Transcript here - Highburton First School

Parents’ Information Evening
Grammar and Spelling
Highburton
Paul Lomas
Kirklees Learning Services
I take it you already know
Of tough and bough and cough and dough?
Others may stumble, but not you,
On hiccough, thorough, lough and through?
Well done! And now you wish, perhaps,
To learn of less familiar traps?
Beware of heard, a dreadful word
That looks like beard and sounds like bird,
And dead: it's said like bed, not bead
For goodness sake don't call it deed!
Watch out for meat and great and threat
(They rhyme with suite and straight and debt).
A moth is not a moth in mother,
Nor both in bother, broth in brother,
And here is not a match for there
Nor dear and fear for bear and pear,
And then there's dose and rose and lose Just look them up - and goose and choose,
And cork and work and card and ward,
And font and front and word and sword,
And do and go and thwart and cart Come, come, I've hardly made a start!
A dreadful language? Man alive!
I'd mastered it when I was five!
Changes to the end of Key stage
assessments
• Before 2016:
– Pupils were assessed using levels (1- 6)
– Key Stage 1: pupils were assessed in reading,
writing and mathematics.
– Key Stage 2: pupils were assessed in reading,
writing, mathematics and spelling and grammar
(SPAG)
Changes to the end of Key stage
assessments
• 2016 onwards:
– Key Stage 1: pupils will be assessed in reading,
writing mathematics and SPAG.
– Key Stage 2: pupils will be assessed in reading,
writing, mathematics and SPAG.
• Pupils will be judged whether they are:
– working towards age-related expectations
– working at age-related expectations
– Working beyond age-related expectations.
We all spell and use grammar
everyday!
• How do we use grammar?
• When do we spell?
Can you help me with
my homework please ?
We will consider:
• how children learn the skills of spelling and
grammar.
• ways in which you can help your child with
their spelling and grammar.
How did you learn to spell?
When did you learn about grammar?
Talk about:
• your earliest memory of spelling and
grammar.
• your experience of spelling and grammar at
school.
Spelling
Discussion:
–What is a good speller?
–Am I a good speller?
–How do I try to spell?
• Auditory … does it sound right?
• Visual … does it look right?
• Learning … I use its meaning and
prior knowledge
Am I a good speller or a safe
speller?
Key Elements
• 85% of our spelling system is predictable.
• The issues we have are that the spelling patterns we have
are based on other languages
• A balanced programme contains 5 main elements;
– Understanding the principles of word construction
– Recognising how far these apply to each word in order to
spell the word
– Practising and assessing spelling
– Applying and proofreading
– Building confidence and self-belief
Learning ABOUT words
• Knowledge of the spelling system
• Spelling lists…..can we learn every word?
Learn the rule not the word
• Learning and practising spelling
strategies
• Application of spelling in writing
- This is the real test of whether a word is known
Knowledge of the spelling system
• Important to understand that there are conventions
that generalise across many words
e.g.
• English words do not end in the letter ‘v’ unless they
are abbreviations (rev.) Therefore if the last sound is
‘v’ add an ‘e’ – live, above, love (year 1)
• ‘ck’ never appear together at the beginning of a
word. It comes straight after a single vowel letter in
short words - back, sock, tick, bucket, peck (year 1)
Activity
• Look at the words. The second phoneme is ‘o’.
• Some of the words have the grapheme ‘o’ and
some have the grapheme ‘a’.
• Can you sort them?
• What do you notice?
• Can you generate a rule?
• When an /0/ sound follows the letter w it is
frequently spelt with the letter a – wander,
wallet, wash. (year 2)
To be good spellers, children need to:
• Develop an interest in words
• Feel safe about trying new words, not just
words they’re sure about
• Learn about the basic spelling patterns of
English
• Have a range of memorising strategies
• Explore the meanings of words
• Understand prefixes and suffixes
• Write for their own enjoyment, without the
fear that they will be criticised
• Read for pleasure
SPEED WRITING
How often can you correctly
write a word in thirty seconds?
interest
(year 3 / 4 statutory spelling list)
Mnemonics
• OULD: oh you lucky duck
• Island: an island is land surrounded by water
• necessary: 1 collar and 2 sleeves are
necessary
• business: going by bus is good business
• accommodation: 2 cats, 2 mice and 1 dog
accommodation
• because: big elephants can always understand
small elephants
SUS
• Study the word
• Underline the difficult
part(s)
• Say the word carefully
• E.g. physical
Identifying phonic elements and tricky
elements
•
•
•
•
Most words contain some phonetic elements.
Where are the phonic elements?
Which areas are not phonetic?
How could we remember the tricky elements?
where
said
temperature
parliament
language
Syllables / chunks
• Break the words into parts
• Clap the sounds
• Wednesday: wed / nes / day
• returned: re / turn / ed
Colours
• Use different colours for each letter
Or
• Write the word 3 times in different colours
Or
• Write the word and then go over the
vowels in blue
Use the word
excited
Spelling Strategies
• The average literate person has a vocabulary
of about 50,000 words.
• Generally, about 48,000 of these can be spelt
correctly
• If we planned to teach children every word
they would need to spell …
• And we tried to teach 10 words per week …
• And we had about 40 weeks per school year …
How many years would
it take?
Why doo wee need too
spell write?
Cos the spell cheque dose
not all ways work.
“Eye no!”
Grammar
The grammar skills for writing
• Word classes: nouns, verbs, adjectives,
adverbs, pronouns, prepositions, determiners
and conjunctions
• Sentence structure: phrases, clauses and
different sentence types
• Punctuation: full stop, comma, apostrophe,
semi-colon, colon, speech punctuation etc.
Nouns
‘A noun is the name of a person,
place, animal or thing.’
•
•
•
•
•
common
proper
specific
abstract
collective
dog
Huddersfield
poodle
fear
pack
Verbs
‘A verb is a doing or being word.’
It expresses:
• an action
• a state
to run
I believe
• Changing tense: past / present / future
• Subject / verb agreement : I am NOT I were
• Focus on the verb to be
Adjectives
‘An adjective adds more
information to the noun. It
describes somebody or
something.’
• Adjectives either come before a noun or after
verbs. E.g. be, get, seem, look
• ‘The big dog.’
‘The dog was big.’
• What lovely shoes.’ ‘Those shoes look lovely.’
Activity
• Decide on 3 adjectives to describe Red Riding
Hood.
• Change the effect:
– She is likeable
– She is a bad person
• How does this affect the choice of adjectives?
Adverbs
‘An adverb adds more information
to the verb. It tells us how, when
and where.’
• how (manner)
• when (time)
• where (place)
slowly, fast, still
yesterday, now, soon
outside, here, away
“Punctuation, is?
fun!”
Daniel Keyes, Flowers for Algernon
Why punctuation is important?
dear john I want a man who knows
what love is all about you are
generous kind thoughtful people
who are not like you admit to being
useless and inferior you have ruined
me for other men I yearn for you I
have no feelings whatsoever when
we're apart I can be forever happy
will you let me be yours gloria
Why punctuation is important?
Dear John:
I want a man who knows what love is all
about. You are generous, kind, thoughtful.
People who are not like you admit to being
useless and inferior. You have ruined me for
other men. I yearn for you. I have no feelings
whatsoever when we're apart. I can be forever
happy--will you let me be yours?
Gloria
Why punctuation is important!
Dear John:
I want a man who knows what love is. All about
you are generous, kind, thoughtful people, who
are not like you. Admit to being useless and
inferior. You have ruined me. For other men, I
yearn. For you, I have no feelings whatsoever.
When we're apart, I can be forever happy. Will
you let me be?
Yours,
Gloria
Reading the Punctuation.
‘Chasing the Sun’
Edited by Veronique Tadjo
Little blue boy did not even pause to
breathe. For several minutes he asked
them all sorts of questions. Then pleased
with himself, he finally stopped.
“Well’ are you going to answer me?” he said
innocently.
“Er, um,” the biggest one began. “Your
questions are really too stupid!”
Punctuation Heads
• Use them to remind your child.
• Your child can use them to check
their written work.
How you can support your child
• Read to your child. Vary the type of material you
read. (Stories, poems, newspapers, factual books)
• Listen to them read every day where possible and
talk about the books. Talk about word choice and
how the author has phrased ideas.
• Provide a variety of writing equipment such as
coloured paper, gel pens, pencils, envelopes,
cards, little note-books etc.
• Be interested in words
• Be seen reading and writing yourself! Provide a
good role model.
How you can support your child
• Consider where and when you support your
child with their work.
• What time is it? Is it comfortable? Are you
busy with something else?
• Provide a special place.
• Talk about words and use them in sentences.
• Encourage your child to look in a dictionary
and thesaurus.
How you can support your child
• Write about whatever interests your child.
• Help them plan and sequence their ideas.
• Ask them what they want to say, then find the
best way of expressing it.
• Don’t dwell on handwriting, presentation and
spelling.
• Encourage your child to underline words they are
unsure of as they write. Encourage them to check
afterwards.
• Praise your child’s writing and spelling efforts.
Prominently display it and demonstrate that you
enjoy it and value it.
Games to play
• Create your own board game.
• Draw a path of squares with a start
and finish.
• Write some ‘fun’ action items in
some of the spaces.
• Create and write your own rule book.
Notes
• Use a message board / fridge to write
messages to your child. (You could even hide
them for them to find.)
• These can be anything e.g. when you are
coming home, what is for tea, things they
need to remember etc.
• Or words of encouragement or praise e.g. I
love you, have a good day, thank you for …
• Encourage your child to write notes to you.
Memory games / Sequencing
• Kim’s Game – remembering objects on a tray.
Think of adjectives to describe each object.
Create sentences that contain the objects.
• Cut up 3 or 4 pictures from comics /
magazines and place them in a sequence.
make up a story and re-tell the story together.
• Look through newspapers and magazines to
find words that follow spelling patterns.
Grammar and spelling through writing
opportunities
•
•
•
•
•
Birthday cards for friends and family
Thank you letters
Email and text friends and family
Write shopping lists and to-do lists
Use the environment to stimulate
talk
Whatever you do, make
sure your children enjoy
writing, spelling and
grammar.
If they struggle to
understand, make mistakes,
or get bored: keep calm,
make it easier, change the
subject, tell them a joke, play
football, go to the park ….
but please don’t get cross or
impatient - you could put
them off spelling and
grammar for life.