How to help your child with Grammar & Spelling N. Ladwa & N. Lovell 13th February 2015

G = Grammar (Sentence Structures & Vocabulary) What is SPaG? S = Spelling P = Punctuation and G = Grammar (Sentence Structures & Vocabulary) New Curriculum 2015

Years 1 & 2 Learning Sounds & blends (Graphemes & Phonemes) Use phonetic knowledge & blending to spell new words.[Plausible] Consolidate and revise common spellings and ‘exception’ words. Writing develops slower than reading (encode new words read) Once pupils have learnt more than one way of spelling particular sounds, choosing the right letter or letters depends on their either having made a conscious effort to learn the words or having absorbed them less consciously through their reading. Younger pupils have not had enough time to learn or absorb the accurate spelling of all the words that they may want to write. Develop understanding and use of grammatical structures in Read, Write Inc. texts. Begin to Read a range of books to experience varied vocabulary and grammatical structures. Most people read words more accurately than they spell them. The younger pupils are, the truer this is.

Years 3 &4 Pupils should be reading whole books to experience varied spellings, punctuation and grammatical structures. By years 3 & 4 pupils should start to learn about some of the differences between Standard English and non-Standard English. Write sentences with a reasonable degree of accuracy in structure and punctuation. Read and write a range with varied grammar, vocabulary and sentence structures. Pupils should be learning terminology for grammar.

Years 5 & 6 Pupils should be reading widely a range of texts and books. Spelling should be mostly accurate and unknown words can be spelt with plausible accuracy. Grammar and punctuation should be broadly accurate. By years 5 & 6 they should be able to reflect their understanding of the audience for and purpose of their writing by selecting appropriate vocabulary and grammar. Pupils should understand nuances in vocabulary choice and age-appropriate, academic vocabulary. They should experience a wider range of vocabulary, grammar and sentence structures in different texts. It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching. Technical terms like: metaphor, simile, imagery, etc. should be discussed.

How do we teach Spelling? Read, Write Inc. Spelling Scheme. ACTIVITY 1 [Clip of aliens & activity] New Ruth Miskin scheme clip for parents. http://www.ruthmiskin.com/en/resources/sound-pronunciation-guide/

How do we teach Grammar? Embed in English text teaching. Criterion Ladders Punctuation hierarchy (VCOP)

Parent Support http://www.oxfordowl.co.uk/for-home/reading-owl/expert-help/grammar-punctuation-and-spelling-made-easy (Helping your child)

How you can support your child at home Understand where your child is in their stage of learning of Grammar & Spelling. Read a wide range of books with your child, to your child or hear them read. Ask questions. Correct their pronunciation of words. Encourage them to work out meanings of words from context. Use Ruth Miskin videos to help you to sound out words. Practice exercises out of context (Books from WH Smiths or online worksheets) Use Websites to support learning. Correcting and modelling is important. Encourage them to learn key spellings and test them. Especially the red & orange words.

How do we assess the learning? Half – Termly progression tests in Grammar & Spelling. [Spelling Lists] Writing progression Criterion to set individual targets for pupils in Spelling, Grammar & Punctuation. [Criterion handout] SATs for year 6 in SPaG. [Data]

Handouts Key New curriculum guidance and lists Writing Banding 2/3/4/5/6 How you can help guide – Websites Booklets