Afternoon warm-up plus resit (test #6, attempt #13). The parent reported that this morning's two zeros came from not understanding what the questions asked, and had talked it through with her. Warm-up 15:47–16:20, typed, on two short storm passages written for the purpose: she put the language question into her own words correctly first time ('the language they write to use and why I think they used it'); asked only for one quotation, she gave quotation, what it suggests and what the reader feels with no mention of steps. The comparing question she read as 'two quotes, compare the quotes' — the word 'attitudes' was missing; after it was explained she needed three prompts (one writer only; then her language answer again; then both attitudes given to one writer) before writing, unaided, one sentence with a quotation from each writer and 'but'. Saying the paper target back failed three times (never included 'quotation'). Resit at 18:40 on this morning's sources: language question 2/12 (one quotation, literal comment, 3 min), comparing question 5/16 (a quotation from each source, some different ideas, parent's versus child's perspective named, 16 min); 7/28 against 0/28. Hyena paragraph from session 47 still open. Her two closing lines, written after the marks: 'Today I took my second English language placement test. Next we're going to look at what we are doing.'
FIRST: finish the hyena structure paragraph — opening sentence naming the ending and where it sits, then what it does to the reader (session 47, still open). Starter, no notes: the three steps for one word; what 'attitude' means; spell different (differ + ent) and attitude, aids given first. THEN the lighthouse re-work, lesson 1: her storm quotation through word, suggests, reader, widening to three quotations and including one plain, non-figurative phrase (on the 1868 text she chose a measurement and stayed literal). Comparing: she can write 'A thinks… but B thinks…' with a quotation each but took Source B's fear of lateness as its attitude — practise 'attitude to the topic the question names' on short fresh texts before any 16-mark question is set again. Fairground branch and ~6 Oct timed description stand.
| Topic | Name | Change | Evidence recorded |
|---|---|---|---|
| V3.1 | Not started → Not started | 2 Oct warm-up: question wording put into her own words correctly first time, unaided. Resit (same source, second sitting): 2/12, Level 1 — 1 quotation, literal comment, simple reader effect, 3 min of 15. | |
| V4.1 | Not started → Not started | 2 Oct warm-up: 'attitudes' missing from her reading of the question; after 3 prompts wrote unaided one sentence with a quotation per writer and 'but'. Resit (same sources): 5/16, Level 2 bottom; Source B's attitude taken as fear of lateness. | |
| V4.2 | Not started → Not started | Resit 2 Oct: answer opens with the two ideas (A, then B) before the method point — perspectives came first, 1 of 1 answer. | |
| V4.3 | Not started → Not started | Resit 2 Oct: both sources in each of the 2 comparing sentences ('in source A… but in source B…'), one quotation from each. | |
| V4.4 | Not started → Not started | Resit 2 Oct: names perspective as a method (A from the mother's view, B from the child's), 1 method, 0 effects explained. | |
| V5.1 | Not started → Not started | Resit 2 Oct, 1868 source: chose a plain measurement ('a distance of two miles and a half') and commented literally; on the modern figurative warm-up text the same afternoon she inferred 'angry and ready to attack' from one simile. | |
| R2.1 | Developing → Developing | 2 Oct warm-up, fresh quotation, steps not mentioned in the instruction: quotation, what it suggests, what the reader feels — 3 of 3, unaided. Resit paper 2 h 20 later: quotation, literal comment, reader effect. |