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The bear pictures are from a story called The Quiet Heroine 21. Both Quiet Heroine (pages 6– 7) and The Further Adventures of Souperkid (pages 8– 9) are stories. Both stories include pictures but for different purposes. What is the purpose of the pictures: ● in Quiet Heroine on pages 6 and 7? …………………………………………………………………………………… ● in The Further Adventures of Souperkid on pages 8 and 9? 27. Page 11 is clear to read because it is divided into questions and answers. How does this layout help the reader? ……………………………………………………………………………… ……………………………………………………………………………………

21. Both Quiet Heroine (pages 6– 7) and The Further Adventures of Souperkid (pages 8– 9) are stories. 27. Page 11 is clear to read because it is divided into Both stories include pictures but for different purposes. questions and answers. What is the purpose of the pictures: Assessment focus 4: identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. How does this layout help the reader? 1 mark ● in Quiet Heroine on pages 6 and 7? Assessment focus 4: identify and comment on the structure and organisation of texts, including 1 mark grammatical and presentational features at text level. Award 1 mark for reference to illustrations enhancing / helping understanding / visualisation of the scene, eg: ● it helps you to picture it; Award 1 mark for answers that identify their function in separating and signalling different parts of the text, eg: ● it illustrates / decorates. ● the questions are like sub-headings / the answers are the paragraphs; Do not accept suggestions that the story is told through the pictures, eg: ● you can go straight for the Q and A you are most interested in; ● to show you what’s happening. ● in The Further Adventures of Souperkid on pages 8 and 9? ● the questions tell you about the topic of the next paragraph; 1 mark ● the reader knows what he/she is about to read about. ● it helps you understand it better; Award 1 mark for reference to the fact that illustrations convey the story / are crucial to understanding, eg: ● they tell the story; ● they are used instead of words; ● without the pictures you wouldn’t know what was happening. Do not accept: ● because it’s a comic strip. Do not accept references to the text looking clearer / division into sections.

……………………………………… Some of the words on page 6 stand out because they are in bold print. Why have these words been put in bold? Give two reasons ……………………………………… 1…………………………………………… 2…………………………………………… 7. Give two ways the text on pages 4 and 5 is written like a diary.

7. Give two ways the text on pages 4 and 5 is written like a diary. up to 2 marks Assessment focus 4: identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Award 1 mark for each response in the following categories, to a maximum of 2 marks: ■ has time/day and/or place of writing / is daily comments, eg: it shows the time / it splits it into the days; ■ written in note form / uses short sentences, eg: it’s not in full sentences; ■ chronological order, eg: it’s in date order; ■ uses informal language, eg: it’s as if she’s talking to another person; ■ written in first person / uses ‘I’. Do not accept references to diary-type content, eg: it’s a record of what Sharon did/felt or undeveloped references to brevity, eg: they are short, or layout, eg: it’s set out like a diary. 14. Some of the words on page 6 stand out because they are in bold print. Why have these words been put in bold? Give two reasons. up to 2 marks Assessment focus 4: identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Award 1 mark for reference to any of the following, to a maximum of 2 marks: ■ names / roles / functions / jobs of the cowboys, eg: because that’s who they are / because it’s the name of the person’s job; ■ the words are included on the diagram, eg: so you see them and look on the diagram / so you can find them on the picture; ■ the words show the topic of the paragraph, eg: they are what the section is about / the thing that it’s telling us about; ■ the words need to be explained, eg: because they’re words you probably don’t know / those are the words they are explaining. Do not accept references to important words / key words or subheadings.

He thought about the time when he brought in his first herd of mustangs … One day several of the cowboys had gone out to capture a herd. The ranch had been short of horses and no one ever thought of buying horses when there were so many wild ones. He had wanted to tell them that he would bring in the horses, but they would have laughed at him. Who’d ever heard of one man bringing in a herd? So he had watched them ride out, saying nothing. A few days later they were back, tired and disgusted. They hadn’t even been able to get close to a herd. That evening Bob had timidly suggested to Mr Hunter that he be allowed to try. Everyone laughed. Bob reminded them that no one on the ranch could handle a horse like he could, that the horses came to him more than anyone else. The cowboys had acknowledged that was true, but it was impossible for one man to capture a herd. Bob had said nothing else. Early the next morning he had ridden out alone … Three weeks later the cowboys had been sitting outside the ranch one evening and looked up to see a herd of mustangs galloping towards them, led by Bob. Despite their amazement, they had moved quickly to open the gate and Bob had led the horses in. 27. The writer uses dots. . . (ellipsis) twice on page 10, each time for a different purpose. Explain the two different purposes. he brought in his first herd of mustangs … …………………………………………………………………………………… 16. What is the purpose of the sub-headings on pages 8 and 9? ………………………………… Early the next morning he had ridden out alone … ……………………………………………………………………………………

27. The writer uses dots … (ellipsis) twice on page 10, each time for a different purpose. Explain the two different purposes. a) he brought in his first herd of mustangs … 16. What is the purpose of the sub-headings on pages 8 and 9? 1 mark Assessment focus 4: identify and comment on the structure and organisation of texts, including b) Early the next morning he had ridden out alone … grammatical and presentational features at text level. 1 mark Award 1 mark for answers that refer either to organisation of text, eg: Assessment focus 4: identify and comment on the structure and organisation of texts, including grammatical ● to indicate that you are moving on to a new section and presentational features at text level. ● to divide up the text / separate the different information a) Award 1 mark for recognition that the ellipsis introduces a flashback, eg: ● make it a bit more ordered. ● he’s going back and thinking about it; or to conveying information / facts, eg: ● he is going to tell the story; ● to tell you the name of the drum and / or where it is from ● ‘read on and I’ll tell you about it. ’ ● to tell / show you which country they’re talking about b) Award 1 mark for recognition that the ellipsis indicates the passage of time, eg: ● to tell you what they’re talking about. ● the writer’s showing that he has skipped the bit about how he captured the horses; ● three weeks had passed and he was in a different place. Do not accept over-general answers, eg: it tells you what the pages are about / to tell you what they are talking about on those pages.

‘If you play percussion, you have the fun of playing all the “odds and ends” that everyone else is too grand to play. This can mean playing bass drum and cymbals with your feet, timpani with one hand, side drum with the other, trying to turn over a page of the music and wondering how on earth you are going to be able to reach the tubular bells which have to be played NOW. It’s great fun, though. ’ Only answer 17 b 25. In Lara’s comments, the word ‘NOW’ is in capital letters. Why? …………………………………………………………………. .

25. In Lara’s comments, the word ‘NOW’ is in capital letters. Why? up to 2 marks Assessment focus 4: identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Award 2 marks for explanations that the capitals convey the demand of the experience on Lara, eg: ● to say that it all has to be done at the same time ● to show that you have to have the right timing ● it is showing how nervous she gets trying to get to the parts she has to play ● to tell you how fast she has to be ● because she’s trying to get across how much you’ve got to do and how little time you’ve got ● it’s big because she can’t miss a thing. Award 1 mark for answers which refer only to aspects of the challenge, but not to Lara’s intention to convey that challenge or answers which imply that the timing of the tubular bells and page turning is the only difficulty involved, eg: ● because she has a lot to do in one go ● because it’s urgent ● you have to hurry up and get on with it ● she is trying to say how hard it is turning over one page and playing the bells. Also award 1 mark for answers which refer only to Lara’s expression, eg: ● to show that she’s saying it louder / in a different tone. Do not accept general responses, eg: to grab your attention. 17. b) This table has no heading in the first column. What would be a good heading for that column? 1 mark Assessment focus 4: identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Award 1 mark for: ■ name of drum / instrument / type of drum / drum(s).

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27. Each section of the advertisement below tries to attract customers in a different way. a) Label each arrow with the correct letter: A invites the customer B explains what is on offer C gives added encouragement b) What does section D do? ………………………………………………………… ……

24 b) Find two ways this chart has been made easy to read. up to 2 marks Assessment focus 4: identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Award 1 mark for each appropriate point made to a maximum of 2 marks: ■ use of symbols / icons / pictures ■ chronological order [not ‘time of day’] ■ no difficult vocabulary / little written text ■ use of columns / information spaced out / in sections ■ use of colour.

Braemar, Grampian, 10 th January 1982, had the lowest ever recorded temperature in Britain: – 27. 2 o. C. In temperatures such as these, it is important to dress warmly, stay dry and try to keep moving to generate body heat. With an average annual temperature at 6. 5 o. C, Braemar is the coldest overall low-level place in the UK. Sprinkling Tarn, Cumbria, holds the record for the heaviest rainfall for a single year. Over the 12 months in 1954, 6528 mm (over 6. 5 metres) of rain fell in this spot Walshaw Dean Lodge, West Yorkshire, holds the record for the heaviest downpour. On 19 th May 1989, 193 mm fell in just 2 hours. This is the amount of water collected by the weather station rain gauge. It is estimated, however, that 500 million litres of water can fall from a single thunderstorm. 29. In the fact boxes on page 10, some of the text stands out because it is in bold print. Why is it printed in bold? …………………………………………………………………………

29. In the fact boxes on page 10, some of the text stands out because it is in bold print. Why is it printed in bold? 1 mark Assessment focus 4: identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Award 1 mark for answers that relate the bold print to the content of the emboldened text, eg: ● because it’s the name of the place ● because it’s where the record was set ● because that’s what that paragraph is about. Also accept answers indicating that bold print is used to guide the reader through the text, eg: ● to show where to go in the text. Do not accept answers that relate only to emphasis, eg: ● because they are important facts / words.

26. How does the plan of the Earthship help the reader to understand the text? up to 2 marks Assessment focus 4: identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Award 2 marks for explaining the visual advantage of the diagram in understanding complex text, eg: ● the text is complicated / technical / unfamiliar so it shows you what it looks like ● if they can’t read it, it helps them to just look at it and see how good it is. Award 1 mark for identifying the visual advantage of the diagram, eg: ● it shows you what it looks like / you can see what it looks like ● it helps you to imagine what it looks like ● it shows you where everything is ● it makes you see how it’s all laid out. Do not accept overly specific advantages of the diagram, eg: ● so you see where the beds are. Do not accept answers that are about the function of the captions (not the diagram), eg: ● it describes all the rooms ● it comes in small sections.