5 and begin burning down huts and corn bins, and even knock down large trees.
10 indeed.
15 not come and mix with people any more.
20 it is useless. From now on, you must go right away from our village and live in
Thunder and Lightning had to obey the king and left the village, angrily cursing
its inhabitants.
Alas, there was still plenty of trouble in store for the villagers, since Lightning
25 was so angry at being banished that he now set fire to the whole bush, and
during the dry season this was extremely unfortunate. 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. They often heard the mother ram’s
mighty voice calling her son to order, but it made very little difference to his evil
30 actions.
The king called all his councillors together and asked them to advise him, and
at 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, we
35 should be rid of them.’
So Thunder and Lightning were sent away into the sky, where the people
hoped they would not be able to do any more damage.
Things did not work out quite as well as they had hoped, however, for Lightning
still loses his temper from time to time and cannot resist sending down fire to
40 the earth when he is angry. Then you can hear his mother rebuking him in her
loud rumbling voice.
Occasionally even his mother cannot bear to stay with him and goes away for a
little while. You will know when this happens, for Lightning still flashes his fire on
the earth, but his mother is so far away that she does not see, and her voice is
45 silent.
For further information contact REMEMBER Have FUN in
your local
Health Promotion Department

Stay in the SUN
the shade
Advice for
around Parents
midday
If you get sunburnt

apply after-sun lotion.
Sunburn can affect
children and adults in
different ways; consult
English consolidation lessons: preparing for the Progress test | Reading booklet
a doctor if you are in
any doubt.
Produced on behalf of
South Staffordshire
Primary Care Trusts
1 of 2
Non-fiction text
5
Clothing advice for summer
Most children spend a lot of time Shirts and tops Shirts and tops
playing outdoors in the sun. Colours Colour is important. Deep should have sleeves at least to elbow
Even in the United Kingdom too rich colours or neon bright shades length and collars that can be folded
offer greater protection than bright up to protect the back of the neck.

much sun can cause skin damage.
This can be a major risk factor whites or pastel colours. The deep Always remember to protect children
for skin cancer in later life. colours absorb the ultraviolet rays, with loose clothing when they come
preventing them from reaching the out of the water.
skin.
Sun safety guidelines Fabrics When buying outdoor Clothing is an effective and
• Make sure children do not burn. clothes it is important to look at the practical way to protect young
type of material. Tightly woven skin against the danger of
• Make sure they cover up. fabrics give more protection than sunburn.
lightweight fabrics. Mixed fabrics
• Make sure they stay in the shade often have a tighter weave than
around midday. natural fibres. The ability to shield the
skin is lowered the more the fabric is ‘Sun Know-How’ advice
• Make sure you cover them with a stretched. Lycra is an exception, as it
high-factor sunscreen. • Keep your baby out of the sun.
has an extremely tight weave. To
check the tightness of the weave hold • Use cream with a high sun
• Dress children in sensible clothing the clothing up to the light and see
and hats when playing outdoors to protection factor.
how much light comes through.
help prevent sunburn. • Re-apply cream frequently
Water absorbency Cotton clothing especially after swimming.
There are other ways to protect when wet can reduce the amount of
your child from over-exposure to sun protection by half. • Encourage children to wear hats at
the sun: the right kind of clothing all times outdoors.
Hats Hats should have wide brims.
English consolidation lessons: preparing for the Progress test | Reading booklet
to wear is tightly woven and
Avoid a white underside to the brim • Provide a shady area for children
loose fitting, which allows less
as this reflects the light back on to the to play.
sunlight to filter through, thus
face. Baseball caps should be avoided
providing a shield effect. as they give no protection to the neck
or ears and leave the sides of the face Sun protection is simple and
unprotected. Beware of loosely woven need not be expensive.
straw hats as ultraviolet rays can pass
through the weave causing sunburn to
the face.
6
2 of 2
Non-fiction text
Non-fiction text
WEATHER OUTLOOK
TODAY’S FORECAST BRITISH ISLES SUN & MOON
Unsettled and very Yesterday °C °F °C °F
Sun rises.....................................6.45am
windy. Rain easing to Aberdeen c 8 46 Jersey sh 14 57
Sun sets .....................................4.43pm
Anglesey sh 12 54 Liverpool f 12 54
showers for most Belfast fg 9 48 London f 14 57
Moon rises ..................................8.24am
places. Birmingham f 12 54 Manchester c 12 54
Moon sets...................................1.09pm
London, SE & Cent Blackpool f 12 54 Newcastle f 10 50 First quarter.........................October 29th
S England, E Anglia, Bournemouth f 14 57 Norwich f 12 54
Midlands, Channel
Brighton
Bristol
f
f
14
12
57
54
Nottingham
Oxford
f
f
12
13
54
55
ROADWATCH
Is: Strong winds with Cardiff f 13 55 Plymouth f 14 57
Midlands: Birmingham M6
showers. Becoming Carlisle f 11 52 Ronaldsway f 11 52
brighter with sunny Edinburgh c 10 50 Scarborough s 11 52 between J6 (A38/A527) and J7
Exeter f 6 43 Southampton f 14 57
spells. Strong to gale Glasgow f 9 48 Stornoway r 9 48 Great Barr and Birmingham
force west winds. Max Inverness c 9 48 York s 10 50
(North) (A34). Major roadworks.
temp 12-15C (54- WORLD
59F). Tonight, dry. Min Until 30th December 2002.
Yesterday °C °F °C °F
temp 4-7C (39-45F). Amsterdam f 11 52 Luxembourg c 11 52 South West: Wiltshire A36
NE & NW England, Athens s 23 73 Madrid c 14 57
Limpley Stoke. Closed for
Bangkok c 28 82 Manila f 33 91
Cent N England, N Beijing s 7 45 Moscow c 2 36 roadworks. Long diversions.
Wales: Cloudy and Beirut f 26 79 Nairobi c 23 73
windy with heavy rain Berlin th 10 50 New Delhi s 29 84 Until 2nd December 2002.
Brussels f 14 57 New York c 9 48
gradually easing to Cairo s 30 86 Nicosia f 25 77
North East: North Yorkshire
become more showery later on. winds. Max temp 6-9C (43-48F). Copenhagen sh 9 48 Oslo c 7 45 A64 York Ring Road (West
Fresh to strong west to north- Tonight, drier. Min temp 1-4C Dublin c 11 52 Paris f 16 61
west winds. Max temp 10-13C (34-39F). Geneva s 17 63 Prague c 12 54 Junction) (A1237). Contraflow,
Gibraltar s 20 68 Rio de Jan. f 27 81
(50-55F). Tonight, drier. Max NW & SW Scotland, Glasgow, Harare f 27 81 Riyadh f 34 93
and lanes closed. Delays. Until
temp 3-6C (37-43F). W Isles: Showers, these heaviest Hong Kong c 25 77 Rome c 21 70 1st October 2002.
SW England, S Wales: Very during the afternoon, falling wintry Istanbul f 19 66 Seoul s 8 46
windy with showers but also over high ground. Breezy. Fresh Jeddah s 35 95 Singapore c 32 90 North West: Cheshire M6
Jerusalem f 27 81 Sydney c 15 59
widespread sunny spells. Strong north-west winds. Max temp 6-9C Jo’burg s 25 77 Taipei c 24 75
between J21 Warrington
west to north-west winds. Max (43-48F). Tonight, showers. Min Karachi s 37 99 Tokyo r 13 55 (A57/B5310) and J20 Lymm
temp 11-14C (52-57F). Tonight, temp 2-5C (36-41F). Lisbon c 19 66 Vienna th 18 64
N Ireland, Republic of Ireland: Los Angeles dr 18 64 Warsaw sh 12 54 (M56/A50/B5158). Contraflow.
showers threatening. Min temp
c, cloudy; dr, drizzle; f, fair; fg, fog; hz, Until 22nd January 2003.
7-10C (45-50F). Blustery showers, heaviest in the haze; m, mist; r, rain; s, sunny; sh,
NE & SE Scotland, Edinburgh, north. Drier and brighter to the showers; sl, sleet; sn, snow; th, thunder. Wales: Cardiff A469 Between
N Isles: Rain, sometimes heavy, south. Fresh to strong west to
will ease to leave showers, wintry north-west winds. Max temp 8- AIR POLLUTION Llanishen Roundabout (B4562)
London..................--....3 (Low) .....3 (Low) and Travellers Rest: Thornhill.
over high ground. Brighter later 11C (46-52F). Tonight, showers. Cardiff ...........3 (Low)....2 (Low) .....2 (Low)
on but breezy. Fresh north-west Min temp 3-6C (37-43F). Edinburgh .....3 (Low)....2 (Low) .....2 (Low) Roadworks. Until 31st
Belfast...........3 (Low)....2 (Low) .....2 (Low)
December 2002.
Low 1-3 Moderate 4-6 High 7-9 V.High 10
5-DAY FORECAST WEATHERCALL
It will be a drier and
National 29 Lincs & Humberside 42 Caithness, Orkneys & Shet 55
brighter day with Greater London 30 Dyfed & Powys 43 Northern Ireland 56
sunny spells tomor- Kent, Surrey & Sussex 31 Gwynedd & Clywd 44 World Weathercall 57
row. Northern Ire- Dorset, Hants, IoW 32 North West England 45 10 DAY NATIONAL FAX FORECAST
Devon, Cornwall 33 West & South Yorks, Dales 46 Weathercall is a product of TIS Ltd.
land, northern Eng- Wilts, Gloucs, Avon, Som 34 North East England 47
land and southern Berks, Bucks, Oxon 35 Cumbria & Lake District 48
Scotland will be Beds, Herts, Essex 36 South West Scotland 49
prone to showers, Norfolk, Suffolk, Cambs 37 West & Central Scotland 50
Glamorgan, Gwent 38 Edin, Fife, Lothian, Borders 51
these heavy in Shrops, Hereford, Worcs 39 East & Central Scotland 52
places but easing Central Midlands 40 Grampians & E Highlands 53
later on. Winds will East Midlands 41 North West Scotland 54
ease but it still will
be breezy. It will
mainly be fine on Tuesday, on Thursday before strengthen-
although north-western areas ing winds and a band of cloud
will have a risk of further show- and rain edges into western
ers, heavy in Scotland. On parts during Friday. Tempera-
Wednesday, southern areas will tures will be around the sea-
be fine but there will be blustery sonal average. Everywhere will
showers and more cloud else- become very unsettled with
where. It will be dry and sunny spells of heavy rain on Saturday.
PA WeatherCentre Ltd, 292 Vauxhall Bridge Road, London SW1V 1AE; registered in England, No. 3288270
Answer booklet
My reading targets
Tried Secure
© Crown copyright 2003 English consolidation lessons: preparing for the Progress test | Answer booklet 2
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.
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.
2 Which of the following did Lightning do when angry? Circle two boxes.

shout damage crops
trees animals
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
Questions on non-fiction texts 1
Have fun in the sun
1 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
use a high-
make sure keep them use an
factor
they cover up indoors umbrella
sunscreen
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.
3 Write down two other ways in which parents can protect their children
from the sun.
Weather outlook
4 Circle the right answer for each of the following:

The temperature in Bristol was
10 ºC 11 ºC 12 ºC 13 ºC
The temperature in Scarborough was
10 ºC 11 ºC 12 ºC 13 ºC
The temperature in Southampton was
57 ºF 57 ºC 58 ºF 58 ºC
5 Which of the following predictions are made in the article?
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.
6 According to the article, what will the weather be like for most places
today?
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 are
unhappy 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 extract from story
the late evening.
The villagers were filled with

advice leaflet
joy at this suggestion.
Make sure you re-apply

sunscreen when children come newspaper information text
out of the water.
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.

Lesson Planning Reading and Writing

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Lesson Planning Reading and Writing

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Section 2

Focusing teaching to improve pupil performance 3

Using the resources 4

Moving from level 3 to level 4 4

2 Reading: selecting and using evidence for short answers on

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

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

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

Preparing for the Progress test

Focusing teaching to improve pupil performance

Moving from level 3 to level 4

Objectives Introduce 5 minutes

© Crown copyright 2003

If you get sunburnt

English consolidation lessons: preparing for the Progress test | Lesson 1

© Crown copyright 2003

English consolidation lessons: preparing for the Progress test | Lesson 1

Objectives Remember 10 minutes

1 In the story, the character Thunder is a

ram sheep cow horse

2 The character Lightning is a

sheep ram cow horse

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

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

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

Lightning continues to cause trouble. 3

knock down upset the

once twice many times never

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

• 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

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

Objectives Remember 10 minutes

Wide-brimmed hats offer good protection against the sun.

(retrieval / simple inference)

3 Make sure they stay in the shade around midday.

4 The temperature in Bristol was 12 °C.

There will be showers in most places. ✓

6 Unsettled, very windy, showers (retrieval)

knock down upset the

once twice many times never

Have fun in the sun

In order to protect their children, parents should

2 Which of the following statements are not true?

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

Lightweight fabrics give better protection than tightly woven fabrics.

Wet clothing offers better protection against the sun. ✓

Baseball caps offer good protection against the sun. ✓

Make sure that they do not burn.

Use a high-factor sunscreen.

The temperature in Scarborough was

The temperature in Southampton was

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

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. ✓