Transcript KS1 Math What we learn and our methods of teaching

Aims of the New National
Curriculum 2014
The national curriculum for English aims to ensure that
all pupils:
• Should develop the stamina and skills to write at length, with
accurate spelling and punctuation.
• Should be taught the correct use of grammar.
• Should build on what they have been taught to expand the
range of their writing and the variety of the grammar they use.
• The writing they do should include narratives, explanations,
descriptions, comparisons, summaries and evaluations: such
writing supports them in rehearsing, understanding and
consolidating what they have heard or read.
• Page 56 – National Curriculum Appendix
Simple, Compound and
Complex Sentences

Sentences are made up of clauses.

Simple sentences contain just one clause.
-
The dog barked.
-
The baby woke up.
-
The dog whined.
•
Compound sentences consist of two or more main clauses loosely joined by conjunctions (and, but, so because)
-
The dog barked and whined.
-
The dog barked and the baby woke up.
•
In complex sentences, clauses are linked together in ways which show the interrelationships between ideas. This
involves the more sophisticated use of conjunctions or other linking devices (when, if, because, unless, although,
whenever)
-
Mother sang a lullaby when the baby woke up.
-
Whenever the dog barked, the baby woke up.
Phonic Revision
 /ai/ (e.g. train, made, great, gate, way, brake);
 /ee/ (e.g. sea, seed, be, week, meat, bean, seen);
 /igh/ (e.g. write, night, sigh, try);
 /oa/ (e.g. so, toe, blow, road, roll);
 /(y)oo, oo/ (e.g. blew, glue, too, do, two).
Encourage your child to explore all the different
possibilities. Which spelling looks right?
Regular past and present verbs
which follow a pattern
Typical words
Words ending in e
Words with short vowels and
ending in a single
consonant
Help
Helping
Helped
Hope
Hoping
Hoped
Hop
Hopping
Hopped
Ask
Asking
Asked
Care
Caring
Cared
Chat
Chatting
Chatted
Enjoy
Enjoying
Enjoyed
Share
Sharing
Shared
Clap
Clapping
Clapped
pull
pulling
pulled
like
liking
liked
plan
planning
planned
Can you find any more words which follow this rule? Add to the
table.
Practise writing them in sentences. For example:
Yesterday I played on my bicycle.
Today I am playing with my friend.
Simple, Compound and
Complex Words
 Simple words – words that cannot be reduced any further
without destroying their meaning (e.g. girl);
 Complex words – words that have had suffixes or prefixes
added to them, which has changed the meaning (e.g. girls);
 Compound words – words that consist of two simple words
joined together (e.g. girlfriend).
(Children can also use syllables to break down the spellings)
Why not go on a word hunt and use books to hunt for these
three types of words. Make a table showing your results. Apply
them in sentences.
Singular and Plural Words
Add -s
Drop the y and add ies Add –es
Boy
Boys
Party
Parties
Bush
Bushes
Girl
Girls
Army
Armies
Church
Churches
Table
Tables
Baby
Babies
Witch
Witches
Pen
Pens
Lady
Ladies
Dish
Dishes
-f and –fe spellings
Irregular plurals
Thief
Thieves
Goose
Geese
Leaf
Leaves
Man
Men
Half
Halves
Mouse
Mice
wife
wives
woman
women
Adding Suffixes to form
Adjectives:
-ful
-y
-less
Wishful
Funny
Careless
Hopeful
Misty
Homeless
Sorrowful
Nutty
Endless
Painful
Sunny
Speechless
Can you think of anymore? Write some
sentences using these adjectives.
Can you use the conjunctions and, but, so and
because?
Adding Prefixes
Un-
Dis-
Happy
Unhappy
Like
Dislike
Lucky
Unlucky
Please
Displease
Seen
Unseen
Own
Disown
Usual
Unusual
Agree
Disagree
Do
Undo
Appear
Disappear
Can you think of anymore? Write some
sentences using these adjectives.
Can you use the conjunctions and, but, so
and because?
Spelling Patterns
-ckle
-able
Double -cle
letter
plus –le
-dle
-ble
-ible
-ple
Chuckle
Table
Bubble
Uncle
Candle
Double
Sensible
Simple
Prickle
Reliable
Apple
Cycle
Handle
Trouble
Horrible
Crumple
tickle
Cable
Ripple
Icicle
Needle
Bible
Terrible
Dimple
What other words can you find to
add to this table? Use books to
help you go on a word hunt.
Irregular Verbs
Blow
Blew
Meet
Met
Eat
Ate
Know
Knew
Creep
Crept
Go
Went
Sing
Sang
Fight
Fought
Was
Was
Drink
Drunk
Buy
Bought
are
Were
Do you know any other irregular
verbs which do not follow the –ed
and –ing rules?
Comparatives
Typical Words
-e Words
Short Vowels
-Y words
Quick
Quicker
Quickest
Nice
Nicer
Nicest
Big
Bigger
Biggest
Happy
Happier
Happiest
Cold
Colder
Coldest
Late
Later
Latest
Hot
Hotter
Hottest
Chilly
Chillier
Chilliest
Long
Longer
Longest
Close
Closer
Closest
Thin
Thinner
Thinnest
Funny
Funnier
Funniest
Tall
Taller
Tallest
Ripe
Riper
Ripest
Fat
Fatter
Fattest
Lucky
Luckier
Luckiest
What other words can you find to add to this table?
Use books to help you go on a word hunt.
Now apply these comparatives into sentences. For
example:
Billy ran faster than Kieron, but Taylor was the
fastest.
Pronouns
I
me
mine
myself
my
You
your
yours
yourself
This
he
him
his
himself
That
it
its
its
itself
Those
we
us
ours
ourselves
they
them
theirs
themselves
Common Prefixes
De-
Re-
Pre-
Mis-
Demist
Rebuild
Predict
Misbehave
Decode
Recycle
Prepare
Misplace
Decamp
Refill
Precaution
Miscount
defuse
return
prepay
Mistake
Can you think of anymore? Write some
sentences using these adjectives.
Can you use the conjunctions and, but, so,
because, when and if?
Homophones
 A homophone is a word that sounds the same
as another but is spelt differently (e.g. mail, male;
to, too, two). It must be recognised that sound is
not necessarily an indication of spelling.
where
Wear
there
their
They’re
To
too
Two
right
write