Transcript Update Information Evening Powerpoint Presentation

Information Update Evening 2015
 To
update you on our curriculum
and assessing without levels.
 To look in detail at the teaching of
spelling.
 To give you an opportunity to look
at progress in your child’s books.
We are in the 2nd year of working with
the new National Curriculum, which was
set by the DfE.
 Our curriculum incorporates both the
National Curriculum and the ethos of
our school.
 We have chosen a 2-year rolling
programme for topic work.
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Based on ‘Achieving Happily Together’.
It is driven by the principles of Visible
Learning, positive mindsets and RRR.
Our new topics have been a huge success
ensuring children’s motivation and engagement
in their learning.
Children learn through a range of experiences
within each topic.
As professionals we assess children’s learning
through:
 assessment matrices
 planning
 marking
 conversations with children
 HT drop ins, monitoring and observations
 external monitoring and observations
 HT reports termly to Governors, who also have a
monitoring schedule
 continuous CPD for all staff.
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We have attended cluster meetings for English and
Maths where we have moderated our standards
against other schools and national expectations.
Carried out our first internal assessments of
reading, writing and maths in KS1 to track
children’s progress towards reaching ARE.
Analysed our data and continued to use our marking
to plan next steps.
Continued to explore the notion of mastery and
deep learning.
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Met is an indication
that children have
achieved the Age
Related Expectation
(ARE) for their year
group.
We will be using
colours to enable
children to assess
their own level of
understanding/learning
in line with the colours
on the gauge.
Emerging (85% should be here in
November)
Met- (85% should be here in February)
Met ( expected for end of Year 1) (85%
should be here in June)
Met +
Composition:
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Starting to say what they want to
write
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Support given to compose a
sentence orally
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Shows awareness of sequence
through pictures and orally.
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Writes simple words and captions
Vocabulary, grammar and punctuation
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Writes own name correctly
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Writing is a sequence of letters,
starting to form words with some
spaces.
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Beginning to write days of the
week
Transcription:
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Attempt to spell words
phonetically.
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Can attempt to spell common
exception words in appendix 1,
Year 1.( the, a, do, to, today, of,
said, says, are, were, was, is, his,
has, I, you, your, they, be, he, me,
she, we, no, go, so, by, my, here,
there, where, love, come, some,
one, once, ask, friend, school, put,
push, pull, full, house, our)
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Beginning to name the letters of
the alphabet
Handwriting
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Some writing still needs to be
mediated to be understood.
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Beginning to hold a pencil correctly
and comfortably.
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Some letters formed correctly,
starting and finishing in the right
place.
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Starting to form digits 0-9
Composition:
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Most of the time can say out loud what they are going to
write about
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Most of the time can compose a sentence orally before
writing it
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Most of the time can sequence sentences to form short
narratives
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Beginning to re-read what they have written to check it
makes sense.
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Beginning to read aloud their writing clear enough to be
heard by their peers and teacher
Vocabulary, grammar and punctuation
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Most of the time writes sentences with spaces between
words.
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Beginning to use joining words and joins clauses using
‘and’.
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An awareness of beginning to punctuate sentences using
capital letters, full stops, question marks and exclamation
marks.
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An awareness of using a capital letter for names of people,
places, days of the week, and personal pronoun I.
Transcription:
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Most words spelt correctly containing each of the 40+
phonemes in English
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Attempt to spell unfamiliar words using a phonemic
strategy
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Beginning to spell common exception words in appendix 1,
Year 1.( the, a, do, to, today, of, said, says, are, were, was,
is, his, has, I, you, your, they, be, he, me, she, we, no, go,
so, by, my, here, there, where, love, come, some, one,
once, ask, friend, school, put, push, pull, full, house, our)
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Beginning to name the letters of the alphabet
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Beginning to name the letters of the alphabet in order and
using letter names to distinguish between alternative
spellings of the same sound
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Beginning to use s and es to make plurals
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Beginning to use the prefix un
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Beginning to use suffixes –ing, –ed, -er and –est where no
change is needed to the root word.
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Most of the time can write simple sentences from memory
dictated by the teacher using words using the GPCs and
common exception words taught in Year 1.
Handwriting
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No mediation normally needed to read their writing
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Sit correctly at the table, hold a pencil correctly.
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Beginning to form letters in right direction, starting and
finishing in the right place.
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Beginning to form capital letters, digits 0-9
Composition:
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Say out loud what they are going to write about
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Compose a sentence orally before writing it
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Sequence sentences to form short narratives
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Re-read what they have written to check it makes
sense.
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Read aloud their writing clear enough to be heard
by their peers and teacher
Vocabulary, grammar and punctuation
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Writes sentences with spaces between words.
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Uses joining words and joins clauses using ‘and’.
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Beginning to punctuate sentences using capital
letters, full stops, question marks and exclamation
marks.
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Uses a capital letter for names of people, places,
days of the week, and personal pronoun I.
Transcription:
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Spell words containing each of the 44+ phonemes
in English
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Attempt to spell unfamiliar words using a
phonemic strategy
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Spell common exception words in appendix 1, Year
1.( the, a, do, to, today, of, said, says, are, were,
was, is, his, has, I, you, your, they, be, he, me, she,
we, no, go, so, by, my, here, there, where, love,
come, some, one, once, ask, friend, school, put,
push, pull, full, house, our)
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Name the letters of the alphabet
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Naming the letters of the alphabet in order and
using letter names to distinguish between
alternative spellings of the same sound
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Can use s and es to make plurals
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Uses the prefix un
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Uses suffixes –ing, –ed, -er and –est where no
change is needed to the root word.
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Write simple sentences from memory dictated by
the teacher using words using the GPCs and
common exception words taught in Year 1.
Handwriting
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No mediation needed to read their writing
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Sit correctly at the table, hold a pencil correctly.
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Beginning to form letters in right direction,
starting and finishing in the right place.
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Form capital letters, digits 0-9
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Understand letter families.
Composition:
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Say out loud what they are going to write
about
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Uses oral composition to recognise where
the sentence begins and ends.
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Writes down some ideas or key words,
including some new vocabulary drawn
from listening to, and talking about,
whole books.
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Re-read what they have written to check
it makes sense and start to edit and make
simple changes to their writing where
suggested.
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Begin to be more aware of an audience
when reading aloud their writing.
Vocabulary, grammar and punctuation
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Some grammatically accurate sentences,
sequenced to form short narratives.
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Accurate use of capital letters for proper
nouns and for the personal pronoun ‘I’
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Some noun phrases for description
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Some co-ordination using and/but to join
clauses
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Some use of capital letters, full stops,
question marks or exclamation marks to
demarcate some sentences with different
functions.
Transcription:
•Some words containing previously taught
phonemes are spelt accurately.
• Year 1 and some of Year 2 common exception
words are spelt accurately.
•Accurate use of suffixes when adding –ing, ed, where no change is needed in the spelling
of the root.
•Accurate use of suffixes when adding –s or –
es as the plural marker for nouns and the
third person singular marker for verbs).
Transcription: handwriting
• Most lower case letters are accurately
formed, starting and finishing in the correct
place.
• Hold a pencil comfortably and correctly.
• Form capital letters, digits 0-9
• Understand letter families.
Angles
90
? o = right angle
? o = straight line
180
? o = full turn
360
? o = ¾ turn
270
? o = triangle
180
?
Opposite angles are always EQUAL
?
Corresponding angles are always EQUAL
Children should be taught to spell:
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words containing each of the 40+ phonemes already taught
common exception words
the days of the week
words with prefixes and suffixes
words using the spelling rule for adding –s or –es to make
plurals
words using the prefix un
words using –ing, –ed, –er and –est where no change is needed
in the spelling of root words [for example, helping, helped,
helper, eating, quicker, quickest]
by writing from memory, simple sentences dictated by the
teacher that include words using the GPCs and common
exception words taught so far.
Children should be taught to:
 segment spoken words into phonemes and represent these by
graphemes, spelling many correctly
 learn new ways of spelling phonemes for which one or more
spellings are already known, and learn some words with each
spelling, including a few common homophones
 spell common exception words
 spell more words with contracted forms
 learn the possessive apostrophe (singular) [for example, the
girl’s book]
 distinguish between homophones and near-homophones
 add suffixes to spell longer words, including –ment, –ness, –
ful, –less, –ly
 write from memory simple sentences dictated by the teacher
that include words using the GPCs, common exception words
and punctuation taught so far.
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Teaching children strategies for correcting spelling
is far more important than giving them the correct
spelling of a word.
If children learn spellings for tests and don’t use
those words in their own writing, they will forget
them within days.
Children need to be taught why words are spelt as
they are. There’s a need for both schools and
parents to spend more time on the basics.
Spelling Test Problems
 Children rarely commit spellings learnt for a
test to their long-term memory.
 Some get 10/10 but then fail to spell these
words correctly in their writing.
 Can lead to poor self-esteem for children who
practise but then don’t get many correct.
 Can create an unhealthy competition.
 Gives teachers little information about the
spelling skills children need to develop.
Year 1
 Phonics x 4 weekly
 Spelling lesson x 1 weekly
 Common exception word spelling homework and half termly test.
 Phonics/spelling investigation homework
 English teaching sequences
Year 2
 Spelling & grammar lessons x 4 weekly
 Spelling lesson x 1 weekly
 Common exception word spelling homework and half termly test.
 Spelling investigation homework
 English teaching sequences
the
a
do
to
today
of
said
says
are
were
was
is
his
has
I
you
your
they
be
he
me
she
we
no
go
so
by
my
here there where
once
ask
full house
love
friend school
our
come some one
put
push pull
floor
poor because find
kind
mind
door
behind
child children
wild
climb most
only
both
old
cold
gold
hold
told
every
everybody even
great
break steak who
pretty
beautiful after
fast
last
past father class
grass
pass
plant
path
bath hour
move
prove
improve sure
sugar
eye clothes could
should
would
any
whole many busy people
water
again
half
money
Mr
Mrs parents
Christmas
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Phoneme knowledge (sounding out)
Syllabification – breaking words down into
syllables.
Word Shape – look at letter shape, size,
ascending and descending letters.
Tricky Letters (grotty graphemes) – looking at
the position of tricky letters as an aid to
spelling.
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Compound Words – breaking the compound word into
simple words.
Mnemonic – using an aide memoire.
Using Analogy – if you know how to spell one word you can
spell similar words.