Transcript Parent morning powerpoint VCOP and SPaG

VCOP and SPaG Parents’
Information Morning
Monday 15th June 2015
Aims of today’s workshop:
• Understand the new curriculum and
what SPaG and VCOP are
• Demonstrate
• Encourage partnership
• Support
The New National Curriculum
• Lots of similarities to the old curriculum but some
different terminology and emphasis
• Broken into KS1, Lower KS2 and Upper KS2
• Spoken Language (same across all key stages)
• Reading (word reading and comprehension)
• Writing – transcription (basically spelling – detailed in a
separate document – and handwriting)
• Writing - Composition (planning, drafting, discussing,
composing for different purposes, evaluating, proofreading)
• Writing – vocabulary, grammar and punctuation (VCOP
and correct grammar – detailed in a separate document)
Main changes
• Stronger emphasis on vocabulary development,
grammar, punctuation and spelling (for example, the
use of commas and apostrophes will be taught in KS1)
Punctuation has got tougher. However, our children are
in good stead for this due to our thorough use of VCOP
before!
• Handwriting – not currently assessed under the national
curriculum – is expected to be fluent, legible and speedy
• Larger emphasis on the planning, editing and re-drafting
area of writing
• Focus on purpose and understanding how this purpose
effects how we write
What is SPaG?
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Spelling
Punctuation
Grammar
This has been tested in Year 6 already and will be
formally tested in Year 2 in 2016.
• Spelling is detailed in a separate document. For KS1 is
mainly linked to phonics, KS2 more complex but similar
to old Support for Spelling. (More info on progression
hand-out)
• As mentioned before, there is a document called
vocabulary, grammar and punctuation which details P
and G.
Improving writing
• Using Big Writing
• Writing skills lesson
• Writing skills starter when there is a
reading focus to the lesson
• Planning skills
• Reading stories
• Shared Writing
• Spelling/phonics
• Up-levelling
• Looking at examples of writing
BIG WRITING
• Takes 1 ½ hours per week. 1 hour for KS1. (more sessions if
needed)
• Should be split with a break in between.
• The beginning is a talking activity, then analysing a piece of writing –
what style is it? What are the features? What is good about it? What
could be improved? What VCOP does it use?
• Planning – modelled and then completed individually or in groups
• Writing - modelled and then completed individually or in groups
What is VCOP?
• Vocabulary = teach a wide range of words, (ambitious
vocabulary); adjectives, adverbs, not using boring words
e.g. said
• Connectives = teach a wide range of words and phrases
for connecting sentences
• Openers = teach a wide range of ways of opening
sentences,
• Punctuation = teach a wide range of punctuation.
Vocabulary
Connectives
Openers
Punctuation
Noun - a describing word, a word that names a person,
place or thing:
The tired, scared boy trudged slowly through the thick
mud.
Adjective – a word that describes a noun:
The tired, scared boy trudged slowly through the thick
mud.
Verb - a doing word, a word to describe action:
The tired, scared boy trudged slowly through the thick
mud.
Adverb - A word to describe how the verb is being done:
The tired, scared boy trudged slowly through the thick
mud.
Harry gave Hermoine a thunderous glare
as he stalked haughtily past her.
The ball whizzed past his head at a
staggering speed.
The house was old and dilapidated and
Sophie approached it cautiously.
The horse stood majestically in the
luscious green field.
The girl had a pet Because
rabbit and the boy he ate too
had a pet dog.
many
sweets
I like to play
Bart was
football but I
sick.
don’t like to play
cricket.
Openers
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Ways to Start
“When” starter
“How” starter
“Where” starter
Name starter
Simile
Adjective starter
“-ed” verbs
“-ing” verbs
Example
Last night…. (time connectives)
Carefully, he crept …..
Across the road….
Bill wandered ….
Like an eel …..
Tall trees towered overhead ….
Excited, Joanna ran …..
Running quickly, Tim felt …..
Punctuation.
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Full stop.
CAPITAL LETTERS
Question mark?
Exclamation mark!
,
Commas
• to separate items in a list.
Sugar, tea, coffee, bananas and grapes.
• also used to join two sentences together.
The cave was dark, we couldn’t see a thing.
Speech marks
“They go around the words that a character
speaks,” explained Mr Brewis.
Jack softly whispered “I think we’re lost.”
“I think we’re lost,” Jack softly whispered.
They only go around the words that actually come out of the
character’s mouth!
’
Apostrophes
• we use them for possession:
George’s pencil, Terry’s idea.
• and when we are shortening or joining
words by removing letters
I’ve (I have), didn’t (did not), can’t (can not)
X They aren’t used when we are talking about more than one (plural): 2 duck’s. X
Ellipsis

We use these if we want to keep the
reader hanging on.
Our sentence is trailing off...
Jack thought he was all alone, but was
he...
Brackets
( )
Brackets are used when we want to add something to our
sentence that doesn’t need to be there.
It’s like adding a titbit of information just for your reader to
make them feel (extra) special.
In the cave it was far too dark to see the monster
although I could smell his (terrible) breath!
The cat went along the wall.
The cat went along the wall.
The fluffy ginger cat prowled
along the red brick wall.
The fluffy ginger cat prowled
along the red brick wall.
The fluffy ginger cat prowled
along the red brick wall because
he was spying on a juicy bird.
The fluffy ginger cat prowled
along the red brick wall because
he was spying on a juicy bird.
Whilst licking his lips, the fluffy ginger
cat prowled along the red brick wall
because he was spying on a juicy bird.
Whilst licking his lips, the fluffy ginger
cat prowled along the red brick wall
because he was spying on a juicy bird.
Whilst licking his lips, the fluffy
ginger cat (who had sharp teeth)
prowled along the red brick wall
because he was spying on a juicy bird!
We went from:
The cat went along the wall.
To:
Whilst licking his lips, the fluffy
ginger cat (who had sharp teeth)
prowled along the red brick wall
because he was spying on a juicy bird!
Using VCOP!
What a wonderful way to improve our writing!
Progression Document
See separate sheet.
Useful websites for glossary http://www.theschoolrun.com/primary-literacyglossary-for-parents
VCOP pyramids
VCOP pyramids
VCOP pyramids
VCOP pyramids
What are you going to see today?
• Year R – using phonic knowledge to write sentences
• Year 1 – sorting VCOP, up-levelling sentences
• Year 2 – analysing texts for VCOP, punctuation for
different sentence types
• Year 3 – up-levelling sentences using VCOP
• Year 4 – using the correct tense
• Year 5 – using modal verbs
• Year 6 – using higher level connectives, brackets and
dashes