2 Aims of this evening: To share expectations of spellings To share expectations of vocabulary, grammar and punctuationTo share terminology the children will be exposed toTo share top tips for developing reading
3 V C O PEvery classroom has a VCOP display board to help the children in Literacy. These boards help the children regularly and they are familiar with this vocabulary.V – VocabularyC – ConnectivesO – OpenersP - Punctuation
4 Year 3 – Spellings Phase 5 and 6 of Letters and Sounds Suffixes – adding a group of letters to the end of a word to change the meaningPrefixes - adding a group of letters to the beginning of a word to change the meaningHomophones – Words that sound the same but have a different spelling and meaning
5 Year 4 – Spellings Phase 6 of Letters and Sounds Grammar Past tense endings – adding ‘ed’, tricky wordsPlurals – adding ‘s’, ‘es’, ‘ies’ etcCommon misconceptions, eg: the use of ‘was’ and ‘were’, the use of ‘there’ and ‘their’
6 Year 3 Grammar – Word level Nouns, adjectives, verbs and adverbs;Use of a and an;Word families - [for example, solve, solution, solver, dissolve, insoluble]cautiouslynauseousgiganticglisteningapprehensive
7 Year 4 Grammar – Word level The grammatical difference between plural and possessive –sExample:There are many cats in the room.The cat’s collar has a bell on it.Discuss standard English forms instead of local spoken forms1. We was doing our art work today in school.We were doing our art work in school today.2. I done my homework.I did my homework.
8 Year 3 Grammar – Sentence level Simple sentenceExample: The dog ran across the field.Compound sentencesA sentence extended by a connective.(and, but, for, or, nor, yet, so)Example: The dog ran across the field and he found a bone.Sentences are expanded by additional information using adjectives, adverbs etc.Example:1. The dog ran across the field.2. The lean dog sprinted rapidly across the vast field like a cheetah.
9 Year 4 Grammar – sentence Interesting openers are used (adverbials)(when, how, why, where)Example:1. I heard the bad news.2. Later that day, I heard the terrible news.Complex sentencesSome connectives will introduce a subordinate clause(then, next, soon, therefore, while, although)Example: While the dog ran across the field, the farmer was harvesting the potatoes.
11 Year 3 Grammar – text level Introduction to paragraphs as a way to group related materialHeadings and sub-headings to aid presentation
12 Year 4 Grammar – text level Sentences are linked within a paragraphAppropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition within a paragraphMaking links between paragraphs, eg: links are made throughout stories
15 Year 3 PunctuationIntroduction to speech marks to punctuate direct speechExample 1“Will we be visiting grandma this weekend Mum?” asked William.Example 2The shopkeeper ran after the thief and cried, “Come back with that ice cream!”Example 3“It’s good to see you,” whispered Jane in the theatre.
16 Year 4 Punctuation Apostrophes to mark plural possession Example: Finlay’s books were all over his bedroom.The students’ exam results were outstanding.Use of commas after openers (adverbials)1. On the top shelf in the kitchen, Jenny could see a box of chocolates.
17 Terminology used in year 3 and 4 verb, adverb, noun, adjective, connectiveword family, prefix, suffixclause, subordinate clause, main clausedirect speechconsonant, vowelspeech markspronounsynonymantonymbullet pointspluralpossessive
19 Task What was your favourite book as a child? Tell the person next to you about it.
20 Aims To explain our reading developments this year To share information about how we teach reading at schoolTo give an overview of progression in readingTo share resources you can use at home
21 Why are we focusing on reading? Learning toReadReading toLearn
22 What have we done so far to improve reading? Successful reading reward schemes (Bookworms)Book weeksNew booksTA time for 1:1 readersClass reading areas
23 How do we teach reading?Encourage reading at home/out of school (links with library)Guided readingWhole class shared readingFocus on phonic skills for blendingFocus on comprehension
24 What are you trying to develop when you listen to your child read?
25 Who are the main characters? Where did the BFG meet Sophie? Retrieve informationWho are the main characters?Where did the BFG meet Sophie?Interpret informationHow is the BFG feeling?How do you know?Comment on structure of textWhat happens at the beginning?Is the ending linked to the beginning?Comment on use of languageWhy has the author used ‘sheer foulness’ to describe the smell of the vegetable?What impact does this have?Read for meaningWhat has happened so far?Can we magpie anything from this text?
26 Retrieve informationSpecific, straightforward information is recalled, e.g. names of characters, main ingredientsThey know where to look for information, e.g. about characters, topicsThey use quotations and references support ideasRelevant points are identified from different points in the text
27 Interpret information Inferences are made about events and information, e.g. interpreting a character’s motive from their actionsExplanations are drawn from evidence across the text, e.g. ‘you know her dad was lying because earlier she has saw him take the letter’
28 What strategies do you use most with your child when you are hearing them read? Rank the statements!
29 How can you help at home? Sharing the passion Create the space and time for readingVisit the libraryWebsite: Pupil speak success criteria, use question prompts, suggested reads
30 Have you found this valuable Have you found this valuable? Please leave any comments on the post-it notes provided and stick onto the sheet as you leave. We would really appreciate your feedback.
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