Transcript presentation - The John Harrox Primary School

THE JOHN HARROX PRIMARY SCHOOL
WELCOME TO OUR LITERACY &
E-SAFETY EVENING
WEDNESDAY, 15th OCTOBER 2014
6:30 P.M. START
WHILE YOU WAIT, HAVE A GO AT THE GRAMMAR QUIZ ON
THE TABLES.
Tonight we aim to:• Understand the key
changes to the English
National Curriculum
• Have a greater
understanding of the
spelling, punctuation and
grammar taught (SPaG)
• Understand how we can all
support the children as
they progress through
school
A New National Curriculum
• Introduced in September 2014
• Aims to raise standards and produce
productive, creative and well educated
students
• Greater level of challenge
• Slimmer in content than previous curriculum
• Focus on essential core subject knowledge and
skills such as computer programming
The national curriculum for English aims to ensure 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 and an understanding of grammar
• appreciate our rich and varied literary heritage
• write clearly, accurately and coherently, adapting their language and style
in and for a range of contexts, purposes and audiences
• use discussion in order to learn; they should be able to elaborate and
explain clearly their understanding and ideas
• are competent in the arts of speaking and listening, making formal
presentations, demonstrating to others and participating in debate
Literacy skills are hierarchical.
“Grammar to a writer is to a
mountaineer a good pair of
hiking boots or, more precisely,
to a deep-sea diver an oxygen
tank.”
Higher priority and higher expectations
The children have to learn many terms
such as verbs, nouns, adverbs, antonyms
They need to be able to identify the
first, second and third person in
language
They need to be able to identify main
and subordinate clauses- to mention but
a few
Understand verb tenses
Identify and use advanced punctuation
What do we know?
The children will need to know 8 main word classes.
• Nouns
Determiners
• Verbs
Prepositions
• Adjectives
Pronouns
• Adverbs
Conjunctions
Group Task 1
Work as a group to label each of the word
types in the sentence.
Can you label the noun, verb, adjective,
adverb, article, preposition, pronoun and
conjunction.
Phonics and Spelling
in Key Stage 1
High Frequency Words
• From Reception, children continue to learn to
read and then spell HFW.
• The children are tested on these words out of
order each week. However, we are reliant on
parent helpers.
• This year there are additional HFW for KS1.
• The children need to learn to read these words
by sight. Some are ‘red’ words (tricky words)
and some are ‘green’ words (decodable words).
The children must have instant recall (without
prompting).
• Children to look at the shape of words.
‘green’ words (decodable ones)
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drink
wore
shirt
girl
first
squirt
skirt
thirst
dirt
‘red’ words (tricky words)
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my
said
so
she
we
me
her
the
Reading syllables
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shopp ing
coff ee
mush rooms
sham poo
pack et
Root words and endings
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park – parking
need - needed
thing – things
bus - buses
Spellings
• Spellings are integrated into the beginning
of Year 1, (or when appropriate).
• Initially children may be given only 5
words, in order to become familiar with
the idea of a spelling test.
• The children are encouraged to generate
additional words containing the same
phoneme(sounds) representing the same
grapheme
Spelling Test!
• Please use the grid on your table and
generate as many words as you can with
the grapheme ‘ir’ in it.
• Be careful, as children might generate
chair as it contains the same grapheme
spelling but not the same phoneme
(sound).
‘ir’ (er) not chair (air)!
girl third
dirt twirl
bird
Spelling Test
• Spelling progresses into 5 given words.
The children are tested on these 5
words and another 5 words at random.
• The benefit is to ensure children have
mastered the application of the
grapheme.
• As a Key Stage we encourage the Look,
Cover, Write and Check method.
Reading
• We encourage children to see
graphemes within words.
• Big Eyes
•phone
•rusty
•geck
•shep
•complaint
•delight
•mabe
•ploop
Curriculum Years 3/4
“Children should be able to read books accurately and at a
speed that is sufficient for them to focus on understanding
what they read rather than decoding individual
words………making sure children become independent,
fluent and enthusiastic readers who read widely and
frequently.”
“Develop their enjoyment of stories, poetry, plays and nonfiction, and learning to read silently.”
“Learning to justify their views about what they have read
with support at the start of Year 3 and increasingly
independently at the end of Year 4.”
Department of Education, 2013
Curriculum Years 5/6
“Children should be able to read most words effortlessly and to work
out how to pronounce unfamiliar written words….if pronunciation
sounds unfamiliar, they should ask for help in determining both the
meaning of the word and how to pronounce it correctly.”
“Children should read widely and frequently outside as well as in
school, for pleasure and for information.”
“They should be able to read silently, with good understanding,
inferring the meanings of unfamiliar words, and then discuss what
they have read.”
“Children’s knowledge of language, gained from stories, plays, poetry,
non-fiction and textbooks will support their increasing fluency as
readers, their facility as a writer and their comprehension.”
Department of Education, 2013
Comprehension
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Develop positive attitudes to reading.
Understand what they read.
Ask questions to improve their understanding.
Predict what might happen from details stated.
• Drawing inferences such as characters feelings, thoughts
and motives from their actions and justify this with
evidence.
Reading between the lines.
• Deduce – work out something new from what’s there.
• Interpret - explain what’s there.
• Inference – fathom what might be true, from what’s there
and form an opinion.
• Think out loud your thoughts while you read with the
children.
• Ask questions about relationships between characters, goals
and motivations.
• Ask ‘How do you know?’
• Children need to ask themselves why-questions while
reading.
• Vocabulary building and lexical practice.
Sleepy Tom was late for school again.
• What do we know about the person in this
sentence?
• Why was he sleepy?
• How do we know that he is often late for
school?
John had got up early to learn his spellings. He was very tired
and decided to take a break. When he opened his eyes again
the first thing he noticed was the clock on the chair. It was an
hour later and nearly time for school. He picked up his two
books and put them in a bag. He started pedalling to school
as fast as he could. However, John ran over some broken
bottles and had to walk the rest of the way. By the time he had
crossed the bridge and arrived at class, the test was over.
• What was John trying to learn?
• How many books did John pick up?
• How did John travel to school?
• What did John do when he decided to take a break?
Vocabulary
“Children need to use and understand the grammatical
terminology accurately and appropriately when discussing
their writing and reading.” (Department of Education, 2013)
Year 3/4
adjectives
adverb
Year 5/6
adjectives
adverb
noun
noun
model verb
verb
conjunction
prefix
verb
conjunction
prefix
synonym
antonym