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Expectations in Literacy

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Presentation on theme: "Expectations in Literacy"— Presentation transcript:

1 Expectations in Literacy
Emma Fitzpatrick Literacy Team Member Key Leader for Key Stage One and the Early Years

2 Literacy in Year Two Expectations in reading Expectations in writing
How to help your children achieve these

3 Progress At Holly Park we believe that all children should make the best progress that they can, using their starting points as a baseline. The national expectation is that they will develop by 2 sub levels per year.

4 Levels of Progress Level Expectation Early Learning Goals
End of Foundation Stage 1C 1B 1A 2C 2B End of Key Stage One 2A 3

5 Reading at 2B I can change my voice when I see punctuation and read with expression. I make a good attempt at reading words that are unknown to me. I can read fluently from a given range of books, making only a few mistakes. I am able to read ahead. I know if I have made a mistake and will correct myself. I am able to comment on plot, setting and characters in familiar and unfamiliar books. I can use reading to find the answer to a simple question that concerns me, finding information in fiction and non fiction books. I refer to the main characters in a story when retelling it, I can describe them and think about features such as their behaviour and motives. I can distinguish between fact and opinion. I can confidently find appropriate pages in non-fiction books by using the contents page. I pick out words in a sentence that give the reading more impact. I begin to understand why the author has used a specific word in the text. I express my opinions about the characters, events and settings in a story. I understand and comment on the way text is presented in fiction, non-fiction and poetry.

6 Strategies for Reading
What does it look like? Can you sound it out? Can you think of a word that would make sense? Can you think of a word that it could be? Does the picture give you a clue? Can you break it into parts?

7 Understanding the Text
Children should be able to read about 90% of a text without struggling; this enables them to understand what they have read. What can you tell me about the characters? What was your favourite event? How was the character feeling? Which word tells you that? Reading with expression

8 What does the author mean?
Which words tell you that? How did they make you feel that? How did they use description?

9 Finding Information Navigate a book Different genres of text
Answering questions Remembering the features of different texts – knowing where to look Finding the words that were used

10 Any Questions?

11 Reading to Writing What do authors do? Why do they do it? Who did they write it for? Why did they write it like that? Who is the reader and what do they need to know?

12 Expectations in Writing at 2B
I know who will be reading my writing and make it as interesting as I can for them to read. I can use features of different types of writing and make sure it is sequences correctly and makes sense. I can make my writing more interesting through using interesting words, connectives, sensible beginnings and endings. My ideas are grouped together in my writing, I can say something, then say something about it. I can use different ways to start a sentence and can use connectives to join ideas that go together. I use capital letters when I am writing the names of people and places. I am able to use a question mark at the end of a question and an exclamation mark for effect. I try to use new words in my writing and I have started to use more adventurous words and phrases in my descriptions. Most of the time I use upper and lower case letters correctly, forming them correctly. I know and am able to write correctly tall letters and those that fall below the line.

13 Does your writing make sense?
Encourage your child to read it through… Actually read it through!!! Children often read what they think they have written…not what they have actually put on the page.

14 Punctuation Sentences MUST have finger spaces, full stops and capital letters at the end of each sentence. These are non-negotiables! Sentences MUST make sense. Later in the year children will be aware of speech marks, exclamation marks, question marks and commas.

15 Extended Writing Knowing the features of different text types
Story – beginning, middle and end Recount – events in the right order Report – introduction, information, conclusion Understanding how paragraphs work Grouping information

16 Descriptive Exciting Language
Using the interesting words that authors use Being a ‘Magpie’ When children are reading they should be noticing the interesting, exciting words that are used and their effect on the reader. They should write them down and keep them for their own use.

17 Extra Details Children sometimes flit between ideas without finishing each part successfully. What else can you tell me about that?

18 Connectives and Sentence Starters
Once children are confident to punctuate their sentences with full stops they can start to connect their ideas with connectives… and, then, because, also, however, meanwhile etc. Sentences need to be started with different words or the writing as a whole becomes repetitive.

19 Handwriting Children should be forming all letters correctly.
Letters should then be sized appropriately with ascenders (t d h k l b) and descenders (q p g j y). By the end of the year most children should be starting to join their letters.

20 Spelling Decodable words that can be sounded out successfully
Digraphs and trigraphs eg ai, sh, ng, tch, dge Rules eg double letters, adding ed for past tense and ing for present tense Key words Topic words Words of interest

21 Any Questions?

22 Finally… Be a reader and a writer yourself. You don’t have to make a big thing about it but let your children see you doing it…and enjoying it! Read to your child every night, even if it’s just for 5 minutes.

23 Suggested Book Lists If your child is able to read these books fluently, try these… The Owl was Afraid of the Dark – Jill Tomlinson Dinosaur School The Queen’s Knickers – Nicholas Allen The Tunnel – Anthony Browne Horrid Henry’s Author Visit – Francesca Simon Stories of Dragons – Christopher Rawson Books for the expected level at the end of Year 2 (Level 2B) The Shopping Basket – John Burningham Biscuit Bear – Mini Grey Willy the Wizard – Anthony Browne Winnie’s Dinosaur Day – Valerie Thomas Rumble in the Jungle – Giles Andreae Into the Forest – Anthony Browne

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