• Demonstrate sentences beginning with present participles and adverbs as practice for using these more in your writing.

• Create a compelling narrative using the techniques we have practised over the last few weeks.

• Evaluate a partner’s narrative by identifying areas for improvement and areas of strength.

•Use feedback and self-assessment to improve at least two aspects of your mock assessment.

•Plan SMART targets to get you ready for next week’s assessment. 

2.As the alarm clock buzzed angrily, Jock, realising it was Monday morning, awoke with a grunt.

3.Waking to the angry buzz of his alarm clock, Jock grunted as he realised it was Monday morning.

4.Angrily, the alarm clock buzzed, waking Jock, who realised it was Monday morning, and grunted. 

B. For each sentence, identify the independent clause and the dependent clause(s).

C. A lot of people use sentence types one and two (although you need to make sure you have a main or independent clause that stands on its own).

Not everyone is using 3 and 4. Come up with your own example of a sentence beginning with a present participle, and one beginning with an adverb.

•Below that, write the mock title you chose last week, eg. “The gathering,” “A knock at the door,” “The unexpected.”

•Disable spell-check if you’re working on a computer.

•You’re writing a story, so you need to include a plot (the five stages of story structure), characters, dialogue, and descriptions.

•Spelling, punctuation, grammar, and sentence variety are assessed.

•If we get towards the end of the assessment and you know you won’t finish your story, write a few bullet points for what would have happened in the rest of the story.

•Give a total mark out of 32, then identify the most important areas of strength and areas for improvement.

•Use these to set two targets for next week’s assessment. Make this as specific, helpful, and achievable as possible.

•Eg. “learn to spell these five words, as they worked well in the piece but were misspelled,” not “improve your spelling.”

•Don’t be afraid to mark your partner’s work (in a different colour), including SPaG errors.

•Why might this task be useful for both the marker and the writer?

•(a) Write a story that begins with the words:   Mum/Dad shouted up the stairs, “Come down here now!”  

•(b) Write about a time you felt embarrassed.  

•(c)The School Reunion.  

•(d) The Interview.

Make sure to plan a story which is suitable for your chosen title.

Complete a plan for what you will write in the one-hour assessment. 

You might also like to complete a practice assessment, although you cannot be given feedback by your teacher on an actual CA title.