Transcript Spelling, Puctuation and grammar in EYFS and KS1

Spelling, Punctuation and
grammar in EYFS and KS1
ST. ANNE’S CATHOLIC PRIMARY SCHOOL
What we do at St. Anne’s to teach spelling
 We primarily teach spelling through phonics through




Reception, Y1 and Y2.
In year 2, some children will move onto a programme
called ‘support for spelling’ when they are secure in all
aspects of phonics, which is preparing them for KS2
We ‘segment’ words to spell. Cat = c-a-t
We also teach children to spell ‘tricky’ words, words that
cannot be segmented to spell such as I, so, the, was.
We teach spelling through handwriting in KS1. This
helps children improve handwriting through learning
spellings.
Spelling
 We focus on pure sounds not letter names.
For example:
e is sounded as ‘eh’ not ‘eee’
f is sounded as ‘ffff’ not ‘eff’
This has a huge impact on their spelling.
http://www.youtube.com/watch?v=BqhXUW_v-1s
 Once the children are happy using the sounds they can
begin to build words within their reading and writing.
Summary of phonics in reception
 Children are primarily in phase 2 phonics were all
letter sounds are taught including ff, ll, ss, zz, ck.
They are taught how to read and write these
‘phonemes’
 Children will move onto phase 3 when all other
letters are learnt. Phase 3 includes ‘digraphs’ which
are 2 letters that make 1 sound. These include ai, ee,
igh, oa, oo, th, sh, ng and many more.
Phonics in Y1
 Most children will be onto phase 4 and phase 5
phonics which is compound words (lunchbox) and
alternative spellings for main digraphs. E.g.. ai can
be spelt ay, a-e, eigh, etc.
 See best bet resource
Year 2 phonics
 Most of Y2 is consolidating phase 5 phonics and
moving onto phase 6 which is spelling patterns such
as suffixes and prefixes.
Progression of Punctuation through Reception to
Y2.
 In reception, children are taught to add a capital letter
for their name. We look at spaces between words and are
beginning to look at full stops.
 In year 1, children are expected to add a full stop to their
sentences , add capital letters at beginning of their
sentences. They are also expected to use capital letter for
the pronoun I. They are beginning to use question marks.
 In year 2, children are taught to use question marks,
explanation marks, commas and speech marks.
 At St Anne's, 1 or 2 literacy lessons a week are solely for
punctation and grammar. Phonics is taught every day.
Grammar in Reception
 To expect written text to make sense and to check for
sense if it does not.
 To know that words are ordered from left to right
Grammar in Y1
 To reread own writing and check whether it makes
sense.
 To expect reading to make sense and check if it does
not.
 To read aloud with pace and expression appropriate
to the grammar , e.g. pausing at full stops, raising
voice for questions
 To use “and” to join 2 simple sentences.
Grammar in Y2
 To read aloud with intonation and expression appropriate to the grammar







and punctuation (sentences, speech marks, commas, exclamation marks)
To reread own writing to check for grammatical sense (cohesion) and
accuracy (agreement) – identify errors and suggest alternative
constructions.
To understand the need for grammatical agreement, matching verbs to
nouns/pronouns, e.g. I am; the children are;
To use simple gender forms, e.g. his/her correctly
To use standard forms of verbs in speaking and writing, e.g. catch/caught,
see/saw, go/went and to use the past tense consistently for narration
To use a greater variety of connectives to join 2 sentences
To understand and use the terms “noun”, “adjective” and “verb”
To turn statements into questions, learning a range of “wh” words, typically
used to open questions: what, where, when, who, and to add question
marks.
Up-levelling
With our new marking policy in school, children are
given time each day to ‘up-level’ or improve on their
writing from the previous day.
For example ‘The cat went along the wall.’ The teacher
will tell the child to ‘up-level’ this sentence by adding
more ‘wow’ words.
‘The fluffy, ginger cat crept along the high wall’
It might be a much simpler up-levelling task such as
‘add your missing full stops’ or ‘put in your capital
letters’.
Targets
 Each child has writing targets that are in their
literacy book.
 The children know their targets and these are
referred to in our marking. If their targets have been
met, we give the child a new target. Targets are
achievable and smart.