KS2 English Parent Workshop 21st October 2016

Agenda Welcome and Introduction Achievement English and the 2014 Curriculum How to help your children at home Reading Writing SPaG Sample questions from the 2016 SPaG test Glossary of terms Questions

Achievement We are very proud of last years results! This is down to the hard work and dedication of the staff, children and the parents at St George’s who have, as a team, contributed towards the children’s learning.

Achievement

Aims Enable you to understand the changes occurring in English due to the new curriculum Provide you with a greater understanding of how English is taught in school and progression of spelling, punctuation and grammar through Key Stage 2. Enable you to see the types of different questions children will be asked to do by the end of Year 6. Help you understand how you can help your child at home.

Key Changes Stronger emphasis on vocabulary development, grammar, punctuation and spelling (for example, the use of commas and apostrophes will be taught in KS1) Handwriting (not currently assessed under the national curriculum) is expected to be fluent, legible and speedy Spoken English has a greater emphasis, with children to be taught debating and presenting skills.

The New Curriculum: Reading In reading, the curriculum will require: Discussion of fiction, poetry, plays, non-fiction and reference books or textbooks The preparation of poems and play scripts to read out loud The need to recognise different forms of poetry An emphasis on close textual reading and understanding, including literary and linguistic devices, and making inferences about a text The need to increase familiarity with a wide range of books The need to read whole texts Less reference to drama A shift from word reading to reading comprehension Greater emphasis on reading for pleasure A focus on applying own knowledge to digest new words and comprehend texts Pupils to make comparisons between texts

Reading with your child

The New Curriculum: Writing In writing, the curriculum will require: An increased focus on developing and improving handwriting A greater number of specific grammatical structures with which pupils will become familiar

The New Curriculum: Writing

The New Curriculum: Writing

The New Curriculum: Writing

Spelling, Punctuation and Grammar (SPaG) Vocabulary: adverb, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, letter, vowel, inverted commas Spelling, Punctuation and Grammar (SPaG) Year 3 To express time, place and cause using conjunctions (e.g. when, before, after, while, so, because), adverbs or prepositions (e.g. before, after, during, in, because of) To introduce paragraphs as a way to group related material To use headings and subheadings to aid presentation To use the present perfect form of verbs instead of the simple past

Spelling, Punctuation and Grammar Year 4 Vocabulary: determiner, pronoun, possessive pronoun, adverbial To use noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases To use fronted adverbials To use paragraphs to organise ideas around a theme   To use the appropriate choice of the pronoun or noun within and across sentences to aid cohesion and avoid repetition. To use inverted commas and other punctuation to indicate direct speech. To use apostrophes to mark singular and plural possession. To use commas after fronted adverbials.

Spelling , Punctuation and Grammar: Year 5 Vocabulary modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity To use relative clauses beginning with, who, which, where, when, whose, that or an omitted relative pronoun   To indicate degrees of possibility using adverbs or modal verbs To use devices to build cohesion within a paragraph To link ideas across paragraphs using adverbials of time, place and number or tense choices To use brackets, dashes or commas to indicate parenthesis To use commas to avoid ambiguity and to clarify meaning

Spelling, Punctuation and Grammar: Year 6 Vocabulary subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points To use the passive to affect the presentation of information within a sentence   To know the difference between structures typical of informal speech and structures appropriate for formal speech and writing or the use of subjunctive forms To link ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections and ellipsis To use layout devices – headings, subheadings, colons, bullets, tables To use the semi-colon, colon and dash to mark the boundary between independent clauses To use the colon to introduce a list and use of semi-colons within lists To use bullet points to list information. To use hyphens to avoid ambiguity.

How we teach SPaG Discretely, as lesson starters As a part of an English lesson Continuously throughout all learning opportunities Use lego figures/choc to teach prepositions?!! (Year 3 obj)

Questions from the sample SPaG test for 2016

Let’s eat, Grandma. Let’s eat Grandma. Should we put in more examples from paper?

Glossary of Terms