Yellow Feedback Stickers KS3

Grade/Level Merit Effort Grade/Level Merit Effort
1 2 3 4 1 2 3 4
Colour code: Pink = WWW Green = EBI Colour code: Pink = WWW Green = EBI
• Using paragraphs to organise ideas

• Creating atmosphere, and integrating dialogue to convey character and advance the • Using paragraphs to organise ideas
action • Creating atmosphere, and integrating dialogue to convey character and advance the
• Using coordinating and subordinating conjunctions action
• Effective use of descriptive language to create imagery • Using coordinating and subordinating conjunctions
• Consistent use of correct spelling • Effective use of descriptive language to create imagery
• Using a variety of vocabulary • Consistent use of correct spelling
• Use of linguistic devices • Using a variety of vocabulary
• Use of relevant textual references • Use of linguistic devices
• Make a clear and relevant response to the focus of the statement • Use of relevant textual references
• Consistent use of effective punctuation • Make a clear and relevant response to the focus of the statement
• Use of evaluative comments on the effects on the reader and show some understanding of • Consistent use of effective punctuation
• Use of evaluative comments on the effects on the reader and show some understanding of
writer’s methods
writer’s methods

1 2 3 4 1 2 3 4
• Using paragraphs to organise ideas • Using paragraphs to organise ideas

• Creating atmosphere, and integrating dialogue to convey character and advance the • Creating atmosphere, and integrating dialogue to convey character and advance the
action action
• Using coordinating and subordinating conjunctions • Using coordinating and subordinating conjunctions
• Effective use of descriptive language to create imagery • Effective use of descriptive language to create imagery
• Consistent use of correct spelling • Consistent use of correct spelling
• Using a variety of vocabulary • Using a variety of vocabulary
• Use of linguistic devices • Use of linguistic devices
• Use of relevant textual references • Use of relevant textual references
• Make a clear and relevant response to the focus of the statement • Make a clear and relevant response to the focus of the statement
• Consistent use of effective punctuation • Consistent use of effective punctuation
• Use of evaluative comments on the effects on the reader and show some understanding of • Use of evaluative comments on the effects on the reader and show some understanding
writer’s methods of writer’s methods
1 2 3 4 1 2 3 4
Topic: Macbeth
• Using coordinating and subordinating conjunctions
• Consistent use of correct spelling
• Using a variety of vocabulary
• Use of relevant textual references
• Make a clear and relevant response to the focus of the statement
• Consistent use of effective punctuation
• Inclusion of key terms to support your response

• Understanding shown of main themes throughout
• Evaluation given of Macbeth and Lady Macbeth
• In-depth description of Lady Macbeth’s character
• Inference skills developed

1 2 3 4 1 2 3 4
Topic: Macbeth Topic: Macbeth

• Inclusion of key terms to support your response • Inclusion of key terms to support your response
• Understanding shown of main themes throughout • Understanding shown of main themes throughout
• Evaluation given of Macbeth and Lady Macbeth • Evaluation given of Macbeth and Lady Macbeth
• In-depth description of Lady Macbeth’s character • In-depth description of Lady Macbeth’s character
• Inference skills developed • Inference skills developed
1 2 3 4 1 2 3 4
Topic: Poetry
• Consistent use of correct spelling Topic: Poetry
• Use of relevant textual references • Using a variety of vocabulary
• Consistent use of effective punctuation • Use of relevant textual references
• Identified poetic devices used • Consistent use of effective punctuation
• Described the effect of the poetic device used • Identified poetic devices used
• Evaluation of the poetic devices used • Described the effect of the poetic device used
• Inference skills made on each stanza • Evaluation of the poetic devices used
• Rhyme scheme identified • Inference skills made on each stanza
• Use SMILE to help you evaluate this poem • Rhyme scheme identified
• Use SMILE to help you evaluate this poem

1 2 3 4 1 2 3 4
Topic: Poetry Topic: Poetry

• Identified poetic devices used • Identified poetic devices used
• Described the effect of the poetic device used • Described the effect of the poetic device used
• Evaluation of the poetic devices used • Evaluation of the poetic devices used
• Inference skills made on each stanza • Inference skills made on each stanza
• Rhyme scheme identified • Rhyme scheme identified
• Use SMILE to help you evaluate this poem • Use SMILE to help you evaluate this poem
1 2 3 4 1 2 3 4
Topic: Email writing

• Using coordinating and subordinating conjunctions Topic: Email writing
• Consistent use of correct spelling • Using coordinating and subordinating conjunctions
• Make a clear and relevant response to the focus of the statement • Using a variety of vocabulary
• Consistent use of effective punctuation • Make a clear and relevant response to the focus of the statement
• Consistent use of effective punctuation
• Use an informative subject line, which says what the email is about.
• Began with an introductory paragraph, explaining what your email is about • Use an informative subject line, which says what the email is about.
• Used formal connectives to link paragraphs • Began with an introductory paragraph, explaining what your email is about
• Included a main paragraph that gives information related to the subject of email • Used formal connectives to link paragraphs
• Write a conclusion explaining what you would like to happen next • Included a main paragraph that gives information related to the subject of email
• Write a conclusion explaining what you would like to happen next

1 2 3 4 1 2 3 4
Topic: Email writing Topic: Email writing

• Use an informative subject line, which says what the email is about. • Use an informative subject line, which says what the email is about.
• Began with an introductory paragraph, explaining what your email is about • Began with an introductory paragraph, explaining what your email is about
• Used formal connectives to link paragraphs • Used formal connectives to link paragraphs
• Included a main paragraph that gives information related to the subject of email • Included a main paragraph that gives information related to the subject of email
• Write a conclusion explaining what you would like to happen next • Write a conclusion explaining what you would like to happen next
1 2 3 4 1 2 3 4
Topic: Article writing Topic: Article writing

• The name of the newspaper • The name of the newspaper

• A catchy headline for the article • A catchy headline for the article
• An introductory paragraph containing the 5 W’s • An introductory paragraph containing the 5 W’s
• Information about the main events in chronological order • Information about the main events in chronological order
• Pictures with captions • Pictures with captions
• Written in third person and in past tense • Written in third person and in past tense
• Inclusion of direct and reported speech • Inclusion of direct and reported speech

1 2 3 4 1 2 3 4
Topic: Article writing Topic: Article writing

• The name of the newspaper • The name of the newspaper

• A catchy headline for the article • A catchy headline for the article
• An introductory paragraph containing the 5 W’s • An introductory paragraph containing the 5 W’s
• Information about the main events in chronological order • Information about the main events in chronological order
• Pictures with captions • Pictures with captions
• Written in third person and in past tense • Written in third person and in past tense
• Inclusion of direct and reported speech • Inclusion of direct and reported speech
1 2 3 4 1 2 3 4
• Letter writing Letter writing

• Address of sender on right • Address of sender on right
• Date on right • Date on right
• Introductory paragraph (I am writing to…) • Introductory paragraph (I am writing to…)
• Formal language/tone • Formal language/tone
• Formal connectives • Formal connectives
• Persuasive techniques (1 mark per technique) • Persuasive techniques (1 mark per technique)
• Concluding paragraph • Concluding paragraph
• Yours faithfully (Dear Sir/Madam) • Yours faithfully (Dear Sir/Madam)
• OR Yours sincerely (Dear Mr/Mrs…) • OR Yours sincerely (Dear Mr/Mrs…)
• Personal experience given • Personal experience given

1 2 3 4 1 2 3 4
Letter writing Letter writing

• Address of sender on right • Address of sender on right
• Date on right • Date on right
• Introductory paragraph (I am writing to…) • Introductory paragraph (I am writing to…)
• Formal language/tone • Formal language/tone
• Formal connectives • Formal connectives
• Persuasive techniques (1 mark per technique) • Persuasive techniques (1 mark per technique)
• Concluding paragraph • Concluding paragraph
• Yours faithfully (Dear Sir/Madam) • Yours faithfully (Dear Sir/Madam)
• OR Yours sincerely (Dear Mr/Mrs…) • OR Yours sincerely (Dear Mr/Mrs…)
• Personal experience given • Personal experience given
1 2 3 4 1 2 3 4
Review Review
Content: Content:
• Title of review • Title of review
• Star rating • Star rating
• Brief description of plot/characters • Brief description of plot/characters
• relevance (i.e. whether the piece fulfils the task and the awareness of • relevance (i.e. whether the piece fulfils the task and the awareness of
purpose/audience/register) purpose/audience/register)
• Analyse of the book- what did you like/dislike? • Analyse of the book- what did you like/dislike?
• development of ideas(i.e. the detail/explanation provided). • development of ideas(i.e. the detail/explanation provided).
• recommendations – would you recommend someone to read this book? • recommendations – would you recommend someone to read this book?
Language: Language:
• range (i.e. complexity of vocabulary and sentence structure) • range (i.e. complexity of vocabulary and sentence structure)
• accuracy (i.e. grammar, spelling, punctuation and text organisation) • accuracy (i.e. grammar, spelling, punctuation and text organisation)

1 2 3 4 1 2 3 4
Review Review
Content: Content:
• Title of review • Title of review
• Star rating • Star rating
• Brief description of plot/characters • Brief description of plot/characters
• relevance (i.e. whether the piece fulfils the task and the awareness of • relevance (i.e. whether the piece fulfils the task and the awareness of
purpose/audience/register) purpose/audience/register)
• Analyse of the book- what did you like/dislike? • Analyse of the book- what did you like/dislike?
• development of ideas(i.e. the detail/explanation provided). • development of ideas(i.e. the detail/explanation provided).
• recommendations – would you recommend someone to read this book? • recommendations – would you recommend someone to read this book?
Language: Language:
• range (i.e. complexity of vocabulary and sentence structure) • range (i.e. complexity of vocabulary and sentence structure)
• accuracy (i.e. grammar, spelling, punctuation and text organisation) • accuracy (i.e. grammar, spelling, punctuation and text organisation)
1 2 3 4 1 2 3 4
Topic: Essay Writing Topic: Essay Writing

Language Language
Content Content
• Catchy title- relevant to the topic given • Catchy title- relevant to the topic given
• Began with an introductory paragraph, explaining what your essay is about • Began with an introductory paragraph, explaining what your essay is about
• A variety of persuasive techniques used, e.g. statistics, power of three • A variety of persuasive techniques used, e.g. statistics, power of three
• Developed arguments given that have been supported with evidence • Developed arguments given that have been supported with evidence

1 2 3 4 1 2 3 4
Topic: Essay Writing Topic: Essay Writing

Language Language
Content Content
• Catchy title- relevant to the topic given • Catchy title- relevant to the topic given
• Began with an introductory paragraph, explaining what your essay is about • Began with an introductory paragraph, explaining what your essay is about
• A variety of persuasive techniques used, e.g. statistics, power of three • A variety of persuasive techniques used, e.g. statistics, power of three
• Developed arguments given that have been supported with evidence • Developed arguments given that have been supported with evidence

Yellow Feedback Stickers KS3

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Yellow Feedback Stickers KS3

Uploaded by

Copyright:

Available Formats

Grade/Level Merit Effort Grade/Level Merit Effort

• Using paragraphs to organise ideas

Grade/Level Merit Effort Grade/Level Merit Effort

• Using paragraphs to organise ideas • Using paragraphs to organise ideas

• Inclusion of key terms to support your response

Grade/Level Merit Effort Grade/Level Merit Effort

Topic: Macbeth Topic: Macbeth

Grade/Level Merit Effort Grade/Level Merit Effort

Topic: Poetry Topic: Poetry

Topic: Email writing

Grade/Level Merit Effort Grade/Level Merit Effort

Topic: Email writing Topic: Email writing

Topic: Article writing Topic: Article writing

• The name of the newspaper • The name of the newspaper

Grade/Level Merit Effort Grade/Level Merit Effort

Topic: Article writing Topic: Article writing

• The name of the newspaper • The name of the newspaper

• Letter writing Letter writing

Grade/Level Merit Effort Grade/Level Merit Effort

Letter writing Letter writing

Grade/Level Merit Effort Grade/Level Merit Effort

Topic: Essay Writing Topic: Essay Writing

Grade/Level Merit Effort Grade/Level Merit Effort

Topic: Essay Writing Topic: Essay Writing

You might also like