Download English Literacy Mat KS3

Key Vocabulary
Alliteration
Atmosphere
Audience
Author
Characterisation
Connectives
Context
Descriptive
Dialogue
Fiction
Foreshadowing
Genre
Imagery
Informative
Irony
Message
Metaphor
Narrative
Non-fiction
Onomatopoeia
Pathetic Fallacy
Personification
Perspective
Plot
Poetic Devices
Purpose
Setting
Simile
Structure
Style
Symbolism
Tenses
Tension
Theme
Tone
Voice
English Literacy Mat KS3
Reading AFs
AF1: Use a range of strategies, including accurate decoding of text, to
read for meaning.
AF2: Understand, describe, select or retrieve information, events or ideas
from texts.
AF3: Deduce, infer or interpret information, events or ideas from texts.
AF4: Identify and comment on the structure and organisation of texts,
including grammatical and presentational features at text level.
AF5: Explain and comment on writers’ use of language, including
grammatical and literary features at word and sentence level.
AF6: Identify and comment on writers’ purposes and viewpoints, and the
overall effect of the text on the reader.
AF7: Relate texts to their social, cultural and historical traditions.
Reading Skills
SKIMMING: Casting your eyes over a text to
understand its general meaning.
SCANNING: Looking for specific information in
a text.
CLOSE READING: Detailed analysing and
exploration of a text.
DEDUCING / INFERING: To work out or guess
something based on clues and hints in the text.
Point – this is a statement that addresses the
question and addresses the paragraph’s topic.
Evidence – a quotation (or reference to the text)
which supports your point, is relevant, and is the
best example you can find.
Explanation
Analysis
Link
Explain your
evidence.
Analyse the
language
used.
Link back to
the question /
argument.
Writing AFs
AF1: Write imaginative, interesting and thoughtful texts.
AF2: Produce texts which are appropriate to task, reader and purpose.
AF3: Organise and present whole texts effectively, sequencing and
structuring information, ideas and events.
AF4: Construct paragraphs and use cohesion within and between
paragraphs.
AF5: Vary sentences for clarity, purpose and effect.
AF6: Write with technical accuracy of syntax and punctuation in phrases,
clauses and sentences.
AF7: Select appropriate and effective vocabulary.
AF8: Use correct spelling.
Analytical Verbs
Shows (showing)
Suggests (suggesting, suggestive)
Connotes (connoting, connotation)
Indicates (indicating, indicative)
Implies (implying, implication)
Highlights (highlighting)
Emphasises (emphasising)
Underlines (underlining)
Reinforces (reinforcement, reinforcing)
Punctuation
Full Stops.
 At the end of a sentence
which is not a question.
Capital Letters ABC
 At the beginning of a
sentence.
 For the names of people,
places and some events.
Question Mark ?
 Used at the end of a
question.
The apostrophe ‘
 Use to show that letters have
been left out.
 Use to show possession.
Comma ,
 Use to separate
lists/words/clauses
 Used to separate connectives
(however, therefore etc.,)
from the rest of the sentence.
Colon :
 Used to introduce a list or
definition.
 Used to introduce an idea
that is an explanation of one
that comes before the colon
e.g. You only have one
option: leave this place
immediately.
Semi Colon ;
 Used to link two connected
ideas. Both parts of the
sentence should make sense
on their own e.g. She walked
slowly to the top of the hill;
her legs ached and her feet
.were tired.
Dashes –
 Can show a break in a
sentence or a change in
thought.
 Can act as brackets.
 Used to show a strong
interruption in speech.
What are you
writing?
T = Text type
A = Audience
P = Purpose
Starting a new paragraph
Time Place Topic Person
Ways to start a sentence
With an adjective – Terrible secrets lay under the sea.
With a verb – Laying under the sea was a terrible secret.
With a preposition – Under the sea lay a terrible secret.
With an adverb – Furiously, he shouted at the tops of his voice.
With a pronoun – He shouted furiously at the top of his voice.
With a connective – Unlike Michael, Mina was educated at home.
With a noun – Beverley Naidoo’s background helps us to
understand some of the novel’s main messages.
Sentence Types
Simple: She sat on the bench.
Compound: She sat on the bench and started to cry.
Complex: Throwing the flowers to the ground, she sat on the
bench and cried.
What are the conventions of your non-fiction text type?
Information / Report:
Present tense, non- chronological order, impersonal, 3rd person,
sometimes passive, connectives of sequence, cause and effect and
comparison/contrast.
Instructions:
Present tense, imperatives (command words), chronological order,
short clear sentences, 3rd person.
Explanation:
Present tense, connectives of sequence and cause and effect,
impersonal, 3rd person.
Discursive (analysis, evaluation, formal essay):
Present tense (some use of past), avoids 1st person, impersonal.
Connectives
For sequencing ideas or events:
firstly, secondly, thirdly, finally,
eventually, next, since, meanwhile,
afterwards, whilst
To show cause and effect:
because, so, therefore,
thus, consequently, due to
To emphasise:
above all, in particular, especially,
significantly, indeed, notably
To further explain an idea:
although, however, unless, except,
apart from, yet, as long as
To contrast:
whereas, instead of, alternatively,
otherwise, unlike, on the other hand
To compare:
equally, likewise, in the same way,
similarly, as
To give examples:
For example, such as, for instance, in
the case of, as revealed by