2. KEY STAGE 3 ENGLISH Helping your child

3. READING AND VIEWING zNovels zPoems zPlays zReference books z Leaflets z Advertisements z CD ROMS z Web pages

4. READING/VIEWING zEnjoyment zInformation zMeaning/understanding

5. READING WRITING zWe know a lot about writing from reading zThe language and setting out of writing is determined by what it is for and who it is for (purpose) (audience)

6. WRITING RANGE OF FORMS Imaginative / CreativeNon-fiction StoriesInformation leaflets PoemsNewspaper/articles/stories PlayscriptsLetters Diaries Autobiography Reports

7. WRITING Range of Purposes Entertain Give information Persuade Explain Describe Give instructions

8. Writing Process zThinking and talking about type, purpose, audience zGathering ideas/information zOrganising What you have to say (Content) zDrafting zEditingChecking grammar, punctuation, spelling (to make meaning clear) zPresenting

9. ReadingWriting Learning Talking & Listening

10. Talking and Listening RANGE OF PURPOSES zGetting on with others zFinding out zAsking questions zExplaining zGiving information zPersuading zGiving opinions zMaking suggestions zSolving problems RANGE OF AUDIENCES zOther pupils zTeacher zClassroom visitors zOther adults

11. SSupport UUnderstanding CChallenge CCommunication EExperimentation SSharing SSuccess!

12. HELPING YOUR CHILD Key Stage 3 English Helping with reading  Try to make a range of materials available at home.  Encourage them to make use of facilities at local library.  Encourage reading for different purposes: - for enjoyment and relaxation; to find information; - reading and explaining instructions; - reading articles from local/national newspapers.  Value and show an interest in their choices of personal reading. If possible read some of their choice of personal reading so that you know what to talk about.  Talk to them about what you enjoy reading.

13.  Encourage thoughtful criticism and comment about reading and viewing of all kinds.  Ask open questions to encourage discussion about reading eg. ‘What is this passage/poem/magazine article about?’ ‘Why is this product being advertised in this way?’  Encourage them to find infrmation needed at home eg. a recipe, telephone numbers, family holiday, weather reports.  Encourage them to show you and talk about what they are currently reading in English.  Discuss homework tasks – talking things through is very important.  Support with school research tasks by helping to find sources of information.  Encourage effective notetaking – key words and phrases taken from reading. Read more than one newspaper at home and talk about the differences in how events are reported or choice of front page stories.

14. Helping with Writing  Discuss writing tasks with them eg. purpose and audience.  Understand that different types of writing require different language and setting out.  Understand that writing is a process with different stages – gathering ideas, organising ideas, drafting, editing and presentation.  Encourage them to focus initially on what they are trying to say.  Act as a sounding board for their ideas for writing.  Encourage independent use of dictionaries and thesauruses.  Comment on what they have done well rather than on mistakes.  Let them see you writing and discuss your writing with them.  Look out for software programs which involve reading and writing for real purposes rather than those which simply drill spelling or punctuation eg. making/completing crosswords, solving puzzles, choosing your own adventure games.  Encourage writing to organisations for information – fan clubs, supporters’ clubs, voluntary organisations.

15. Helping with Talking and Listening  Discuss all kinds of events and issues, encouraging them to give and justify their opinions.  Watch and discuss television news reports and current affairs programmes. If they are particularly interested in a subject or event help them to look for further information eg. in newspapers, news sites on the Internet.  Encourage them to tell you about aspects of their interests eg. explaining the features of a software programme, describing a match or game, recounting a school trip, summarising a story.  Involve them in adult conversations, when appropriate. This experience will provide a range of language styles, ideas and vocabulary.  Help them to extend the range of words understood and used by using specialised vocabulary when talking about mutual interests eg. sport, cooking, cars, computer programs, music.  Provide a good listening model by responding to and asking questions about what they have to say.