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THE JOHN HARROX PRIMARY SCHOOL WELCOME TO OUR LITERACY & E-SAFETY EVENING WEDNESDAY, 15 th OCTOBER 2014 6:30 P.M. START WHILE YOU WAIT, HAVE A GO AT THE.

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Presentation on theme: "THE JOHN HARROX PRIMARY SCHOOL WELCOME TO OUR LITERACY & E-SAFETY EVENING WEDNESDAY, 15 th OCTOBER 2014 6:30 P.M. START WHILE YOU WAIT, HAVE A GO AT THE."— Presentation transcript:

1 THE JOHN HARROX PRIMARY SCHOOL WELCOME TO OUR LITERACY & E-SAFETY EVENING WEDNESDAY, 15 th OCTOBER :30 P.M. START WHILE YOU WAIT, HAVE A GO AT THE GRAMMAR QUIZ ON THE TABLES.

2 Tonight we aim to:- Understand the key changes to the English National Curriculum Have a greater understanding of the spelling, punctuation and grammar taught (SPaG) Understand how we can all support the children as they progress through school

3 A New National Curriculum Introduced in September 2014 Aims to raise standards and produce productive, creative and well educated students Greater level of challenge Slimmer in content than previous curriculum Focus on essential core subject knowledge and skills such as computer programming

4 The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding develop the habit of reading widely and often, for both pleasure and information acquire a wide vocabulary and an understanding of grammar appreciate our rich and varied literary heritage write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

5 Literacy skills are hierarchical.

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7 “Grammar to a writer is to a mountaineer a good pair of hiking boots or, more precisely, to a deep-sea diver an oxygen tank.”

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9  Higher priority and higher expectations  The children have to learn many terms such as verbs, nouns, adverbs, antonyms  They need to be able to identify the first, second and third person in language  They need to be able to identify main and subordinate clauses- to mention but a few  Understand verb tenses  Identify and use advanced punctuation

10 What do we know? The children will need to know 8 main word classes. NounsDeterminers Verbs Prepositions Adjectives Pronouns Adverbs Conjunctions

11  Group Task 1  Work as a group to label each of the word types in the sentence.  Can you label the noun, verb, adjective, adverb, article, preposition, pronoun and conjunction.

12 Phonics and Spelling in Key Stage 1

13 High Frequency Words From Reception, children continue to learn to read and then spell HFW. The children are tested on these words out of order each week. However, we are reliant on parent helpers. This year there are additional HFW for KS1. The children need to learn to read these words by sight. Some are ‘red’ words (tricky words) and some are ‘green’ words (decodable words). The children must have instant recall (without prompting). Children to look at the shape of words.

14 ‘green’ words (decodable ones) drink wore shirt girl first squirt skirt thirst dirt

15 ‘red’ words (tricky words) my said so she we me her the

16 Reading syllables shopp ing coff ee mush rooms sham poo pack et

17 Root words and endings park – parking need - needed thing – things bus - buses

18 Spellings Spellings are integrated into the beginning of Year 1, (or when appropriate). Initially children may be given only 5 words, in order to become familiar with the idea of a spelling test. The children are encouraged to generate additional words containing the same phoneme(sounds) representing the same grapheme

19 Spelling Test! Please use the grid on your table and generate as many words as you can with the grapheme ‘ir’ in it. Be careful, as children might generate chair as it contains the same grapheme spelling but not the same phoneme (sound). ‘ir’ (er) not chair (air)!

20 girlthird dirttwirl bird

21 Spelling Test Spelling progresses into 5 given words. The children are tested on these 5 words and another 5 words at random. The benefit is to ensure children have mastered the application of the grapheme. As a Key Stage we encourage the Look, Cover, Write and Check method.

22 Reading We encourage children to see graphemes within words. Big Eyes

23 phone rusty geck shep

24 complaint delight mabe ploop

25 Curriculum Years 3/4 “Children should be able to read books accurately and at a speed that is sufficient for them to focus on understanding what they read rather than decoding individual words………making sure children become independent, fluent and enthusiastic readers who read widely and frequently.” “Develop their enjoyment of stories, poetry, plays and non- fiction, and learning to read silently.” “Learning to justify their views about what they have read with support at the start of Year 3 and increasingly independently at the end of Year 4.” Department of Education, 2013

26 Curriculum Years 5/6 “Children should be able to read most words effortlessly and to work out how to pronounce unfamiliar written words….if pronunciation sounds unfamiliar, they should ask for help in determining both the meaning of the word and how to pronounce it correctly.” “Children should read widely and frequently outside as well as in school, for pleasure and for information.” “They should be able to read silently, with good understanding, inferring the meanings of unfamiliar words, and then discuss what they have read.” “Children’s knowledge of language, gained from stories, plays, poetry, non-fiction and textbooks will support their increasing fluency as readers, their facility as a writer and their comprehension.” Department of Education, 2013

27 Comprehension Develop positive attitudes to reading. Understand what they read. Ask questions to improve their understanding. Predict what might happen from details stated. Drawing inferences such as characters feelings, thoughts and motives from their actions and justify this with evidence.

28 Reading between the lines. Deduce – work out something new from what’s there. Interpret - explain what’s there. Inference – fathom what might be true, from what’s there and form an opinion. Think out loud your thoughts while you read with the children. Ask questions about relationships between characters, goals and motivations. Ask ‘How do you know?’ Children need to ask themselves why-questions while reading. Vocabulary building and lexical practice.

29 Sleepy Tom was late for school again. What do we know about the person in this sentence? Why was he sleepy? How do we know that he is often late for school?

30 John had got up early to learn his spellings. He was very tired and decided to take a break. When he opened his eyes again the first thing he noticed was the clock on the chair. It was an hour later and nearly time for school. He picked up his two books and put them in a bag. He started pedalling to school as fast as he could. However, John ran over some broken bottles and had to walk the rest of the way. By the time he had crossed the bridge and arrived at class, the test was over. What was John trying to learn? How many books did John pick up? How did John travel to school? What did John do when he decided to take a break?

31 Vocabulary “Children need to use and understand the grammatical terminology accurately and appropriately when discussing their writing and reading.” (Department of Education, 2013) Year 3/4 adjectives noun verb conjunction prefix adverb Year 5/6 adjectives noun verb conjunction prefix adverb model verb synonym antonym


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