Resources for L6 KS2 SATs English - esp comprehension

[PastSellByDate]

Hi:

I've posted elsewhere about our recent parent/ teacher meeting (www.mumsnet.com/Talk/primary/2029136-And-the-prize-for-this-weeks-most-pointless-homework-goes-to?msgid=45904120#45904120) - where basically we were told they want to sit DD1 for L6 English and asked us to do more with her at home.

In particular they want us to work on her comprehension and especially improve how she discusses an author's writing.

They didn't have any notes for us to take away - so that we know what particularly we should be working on and they couldn't suggest any websites. We rather got the impression they were pushing us to buy a L6 KS2 SATs workbook, but studiously avoiding directly saying that.

If parents/ teachers out there have any ideas for useful websites/ workbooks etc... which can help in this area I'd be grateful.

Sassy - it's not your choice to make, I'm afraid, although the school would be foolish to work against you.

Might be useful: orderline.education.gov.uk/bookstore.asp?FO=1307426&Action=PDFDownload&ProductID=9781783150601

Just did a quick google. Have a look here:
www.sats-papers.co.uk/sats-papers-ks2.php#level-6-sats-papers-english

www.deni.gov.uk/index/80-curriculum-and-assessment/80-programmes-of-study/eng_ks2_at-2.pdf

Also here:
primarytools.co.uk/files/Tests/KS2/2013/2013%20Reading%20Sample/PrimaryTools.co.uk2013KS2EngReadingBookletL35Sample.pdf

Sorry if I haven't read carefully enough...
how important is it to your DD, PastSBD, that she get the L6? Because that determines everything about what you should do.

As I mentioned before, preparing children for L6 is... unnecessary and, unless they need the challenge, will possibly create unnecessary stress for both them and for you (L6 results serve to reflect well upon the school rather than your child, which is sadly why schools are so keen to 'encourage' success here).

However, for those parents who are interested in helping either because their children need the extra challenge (very able pupils) or who would like to go along with the school in their L6 quest, the following may be helpful:

'READING: LEVEL 6 (for comparison purposes only)
Pupils read a range of texts, talk or write about interests and preferences, drawing on an increasingly appropriate vocabulary. In reading and discussing a range of texts, pupils identify different layers of meaning and comment on their significance. They give personal responses to texts, referring to aspects of language, structure, style and themes in justifying their views. They locate, evaluate and manage information effectively for research and presentation.' (from link posted below)

For this, I find the following useful explanations / focus points:

• sentence structure - short/ long/ beginning with emotions or dramatic verbs / effective use of punctuation, etc.
• use of language - persuasive / emotive / dynamic
• varied vocabulary
• use of sense
• use of imagery
• comparisons (simile and metaphor)
• repetition
• contrast
• personification
• hooking devices
• style - is there a sarcastic / melancholy / light-hearted tone?
• layout / structure - what presentational devices are used? (columns / sub-headings, photographs, captions, logos, slogans, etc.)
• language - what types of words are used? (informal/ formal/ colloquial/ persuasive). Comment on the sentence structure - length, variation in pace, rhetorical questions, etc.
• audience - who has it been written for? (age/ beliefs/ social groupings/ gender)
• purpose - why has it been written? To discuss an issue / entertain / shock/ inform/ persuade, etc.
• effect on the reader - how does it make you feel? Indifferent, amused, entertained, shocked, guilty, sympathetic, angry? Has it changed your views?
• personal response - how effective is the article in achieving its purpose? What could have been improved?

Thanks all for comments/ suggestions - and lovely to see I'm not the only one getting into a tizz with mrz & Feenie MightBe.

I'd like DD1 to take that next step and discuss what she's reading a bit more intelligently - so I see it as the first steps in that process which I more than expect will carry on in KS3 (Years 7 - 9).

I'm fortunate in that tests don't seem to bother DD1. She is the kind of kid that likes to aim for things but frankly enjoys the process of 'going for it' more than achieving it, if you see what I mean.

I'll have a look at the links later.

What the hell are you on about?

I think PSB is referring to my criticism of MightBe, who as a Leading Literacy teacher and dyslexia assessor doesn't feel primary teachers capable of teaching 11 year olds

I volunteer at my children's school and have always asked to be placed in Year 6. I have no doubt that the teacher I work with would be perfectly competent in teaching and preparing for the L6 reading paper, and I hold her in very high regard as an excellent teacher. However, she has 30 children in the class and most of them would not benefit from being taught to identify and comment upon the kinds of literary features with which the Level 6 paper requires children to be conversant. I suspect that is why parents are being asked to help out in some schools.
I have been taking a small group of children for an hour each week to try to prepare them for this paper. They are very bright, thoughtful readers, but despite my best efforts I am not sure any of them will get Level 6. I do think it's to do with maturity. Sometimes they just don't see what the author is driving at. They can spot a metaphor or comment upon the effect of punctuation, but they haven't got the life experience to be able to peer into the writer's soul, if that doesn't sound too precious. I have been at pains to emphasise to them that this is just one test, and it doesn't matter if they don't get the Level 6, but these are high-achieving children not used to failure and I fear there may be tears this summer.
MightBe's advice is good, and if your DD is determined you may as well try to prepare her as well as possible, but certainly do also prepare her for the fact it may not go her way and that ultimately, this won't mean very much!

Just seen this! My dd us in year 5 and has just got 6c for her last APP. I have bought her the rising stars achieve level 6 workbooks - from amazon. I think they're good.

Having said that, why on earth is the teacher asking you to do the work with dd? She should be teaching her!

Is your dd stressing about getting level 6? Does she enjoy comprehension? If you and she aren't bothered, then I wouldn't get the books and do the work with her. The marks she gets are good but are not ultimstely benefiting her, but the school!

But if she would like to do it, then do, but obviously do it for her enjoyment.

Am very at teachers asking parents to work at home with their dcs!

Mrz, apologies. I don't think that I made myself clear. I AM a primary school teacher (who has become a Literacy Consultant for the Borough in which I live). Since having my DC, I undertook a further 3 years of training to become a dyslexia (PATOSS). I'm speaking from my experience of the classroom and of many (thankfully not all) of the teachers I've supported as English Coordinator and Literacy Consultant.

I'll leave it there.

I hope that my previous comments have been of use to you, OP.

become a dyslexia assessor. Missed out the last word.

become a dyslexia assessor. Missed out the last word.

become a dyslexia assessor. Missed out the last word.

Oh you made yourself perfectly clear MightBe

Biscuitsneeded "they haven't got the life experience to be able to peer into the writer's soul, if that doesn't sound too precious"

I'm beginning to question why we think they should be attempting very much of that in the first place. DD has still got lots of reading to do for pleasure, new worlds, concepts, vocabulary etc. That will be the case for quite a while yet.

Interestingly, every year some (commercial) organisation puts out a report that inevitably tells us that the nation's children's progress in what they choose to read plateaus when they hit secondary-age. I wonder if that is because they begin to associate forensic literary analysis with more challenging books?

Sounds suspiciously more like there might be other underlining reason/s for asking the parent/s to support own child. (At my child's school we are not given suggestions at all! I've asked so many times!) Are you aware of how many disruptive pupils might be in your DD's classroom? ...or how many times per week a lesson doesn't go anywhere as a result of behavioural problems? Do u know the number of underachievers who might need extra teacher help?... Many high achievers might not have the chance to get enough teacher input during lessons so teachers might hope that the parents will do the job? Sorry... Just a thought.

Good website for free resources after you register is TES.

Good points, Nicp. In addition, many (but certainly not all) pupils expected to achieve L6 are used to achieving and/ OR are more self-motivated / more likely to work hard due to parental pressure/ encouragement. They're also, in my experience, likely to feel more anxious / less comfortable about the prospect of NOT achieving in line with expectations set. This means that applying pressure externally through direction vs input is generally more likely to be effective than similar directives given to parents and pupils expected to achieve within low to mid-range. Teachers are expecting them to also be able to self-teach or 'work it out' at home with their parents. This is, quite frankly, unfair on both the parents and the children. Unless the pupils are keen to do this and in need of such extension work, so able that they're able to glean the necessary information from a Study Guide (or have parents confident and able to work with them on it - not an easy task where pre-teen hormones and even minimal stress and pressure are concerned), it's rather an unfair expectation of either the parent or pupil. Nicp is right in pointing out the challenges involved in teaching a class as planned, let alone how difficult it is to cater for (time, resources, confidence, expertise) more able pupils going for L6.

sassytheFIRST I agree with you. My daughter last year got put in for level 6 reading and maths. Passed reading by a few marks and maths with a 6a/b. About 12 children were put in for the reading and less for the maths. When she passed the English, she got told that she was the only pass the school had for the 3 years since it started up again. We both know that she passed them both because she cared about it the most, that their "we'll put you in for it and if you pass you pass" attitude didn't suit her, and that because of this she did loads of work at home. Without this, she would have stressed about it - and it still wasn't an easy ride. It proved nothing. On paper, she was the cleverest child in the class but in reality she wasn't. The only positive thing to come out of it was that she did pass, which made her happy and has improved her confidence but I don't really think it was a good thing. If I could choose again, I wouldn't let them enter her.

And I see someone said that it wasn't your choice. I was asked.