Transcript Year 2 English Workshop

Year 1 English Workshop
WELCOME!
29.9.15
English in the National Curriculum
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4 key areas:
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Speaking and Listening
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Reading
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Writing
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Spelling, grammar and punctuation
All of these skills are ‘mutually beneficial’ and
children need all of these in order to access and
understand the world around them.
Speaking and Listening
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Speaking and listening permeates the whole curriculum but is extremely
important in terms of English as it directly impacts upon children’s reading
and writing.
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It also helps children build confidence and develop social skills.
How can you help?
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Make time to talk through real and meaningful experiences!
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Help children build up their vocabulary so that they can transfer this into
both their reading and writing.
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Model ‘talk’ to help children to gain an understanding of standard English.
‘Reading and writing float on a sea of talk’ James Britton 1976
Reading
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2 key elements:
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Decoding/word reading – reading the words
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Comprehension – understanding the words
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Both skills are equally as important and to be a ‘good’ reader
children need to be able to do both.
Reading: What the curriculum says…
Pupils should be taught to:
Word reading:
 Use knowledge of phonic rules to spell and pronounce words
 Use knowledge of graphemes to sound out new words quickly, including
Graphemes which represent more than one sound e.g. ea – leaf, bread
 Read new words accurately by blending sounds, using knowledge of phonic rules
 Read words that are common exceptions to phonic rules(tricky words), and identify
unusual pairs of letters and sounds in these words
 Read words that follow the phonic rules I have been taught and end in ‘s’. ‘es’, ‘ing’,
‘ed’, ‘er’ and ‘es’.
 Read words with multiple syllables containing graphemes that have been taught.
 Read contractions and understand that the apostrophe represents the missing letter(s)
 Accurately read books aloud when the words follow phonic rules that have been taught
 Reread books to increase fluency and confidence
Reading: What the curriculum says…
Comprehension
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Listen to and discuss fiction, poetry and non-fiction that is above the level that they can read on their own.
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Compare what I read or hear with my own experiences
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Retell and explain the features of well-known stories, fairy stories and traditional tales
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Recognise and complete predictable phrases
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Appreciate rhymes and poety, and can recite some by heart
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Discuss word meanings, linking words I already know to new words
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Use their own knowledge, or information and vocabulry provided by the teacher, to understand books I read or
hear
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Check that a text makes sense as I read, and correct any errors in my reading
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Discuss the importance of a book’s title and events
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Infer meanings from what characters say and do
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Predict what might happen next in a story based on what I have already read or heard
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Discuss books that have been read to me and listen to other people’s opinions about them
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Explain my understanding of books that have been read to me
Reading: How do we do it?
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In Year 1 we approach reading in several ways:
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We work on whole class reading activities through English lessons
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We have a weekly guided reading session
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We will do some 1:1 reading (as much as we can fit in!)
Reading: How can you help?
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Reading with your child is vital. Research shows that it's the single most important thing you
can do to help your child's education. It's best to read little and often, so try to put aside
some time for it every day.
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Do what works well for you…
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Choose an appropriate time
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Make sure your child is ready for reading (e.g. not too tired)
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Choose a nice place to read
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Ensure children are interested in the text (it doesn’t have to be a school book everyday)
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Reading shouldn’t be a battle!
Reading: How can you help?
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It is important that children read a book more than once.
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Even returning to a book that they have read weeks, months or even years
ago has value…especially with higher level reading skills such as
comprehension, identifying with characters or situations.
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BOOK TALK! Ask questions about a book, talk about the characters, settings,
plot, likes and dislikes etc.
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Above all, for children to become confident readers, reading needs to be fun.
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Read to your child and discuss what you have read with them, asking
questions, see if they can retell the story, predict what might happen
next.
Writing
Not something to worry about!
Children will and do get there!
Being a successful writer is tricky!
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They need…
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Access to a rich talking environment
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Experiences of many stories and other texts being shared and read to them
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Opportunities to join in with familiar texts/stories and add their own ideas
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A chance to practise and develop language
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A range of speaking and listening activities and drama to stimulate writing
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Help to understand the structure of how texts are put together
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To see a real purpose that is interesting and meaningful to them
Writing: What the curriculum says…
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Transcription
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Handwriting
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Grammar
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Vocabulary
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Punctuation
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Spelling
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Composition
It is a lot and we can only develop small chunks at a time.
Writing: Composition
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Contexts:
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Narratives
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Real events
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Poetry
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Different purposes (e.g. letters, postcards, lists, instructions, reports)
How to do this well:
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Drama and acting out stories
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TALK
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DEVELOPING IDEAS
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PLANNING!
Writing: Grammar, vocabulary and
punctuation
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Leaving spaces between words
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Using ‘and’ to join words and clauses together
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Start to use capital letters, full stops, question marks and exclamation marks
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Capital letter for proper nouns and ‘I’
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Understand grammar rules taught
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Use grammatical terms that have been taught to talk about their writing
Terminology: letter, capital letter, word, sentence, singular, plural, punctuation, full
stop, question mark, exclamation mark
Writing: Handwriting
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We will be learning ‘cursive’ letter formation
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Cursive writing from the start - pros
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Letters are produced in a flowing movement, which helps the development of a physical memory of how each
letter is written.
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Letters all start in the same place and flow from left to right, which reduces the likelihood of reversal mix-ups
such as b/d and p/q.
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Because of the smooth flow, writing soon becomes quicker and easier.
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There is no messy transition stage when children move from print to a joined style.
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A cursive style of handwriting is recommended by the British Dyslexia Association.
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Cursive writing - cons
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Letters written in cursive style can look quite different from printed letters in books.
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In the early stages, writing can look messy as the movements are slightly more complex than print-style letters.
Writing: Punctuation
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Full stops
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Capital letters
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Exclamation marks
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Question marks
KUNG FU!
Writing: Spelling
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Expectations are high!
Writing: Spelling
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Currently children are learning to spell words using their phonic knowledge
– this is fine and this is what we encourage them to do.
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Tricky word spelling is taught during phonics lessons and these need to be
practised
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We will begin to learn the specific spelling rules after Christmas when
phonic knowledge has become more secure
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Spelling rules will be sent home weekly with optional tasks to help the
children learn to apply them
Writing: How can you help?
- A few children will be natural writers, whilst the majority will need patience and support to
achieve the skills needed in writing:
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Always try to praise and be supportive.
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Lots of talk!
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Support your child by giving them time and listening to the ideas that they are trying to set
down
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Help your child to begin to organise their ideas before they start writing
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Support them with their homework of reading, spelling, English work that they bring home
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Provide real life, fun writing activities, for a purpose such as, thank- you letters, writing their
own party invitations, making lists for birthdays, Christmas. Get the children to write down
the things needed when you go shopping… great fun especially as they are in charge of
reading the list in the supermarket!
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GAMES!
Remember!
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Every child is unique and their writing will develop at different stages.
Please see the website for…
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Top ten strategies
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Help-sheets
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Ideas for helping children at home
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Useful websites
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Phonic glossary
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A copy of today’s presentation