Transcript SPAG - Wooldale Junior School

For Parents at
Wooldale Junior School
Tuesday 11 November 2014
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What does SPAG look like in school
How do we teach it
What is covered
Terminology
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Grammar is about making meaning.
It is part of the curriculum from FS to KS2 and
beyond.
Words are the ‘building blocks’
The same word can perform different
functions, depending on the sentence in
which it is found…
Eg : use the word ‘table’ in as many different
ways as you can
In the home
All day long!
In conversation
Talk during play
Adult role models
Story Time
EYFS
All day long!
In conversation
Talk during play
Adult role models
Story Time
Vocab displayslinked to areas/topics
KS1
Modelling
Conversations
Shared texts
Reading aloud
Guided reading
R.W.Inc
Literacy- ‘mental
starter’ word and
sentence work
‘Word of the day’
Literacy applied
across the topics
KS2
Modelling
Discussion
Shared texts
Reading aloud
R.W.Inc
Guided Reading
Literacy
Use of S Criteria
Extra ‘SPAG’ session
Words/phrases of the
week
Praise good word
choices
Literacy applied across
the topics
The children will need to know 8 main word types.
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Nouns
Verbs
Adjectives
Adverbs
Conjunctions
Articles
Prepositions
Pronouns
Nouns are the biggest word class (everyone and everything
needs a name!)
A noun is the name of a person, place, animal, thing or idea.
Nouns can be singular or plural
 They can be proper (Alsatian), common (dog),
collective (team), or abstract (justice). Abstract nouns (Lv6)
are those that you cannot see/touch and can be emotions.
 Noun phrases- a ‘phrase’ takes its name from the overall job
that this group of words is doing…
So – ‘the big, blue, shiny bicycle’ – is a noun phrase
A pronoun stands instead of a noun eg he she it his her etc
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Lets refresh our own skills with words… starting with nouns…
how many can you think of linked to this poster?
Action words?
Find the action word in the following sentences
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We are all enthusiastic teachers
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Many animals are endangered
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The boys played football
A verb is a ‘doing’ or a ‘being’ word. It tells us what is happening in the
sentence.
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The most common verb in the english language is the verb ‘to be’
A verb can be a single word or a group of words which together form the
‘verb phrase’
The choir will be singing at the village hall.
The choir has been singing at the village hall.
The choir might be singing at the village hall.
The choir would have been singing at the village hall.
Verb hunt
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Looking at the poster on you table, how many
verbs can you find?
An adjective describes ( or modifies)
the noun.
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It might nestle close to the noun- or
be elsewhere in the sentence..
The silver car stood in the
driveway.
The car in the driveway was
silver.
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Articles … ‘home’ you in on the noun.
The most common articles are
‘the’ and ‘a’
Some more articles:
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this dog, that dog,
all dogs, every dog, some dogs, no dogs, each dog
one dog, two dogs
his dog, her dog, my dog ( what other category ?)
The lion was staring.
How?
The lion was staring menacingly.
Adverbs modify the verb.
They tell us how (adverb of manner), when (adverb of
time), or where (adverb of place).
Last Thursday, the lion was staring menacingly.
Last Thursday, at the Safari Park, the lion was staring menacingly out
towards the keepers.
Adverbs can move about the sentence, affecting the emphasis,
but not the meaning.
Prepositions express a relationship of meaning
between 2 parts of a sentence, usually to do with
space or time.
Simple prepositions may include:
about, across, after, at, before, behind, by, down,
during, for, from, to, inside, into, of, off, on, onto,
out, over, round, since, through, to, towards, under,
up, with.
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Punctuation pyramid
When an apostrophe is used to show omission, it
shows where you have left out one or more letters.
The apostrophe goes where the letter or letters
would be.
In other words they contain a contraction.
Example: will not becomes won’t
It is becomes it’s
Could not becomes couldn’t
I would becomes I’d
When it is used to show possession it
goes after the owner’s name to show that
it belongs to him or her.
This is Max’s phone.
That is James’s dog.
That is the Jones’ cat
When the pronoun : its, hers, ours or
yours are used no apostrophe is needed.
Every sentence contains at least one main (most
important) clause. A complex sentence contains
one main clause and one more subordinate
clause (less important) clause.
The king was angry. This is the main clause. It
can be used on its own in a sentence.
The king was angry when he saw muddy
footprints. This is the subordinate clause. It
doesn’t make sense on its own.
Conjunctions can be used to join clauses
together. Conjunctions are words such as:
and, but, because etc
The king was angry because he saw muddy
footprints along his beautiful cream carpet
Later higher order conjunctions should be
used
Aoccdrnig to a rscheearch at an
Elingsh uinervtisy, it deosn't mttaer in
waht oredr the ltteers in a wrod are,
the olny iprmoetnt tihng is taht the
frist and lsat ltteer is at the rghit
pclae. The rset can be a toatl mses
and you can sitll raed it wouthit
porbelm. Tihs is bcuseae we do not
raed ervey lteter by it slef but the
wrod as a wlohe.
True or False?
Reading
will help children with spelling..
Learning
to spell will help reading…
Handwriting
is important when learning
to spell…
When
children are writing they should
stop at every word they cannot spell and
use a dictionary…
Writing
a word helps children to learn how
to spell it…
Looking
for words within words can help
spelling…
Copying
a word over and over again is a
good way to learn it…
Children who struggle with spelling usually
have no strategies up their sleeve when they
get stuck on a word. Ask any weak spellers the
question, ‘what do you do when you cannot
spell a word’. They will have, at best, one
strategy. But it is most likely that they guess.
To help them become better spellers they
need to acquire a range of different
approaches to help them.
Pie Corbett
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Spellings need to be explicitly taught;
Rules, patterns and etymology should be
investigated using a multi-sensory
approach;
The spellings on weekly lists are rarely
applied to independent writing unless they
have been thoroughly taught and
investigated.
Benefits of The Scheme
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An interesting way to learn
Teaching of rules
Consolidation
It should aid memory
It will lead to children applying correct
spellings to their work instead of learning
lists.
Some Spelling Strategies
The scheme uses
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Roots
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Mnemonics
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Handwriting
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Syllables and Phonemes –dots and dashes
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Homophones
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Prefixes and suffixes
One tricky word is
could.
could
A good way to remember this spelling is:
O U Lucky Duck
You can now use this pattern to spell:
would and should
Mnemonics
Big Elephants Can Always Understand
Small Elephants = Because
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You wouldn’t want to FRI the END of your
friend! = Friend
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We went TO GET HER = Together
Children are taught to dot and dash the
word and count the grapheme
eg: day = 2 sounds/graphemes
weight = 3 sounds/graphemes
Phonics
 Words within words
 Grammatical knowledge
 Memory and experience
 Existing knowledge
 Synonyms
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Finish it
Encourages children
who struggle with
spelling, as it provides
them with a scaffold in
the form of letters
already in place. Give
the children a set time
to come up with the
word e.g.
St_p
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Stamp, stop, stoop, steep,
step
Apdapted from Pie Corbett)
Speed write
• Write up a word on the
board that is of
interest or causing
concern. Discuss
ways to remember.
• Ask children to write
down as many times
in 30 seconds.
c
Countdown
Visualisation
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Give the children a selection
of letters and ask them to
make as many words as
possible.
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AEIOUSFBDRNMLHT
Ant
Snail
Hair
Banana
Bread
Apdapted from Pie Corbett)
Deer
Measure
Fossil
Lion
Fern
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Charades
Act out the word. Partner
guesses then spells.
Pictionary (Spellmadoodle)
Repeatedly write the word
and draw a picture to match
the word
Taboo
Describe the word without
saying it. Partner guesses
then spells.