READ MORE. LEARN MORE. ACHIEVE MORE.
Accelerated Reader
gold!
Name:______________
Class:______________
ZPD:____________
STAR test 1:________
STAR test 2:________
How this booklet
works
Congratulations on achieving your bronze and silver award!
This is the final Reading Champion booklet of year 7. The booklets are:
1.
Breakthrough Bronze
2.
Striving for Silver
3.
Going for Gold
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Within this booklet, there are a range of challenging grammar activities.
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Each activity must be signed off by a teacher to show it has been completed to a high standard.
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You can also record books you are reading and quizzes you have passed in this booklet.
Once you have completed this booklet, you have achieved your Gold Reading Champion Award and
you will be rewarded in the next Readclyffe assembly with a certificate and badge.
Any activities that demonstrate excellence may be displayed which will result in a nomination for The
Radclyffe School’s Book of Excellence.
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Active Verbs for
Writing about Texts
Write 3-5 sentences about the book you are reading in AR lessons, using one of the
active verbs above.
Step one: choose a subject for your sentence (The writer, narrator, character, text…)
Step two: add an active verb.
Step three: complete your sentence.
For example, The narrator emphasises his anger at having to go to school.
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Reading questions
Work with a partner. Choose one of the questions below each and share your
answers.
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Tell me about the main character in your book. Do they undergo any changes in
the story?
Describe one interesting setting (place) in your book.
Is there a message or moral in your book?
What has been your favourite part of the book so far? Why did you enjoy it?
Which character in the book is most/least like you? Explain how and why you
are like/not like them.
What do you like or dislike about your book and why?
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Romantics
Vocabulary
You will receive one point each time you use any of the vocabulary below in a sentence;
two points if you use it along with an active verb (see page 3)
Word
Definition
Patriarchal (adjective)
A system of society ruled by men.
Subservient (adjective)
Prepared to obey others unquestionably/less important.
Etiquette (noun)
Polite behaviour.
Chaperone (noun)
A person who accompanies another person or group.
Entailment (noun)
A legal arrangement to keep land or property in the family (traditionally down the male
line).
Nobility (noun)
The quality of being in the aristocracy.
Hierarchy (noun)
A system where people are ranked according to status or authority.
Courtship (noun)
A period during which a couple develop a romantic relationship before getting married.
Inheritance (noun)
Something that passes at the owner’s death to the heir (person legally entitled to their
property or land).
Gentry (noun)
People of good social position.
Aristocracy (noun)
The highest class.
Aristocrat (noun)
A member of the aristocracy.
Vex (verb)
To disturb, especially by minor irritations.
unaffected (adjective)
Sincere and genuine; free from artificiality.
Rapture (noun)
A state of being carried away by overwhelming emotion.
Elude (verb)
To escape (physically or mentally).
Countenance (noun)
The appearance conveyed by a person’s face.
Cordial (adjective)
Politely warm and friendly.
Propriety (noun)
Correct behaviour.
Thesis (noun)
A statement or theory which your essay aims to prove.
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Accelerated
Current level:
Book Title
AR Level
Test Score
Target
leve
Level of
enjoyment (1-5)
Key: Level of enjoyment
1 – I didn’t like this book
2- This book was ok 3 – I enjoyed some parts of the book
book 5 – I loved this book
4 – I liked this
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Reader Log
el: __________ Reading target for the year: ________________
Reading target
Other comments
Teacher Initials
7
Accelerated
Current level:
Book Title
AR Level
Test Score
Target
leve
Level of
enjoyment (1-5)
Key: Level of enjoyment
1 – I didn’t like this book
2- This book was ok 3 – I enjoyed some parts of the book
book 5 – I loved this book
4 – I liked this
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Reader Log
el: __________ Reading target for the year: ________________
Reading target
Other comments
Teacher Initials
9
Topic Sentences.
A topic sentence is a sentence which expresses the main idea of the paragraph. It is
usually the first sentence of the paragraph.
Write topic sentences for each of the topics below:
1. The main character (protagonist) of your book.
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2. A major theme in your book.
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3. The villain (antagonist) of your book).
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4. One change or important event the main character experiences.
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Topic sentences.
Signed by teacher:
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Paragraphs
A new paragraph is needed when you change person, time, topic or place (TiPToP).
A new paragraph is also needed for a change in speaker.
Add paragraphs in the piece of writing below and label where it is a change in person,
time, topic, place or speaker.
We were in the deep, dark cave. It was very quiet except for the drip, drip,
drip of water. We could not see anything at all. Brett shouted, ”Quick, there is
a light in that tunnel!” “ Let’s go,” cried Sophie and we all ran off with Doodles
barking at our heels. Five minutes later, we realised that we were completely
lost. We had no idea where to go next. We all stopped and thought. A strange
bird few into the tunnel and looked at us. It seemed to understand that we did
not know where to go next. It flapped its wings and flew off. “Shall we follow
it?” I said. I started to walk towards it. It flew a bit further away. Suddenly,
we saw a huge cavern up ahead. We ran into it and saw a purple gleam in the
far corner.
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Paragraphs.
Signed by teacher:
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Introductions
Look at the different ways listed below that you can start an essay. Choose three of them
and write an introduction to an essay on one of the following topics:
Explore the main character in your book.
Examine a key theme in your book.
Introduction type one: ____________________________________________
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Introduction type two: ____________________________________________
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Introduction type three: ____________________________________________
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Introductions
Signed by teacher:
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Conclusions
Look at the criteria for an effective conclusion. Choose one of the topics below and write a
short conclusion to an essay on one of the following topics:
Explore the main character in your book.
Examine a key theme in your book.
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Conclusions
Signed by teacher:
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Renaissance Wider Reading List
You will be awarded 5 vivos for every book you read from this term’s wider
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Extended Essay
Write an extended essay on one of the topics below. It should include an effective
introduction, three main paragraphs including supporting quotes and an effective conclusion which answers your thesis statement and links back to your introduction.
If you complete the extended essay to a high standard, it is worth 10 points.
Explore the main character in your book.
Examine a key theme in your book.
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Writing extended essays.
Signed by teacher:
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Find Someone Who
Find someone in your class who can sign the boxes. Make sure they can explain their
answer.
...knows what a simple sentence is
and can give an example.
...knows what a compound
sentence is and can give an example.
...knows what a complex sentence
is and can give an example..
...can give an example of an
ing connective.
...can give an example of a cause
and effect connective..
...can give an example of an
emphasising connective.
add-
...can give an examples of a com- ...has read more than five books
paring or contrasting connective.
since September.
...can describe a setting in their
book.
...can give an example of new
vocabulary they have learned from
a book they’ve read..
...can explain an important theme ...can explain the moral in a book
that is explored in their book..
they’ve read.
Find someone who...
Signed by teacher:
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Reading
Challenging Questions!
1.
Can you describe the opening of your story? Can you compare this opening with another story you
have read recently?
2.
Can you summarise the key points of the book?
3.
Can you describe the key characteristics of the main people in the story?
4.
Can you find a sentence which has been structured in a clever way? (E.g. short
suspense)
5.
Can you describe the way characters are developed throughout the story?
6.
Can you describe the settings in the book and how they add to the plot?
7.
Can you explain how the language is used to good effect? (E.g. look for MASOAPS, different sentence types and lengths, repetition, slang, speech etc.?)
8.
Can you describe something you have interpreted from the text which you isn’t written (I.e. where
you have had to read between the lines)?
9.
Can you comment on the structure of the text and its presentation? (E.g. bold/coloured/italic print,
font type, underlining, diagrams, pictures, different formats—diary, letter, comic strip etc.)
10.
Can you predict where a text came from or if it’s influenced by a particular time
group or culture.
11.
Show me an activity you have completed in this booklet and explain what you have done and why.
sentence to build
period, social
Add your own questions in the space below:
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Buddies Page
Pause, Prompt, Praise: how to...
When listening to your buddy read, use the pause, prompt, praise technique:
Your reading buddy gets a
word wrong. Pause to give
them a chance to self-correct.
If the word does not make sense in the sentence (e.g. When shall we do today?) ask your
reading buddy “Did the word you just read
make sense? What do you think the correct
word might be? “
If the word is still incorrect after
three prompt
questions, say
“The word is…” Ask your reading buddy to write this word in
their vocabulary page and
practice it
If the word does make sense in the sentence
say to your reading buddy “Look at that word
again. Think about the sounds those letters
make. What do you think the correct word
might be?”
If the word is correct after
prompting, praise your
reading buddy. Say “Well
done”, “Excellent”.
When to praise:

If your reading buddy gets a hard word correct.
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If your reading buddy corrects themselves after making a mistake.
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If your reading buddy corrects themselves after you have prompted them.
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