Transcript English - Ewhurst Cofe Aided Infant School

English
at Ewhurst C of E Infant
school
Overview
 Speaking and listening
 Reading- comprehension
 Writing - handwriting
 Grammar, punctuation and spelling
 Phonics
 Spelling
The National Curriculum
 Purpose of study
 English has a pre-eminent place in education
and in society […]speak and write fluently so
that they can communicate their ideas and
emotions to others
 develop culturally, emotionally, intellectually,
socially and spiritually.
 acquire knowledge and to build on what they
already know.
 participating fully as a member of society;
The National Curriculum
 Aims that all pupils:
 read easily, fluently and with good understanding
 develop the habit of reading widely and often, for both
pleasure and information
 acquire a wide vocabulary, grammar and knowledge of
linguistic conventions
 appreciate our rich and varied literary heritage
 write clearly, accurately and coherently, adapting their
language and style
 use discussion, elaborate and explain clearly
 are competent in the arts of speaking and listening, making
formal presentations […and] debate.
Speaking and Listening
 Developed across the whole curriculum
 underpins the development of reading and writing
 vital for developing their vocabulary and grammar –
familiar tales and poems
 explain their understanding of books - comprehension
 prepare their ideas before they write – oral rehearsal
 Making their thinking clear to themselves as well as to
others – show and tell, reading aloud
 Pupils should also be taught to understand and use the
conventions for discussion and debate- conscience ally
Reading
We aim to develop a love of reading!
Word Reading
 We are developing reading for pleasure
 In order to read successfully children need to break down
words (decode) and blend the sounds which is taught in
phonics. This also includes teaching tricky words (non
decodable words eg. the)
 We teach children using correct phonic terms (phonemes,
graphemes, split digraphs…see separate sheet)
Word Reading
 Children in EYFS and year 1 are given phonic flip cards to support
their learning
 Repetition, repetition, repetition!!
 All children have level sheets and top tips in their reading
records which go with their current reading book band, these
may include ideas for comprehension questions
…all of this enables children to be more confident with their
writing
The Simple View of Reading
When does reading happen?
 Guided reading happens for fifteen to
twenty minutes daily (children have two
sessions a week with an adult)
 Twenty minute daily phonics session
 Parent helpers
 Cross curricular reading
What is Guided Reading?
 Teacher led, differentiated group activity and rotation
of activities throughout the week (phonics, handwriting
and reading area/book box)
 Children use multiple copies of the same text (chosen
to match their reading experience or assessment focus)
 Children take turns to read or read to themselves then
return to the text as a group
 Comprehension is important (questioning, written
comprehension and activities that respond to the text)
Levels
 New assessments raise expectation on a requirement for
written comprehension, reasoning and inference
 In the past children have moved up the levels based on their
word reading (fluency and sight reading) which has not
previously included their comprehension and inference of
the text
New levels
Have
a go!
Have
a go!
Reception
 Turn taking
 Speaking clearly for an audience
 Tracking – following the words
with their finger
 Listening to others read
 Different points of view
 Use of pictures
 Being aware of the title, blurb
Year Two
 Assessed reading
comprehension
questions can not be
read to the children so
they must be able to
read them themselves
 Must be able to write
answers in full
sentences
 Inference is essential,
Year One
this is understanding
 Using expression
 Non-fiction books – use of contents the meaning of text, for
example ‘the velvety
/ index
night’ means the dark
 Retaining information –
night
comprehension
 Recognising and being aware of
punctuation
Comprehension Activities
 Show the ability to read the text, process it and understand its
meaning:
 Asking questions that support the objectives that your child is
currently working on (see the blue sheet in your child’s reading
record)
 Children posing questions for others to demonstrate their
understanding
 Written reading comprehension begins in year 1 and year 2
 Making connections with existing knowledge
 Reflecting upon responses
 Referring to the text to answer a question or using inference
Writing
Writing
 We call early writing emergent writing
… we do insist on no copy writing
 Reception entry
 End of
reception
 End of
year 1
 End of
year 2
Handwriting
Increased emphasis in Key Stage 1
assessment of writing!
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Start and end in correct places
Ascenders and descenders
Relative letter sizes and spaces
letter families
Pencil grip and control (make a duck face!)
Cursive in year 2
Handwriting families
 Ascenders and
descenders
 Relative size
How to help with handwriting?
Riding a bike, scooting, swimming, playground,
throwing and catching
Pegging washing, hama beads, threading activities
Tweezer activities –pasta, beads, lego
Painting with fingers, sponge printing, paint brushes
Magic finger- drawing in the air, using ribbons, stick
drawings in the earth/sand/shaving foam
Lots of pens, pencils, felt tip pens, crayons, chalk
tracing
Practise!
Grammar, Punctuation and
Spelling
Grammar for writing
 Children learn to write simple
sentences and secure their
knowledge using a capital
letter and a full stop.
 This progression enables them
to form more detailed
sentences as they develop and
use their knowledge of
grammar to help…
Have a go!
Slowly, the tiny mouse pulled the
colossal lump of cheese across the
new kitchen.
nouns
adjectives
verbs
adverbs
Grammar self audit
Slowly, the tiny mouse pulled the colossal lump of
cheese across the new kitchen.
nouns (4)
adjectives (3)
verbs (1)
adverbs (1)
Building a sentence
noun
“something you can see” “naming word”
Also proper noun and pronoun
The mouse
adjective
“a describing word” “used to describe a noun”
The little mouse
verb
“something you can do” “a doing word” “an action word”
The little mouse ate
adverb
“a word to say HOW a verb is happening”
The little mouse ate quickly
My sentence…
The little mouse ate quickly.
Conjunction
“makes the sentence longer” “adds more detail”
and
but
so
because
however
although
The little mouse ate quickly because the cat was about.
Fronted adverbial
The little mouse ate quickly because the
cat was about.
Quickly, the little mouse ate because the
cat was about.
Boring Sentences!
Types of sentences
Punctuation
 Capital letters (proper noun and at the beginning of a
sentence)
 Full stop
 Comma (initially for a list)
 Question mark
 Exclamation mark
 Apostrophe
 Inverted commas (speech marks)
Next steps feedback- an action point
Congratulating effort rather than ‘cleverness’
How do you feel
about your
learning?
Tickled pink –
meeting
success criteria
(e.g. using a
capital letter,
full stop or an
adjective etc.)
Green for
growth– How
can we make
our work even
better?
Ideas for home learning
 How many words can you write down beginning with the
sound…? (or phoneme or letter name)
 Can we spot any words with … in your reading book?
 Can we spot any … (verbs, adjectives, punctuation etc) in your
reading book?
 Focus on writing sentences with a capital letter and a full stop.
 Write about familiar experiences in a range of genres. (letters,
toy descriptions, who am I? riddles, recounts of their day, own
stories, using a book for inspiration)
Phonics
Phonics
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Developing sound knowledge
Decoding
Blending and oral blending (reading)
segmenting (spelling)
Alien words
Oral rehearsal
Have a go at writing
‘Sound’= ‘phoneme’
Phonics as a technique for
spelling
1.
2.
3.
4.
Say and stretch the word
Sound out- put sounds onto fingers/sound buttons/ phoneme
frames (one sound/phoneme can be up to three letters)
Write
Read back (ties into handwriting and finger spaces)
No ‘uh’ sound eg,
tent vs tuh en nuh tuh
 try- matter, crunch
https://www.youtube.com/watch?v=P-eTO8L3t40
How to say individual phonemes to
support sounding out:
 Video clip (up date power point)
The name of the letter and the sound that it makes.
We read our work back in year 1.
Phases
 Phase 4:
Adjacent
consonants
 nt, sp, tr, sc,mp
Is church a CVC word?
Non decodable words
Spelling
Common Exception Words
Any questions