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Welcome We at The Richard Heathcote Community Primary School,

Notes. Welcome We at The Richard Heathcote Community Primary School, together with Sarah Luty and our friends at Wood Lane Primary School, have produced this invaluable guide for parents. It should enable you to clearly see the Government’s requirements in this area of English and also

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Welcome We at The Richard Heathcote Community Primary School,

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  1. Notes Welcome WeatTheRichardHeathcoteCommunityPrimarySchool, togetherwithSarahLutyandourfriendsatWoodLane PrimarySchool,haveproducedthisinvaluableguide forparents.Itshouldenableyoutoclearlyseethe Government’srequirementsinthisareaofEnglishandalso givesyousuggestionsforfunactivitiesathomethatwill helpyourchild’sunderstandingandprogression. MrA.Nash Introduction TheDfEhasintroducedSPaGbecausetheywanttomake sureallchildrenleaveprimaryschoolcondentinspelling, punctuationandgrammar.ThetestsattheendofKS1and KS2willensurethat”primaryschoolsplaceastrongerfocus ontheteachingoftheseskills.” “Justasyouwillreceiveinformationfromyourchild’sschool abouthowyourchildisdoinginreadingandmaths,you willalsoreceiveinformationabouthowtheyaredoingin grammar,punctuationandspelling.” HowwillmychildbenetfromtheteachingofGPS? Theabilitytowriteandcommunicatearekeylifeskills. Inthelongterm,yourchildwillbeabletousetheseskills throughouttheireducationandemploymentandtheir adultlife. 20

  2. Contents Year1................................................................................1 Phonics...................................................................1 GrammarandPunctuation.................................3 Year2................................................................................5 SpellingandPhonics.............................................5 GrammarandPunctuation.................................7 Year3&4.........................................................................9 Spelling...................................................................9 GrammarandPunctuation.................................11 Year5&6........................................................................13 Spelling..................................................................13 GrammarandPunctuation................................13 ImportantEnglishInformation........................................15 SpeakingandListening........................................15 Writing....................................................................17 Appendix/AdditionalInformation.................................19 Appendix/ AdditionalMaterials Thisbookletreferstodocumentspublishedbythe governmentandasteacherswerecommendyouhavea lookatthese.Theywillshowyouexpectationsoflearning andcomprehensivelistsofspecictermsandwordsyour childshouldbelearningineachagegroupatschool. Pleaseuseyourinternetbrowserandvisitthefollowingweb addresstoseethefull‘Englishprogrammesofstudy:key stages1and2’(wehavemadeyourliveseasierbyusing thewebaddressshorteningservice‘TinyURL’). http://tinyurl.com/english-pos Pleaseviewthefollowingsectionsandpagesforadditional, usefulmaterialsrelatedtothisbooklet: Vocabulary,PunctuationandGrammarYear1to6 -Pages65-69 GlossaryfortheProgrammeofStudy Pages70-88 19

  3. Correctgrammarisgivenmoreimportanceandthere aredetailedexpectationsforeachyeargroup. Handwritinghasbeengivenmoreimportance-children shouldbejoiningtheirhandwritingfromanearlierage. Organisewritingsothatdifferentaudiencescan • • • Year1 Phonics(linkedtospelling) Y1need to learn • • • • • • Alltheletters(graphemes)ofthealphabetandthe sounds(phonemes)theyusuallyrepresent. Twoconsonantstogethertomakeonesound (consonantdigraph)e.g.sh,ch,ff,etc. Twovowelstogether(voweldigraph)e.g.oo,ai,ea, etc. Breakingdownawordintosounds(segmenting)before choosinggraphemestospelltheword. Spellwordswithtwoconsonantsnexttoeachother whereyoucanheartwosounds.(e.g.went,stop). Canspellmostofthecommonwordscorrectly(e.g. daysoftheweek). understandandenjoywhathasbeenwritten. Theyneedtodevelopnewvocabularythroughreading andspeakingandlisteninganduseitintheirwriting. Provideyourchildwithawritingkit-thiscouldinclude-pencils andpaper;whiteboardandpen;tracingmaterials;tricky wordsbookmarkordictionaryforKS2child;notebook, exercisebookorscrapbook. Communicatewithschool-whatarethephonicsand spellingsbeingtaught? Practisespellingsinafunway-gamesandwritingsilly sentencesincludingthewords. Followschool’shandwritingstyle. Encourageyourchildtowriteforarealpersonandpurpose: e.g.lettersandemailstorelatives;invitations;writetheirown messagesinbirthdayandChristmascards;writeastoryor poemforayoungerfamilymember;createtheirownproject aboutaninterest; Talktoyourchildaboutwhattheyarelearningingrammar andencouragethemtousecorrectgrammarin speakingandwriting. 18 • • • • • • •

  4. Usetheprex(lettersaddedtothebeginningofaword) ‘un’e.g.undo. Addthesufxes(lettersaddedtotheendofaword) • • Writing What’snew? -ed-ing-er-est-lye.gplayed,playing,player,fairest, fairly. Usethespellingruleforadding–s,-esinpluralse.g.girls ortomatoes. • • Childrenneedtolearntoplanandimprovetheirown writing. Spellingandphonicsexpectationsaresetoutclearlyfor everyyeargroup. • HowCanIHelpMyChild? Readandspeakwithyourchild-mostoftheirlanguagefor writingwillcomefromtheseexperiences. Whenyouarewritingalist,emailorllinginaform,talkto yourchildaboutwhatyouarewritingandwhy. Don’texpectyourchildtospelleverythingperfectlybuthelp themtolearnafewnewwordseachtime-recordtheminthe backofthereadingdiarytocreateawordbank. Encourageyourchildtondtheirownerrorse.g.tellthem thereare3fullstopsmissingandgetthemtondthemrather thancorrectingityourself.Youmightwanttousethissimple checklist: Fullstops;capitalletters;interestingwords; checksimplespellings;ngerspaces. Talktoyourchildabouttheirschoolwritingtargetand practiseathome. Schoolprojectsandhomework-encouragechildrento completethisindependently. • • • • • • 2

  5. Year1 GrammarandPunctuation Y1need to learn to • • • • • • • • • • Makesentences. Makestorieswritteninsentences. Joinwordsandclauseswithandusengerspaces betweenwords. Usecapitallettersatthebeginningofasentence,their nameandforI. Usefullstops,capitalletters,exclamationmarksand questionmarkstoendasentence. Usecapitallettersforpropernouns(e.g.MrsChell, AlsagersBank,Sunday). Useaverb(actionword). Usearangeofnouns (namingwords). Useanadjective (describesanoun). Usesomeexciting words. 3 • • • Encourageyourchildtopronouncesoundsandwords correctly(intheirownaccent).Askinschoolifunsurehowto saythesoundsonthesoundmats. Demonstratethecorrectgrammartoyourchild. Examplesofcommonmistakes: Wewasgoing-weweregoing Themones-thoseones Goingshops-goingtotheshops Summat-something Shouldof,couldof,wouldof=shouldhave, 16 couldhave,wouldhave

  6. ImportantEnglish Information... SpeakingandListening What’snew? Speakingandlisteningisveryimportantinallareasofthe curriculumandindevelopingsocialskills.Childrenshould betaughthowtotalkthrough,explainanddiscusstheir ideas.Childrenmusthavetheopportunitytotakepartin roleplayanddrama. HowCanIHelpMyChild? •Talkwithyourchild.Themoreyoutalk,thebetteryour child’sunderstanding,vocabulary,readingandwriting willbe. Possible Activities Showyourchildapictureaboutsomethingtheyare interestedine.g.favouriteTVcharacter(CBeebies, MarvelComicswebsite)Getthemtomakeup sentencesaboutpictures. Sayandwritesentencesaboutfamily,friends,pets,toys, anything!!! Makeupstoriestogether-takeitinturnstosaya sentence.Thiscanbearetellingofafavouritestory,a funnyfamilystoryormadeupusingTVcharacters,etc. Sayaboringsentence,addinmoreinterestingwords. E.g“Thecatranacrosstheroad.”becomes“The scared,tortoiseshellcatscamperedacrossthebusy road.” • • • • Encourageyourchildtoaskquestions. Helpyourchildlearnnewvocabularyfromvisits,books andTV. Developlisteningskillsbytellingandreadingstoriesand listeningtotheradioandpodcasts. Encourageyourchildtotakepartinroleplay.Thiscould includedressingup,pretendingtodoajoborbe someoneelse,usedolls,gures,toyanimalsandcars tomakeupstoriesandsituations. Alwayscheckthatyourchildusescapitallettersto beginasentence,tobeginanameandforthewordI. Whensharingabook,ndexamplesoffullstops, exclamationmarksandquestionmarks. Read!Read!Read!Childrenwhoarealwaysreading tendtobegoodatwritingandspellingtoo. 15

  7. Userelativeclausesbeginningwithwho,which,when,whose, orthat. Usecommastoclarifymeaningoravoidambiguity. Usehyphenstoavoidambiguity. Usedashes,bracketsorcommastoindicateparenthesis. • • • • Year2 Phonicsandspelling Y2needtolearnto Usesemi-colons,colonsordashestomarkboundaries betweenindependentclauses. Usecolonstointroducelists. Punctuatebulletpointsconsistently. • • • UsephonicknowledgelearntinY1tospellwords. Spellmostofthecommonexceptionwords (seeadditionalmaterialsinappendix). Addthesufxes(lettersaddedtotheendofaword) tospelllongerwordse.g.–ment-ful-ness–less–ly.e.g. enjoyment,careful,happiness,careless,slowly. Spellsomehomophones(wordsthatsoundthesame butarespeltdifferently)e.g.–their/there/they’re. Correctlyspellcommoncontractions(wordswithmiss- • • • • • ingletters)e.g.can’t,isn’t.(theoismissing) PossibleActivities Trysomeoftheseactivitiesto helpyourchild... Sufx h exam entsf ndand about. 5 searc Find differ pleso ufxe andsinb ooks arou 14

  8. Year5&6 Spelling Thetrickinupperkeystage2istolearnaboutfamiliesofwords. Understandingrootwordshelpschildrentounderstandmore complicatedsufxesandprexes.Helpyourchildtounderstand homophones(egaisle/isle).Welookatwordsendingin–cious and–tious,-anceand–ence,-ableand–ible.The‘ibeforee exceptafterc’rulestillappliesbutwehavetobeawareof plentyofexceptions(protein,caffeine,seize).Wealsolookatthe letterstring–oughandsilentlettersinwords. GrammarandPunctuation Year5 and 6 need to: •Rememberalltheabove! ...MoreW theminate Gamesord ... orlearning games Anothe rideaf spelling sistoin corpor toword e.g.pu tthem Recognisevocabularythatisappropriateforformalspeech andwriting(includingthehorrible‘subjunctive’!). Usepassiveverbstoaffectthepresentationofinformationin asentence. Usetheperfectformofverbstomarkrelationshipsoftime andclause. Useexpandednounphrasestoconveycomplicated informationconcisely. Usemodalverbsoradverbstoindicatedegreesofpossibility. intolon • • • • • words,ger playco rdrds untdown, Woctive wo hangm teofnd an,etc . De les ea mpn sam-ca xa te he lty ay ct ren nd aw lle Coufent tso dif ithere pw ltiff tha pe ed eu es aromrth ucbes? emelling yo to rem sp 6

  9. Useandpunctuatedirectspeechcorrectly(including invertedcommas,commas,newspeaker/newline). Useconjunctions,adverbsandprepositionstoexpresstime andcause. Usefrontedadverbialscorrectlyensuringthatacomma followstheme.g.Swimmingcautiously,Laterthatday, • • • Year2 GrammarandPunctuation Y2need to learn to Usethepresentperfectformofverbsincontrasttopast tense.I’veplayedtheguitareversinceIwasateenager. Useaorandependingonwhatthenextwordbeginswith.If itisavowel,‘an’isneedede.g.anoldhouse. • • • • UseY1punctuationaccurately. Usecommasforlistsand““(invertedcommas-thishas replacedspeechmarks). • • • • • • • • Pickoutnouns,verbs,adjectivesandadverbs(see glossary). Uselotsofdifferentadjectivesinwriting. Usedescriptivephrases(agroupofwords)toadddetail, includingsimiles,alliterationandonomatopoeia(see glossary). Useadverbstodescribeactions-slowlywalking. Usepresenttenseandpasttenseproperly. Begintouseapostrophese.g.thegirl’sbook. Pickoutandusethefourdifferenttypesofsentence- statement,question,exclamationandcommand. Usedifferentconjunctions(joiningwords)-and,but,so, yet,because. 7 Thebestwayyoucanhelpyour childwiththeverychallenginglist aboveistogetthemtopractise alltheirskillsinwritingforareal personorreason. Challengeyourchildtondasmany examplesofwronglyusedapostrophes, missingcapitalletters,etc.Lookout andaboutandontheinternet.E.g. apple’s50peach. Getyourchildtore-readtheirown homeworkforerrorsandtomake improvements.Lettingthemdothisfor themselvesrstwillmakethemmore independentandbetterwritersinthe longterm.Don’tbetemptedtodoitfor them-thisisareallifeskill! Letterofinformation Aletteroremailtoa relationtellingthemabout somethingtheyareproudof orsomethingfunny. LetterofPersuasion Apersuasivelettertoyou e.g.whyyoushouldhave thenewcomputergame. Booklets Makeastoryorinformation bookforayoungermember ofthefamily-theycould cutoutpicturesordrawto illustrate. Scrapbooking thiscouldbeaholidaydiary ortrackinganewpetor baby’sdevelopment.

  10. Year3&4 GrammarandPunctuation Y3andY4needtolearnto Possible Activities Trysomeoftheseactivitiesto helpyourchild... TreasureHunt Findasmanydifferentpunctuation orsentencetypesaspossible. Usebooks,websites;TVguides QuestionTime Allprimaryagechildrenenjoy listeningtostoriesandpoems beingreadaloud-whilstreading, andmagazines;recipesand instructions;newspapers;leaets andbrochures.Givepointsand prizesasrewards. WordHunter Learnnewvocabularythrough books.Encourageyourchildto recordthenewwords,phrases andpunctuationyouhavefound togetherintheirhome/school book-yourchild’sclassteacher willbethrilled! AdverbCharades Chooseanadverbe.g.slowly, awkwardly,stupidly,shyly,sleepily. Therestofthefamilygiveyou actions(verbs)toperforme.g.eat ameal,getoutofbed,hoover, etc. Youperformtheactionsusingyour secretadverb-thefamilyhaveto guesstheadverb. pointoutorquestionyourchildon differentwordandsentencetypes. FoodGame Keepaddingadjectivestoyour favouritefood.e.g.Theham pizza;thehamandcheesepizza; thedelicious,hamandcheese pizza,thehot,delicious,hamand cheesepizza,etc.Don’tforgetthe commasinalist! WalkingGames Goonafamilywalkandnd examplesofapostrophesinthe wrongplacee.g.MOT’s,CD’s, banana’sforsale. AwesomeSentences Addmoreinterestingphrasesinto boringsentences.e.g“Thecatran acrosstheroad.”becomes“The cute,colourfulcatcaperedacross thebusyroadlikearocket.” 8 • • • • • • • • • Writeincomplexsentencestoshowtime,until,during, meanwhile,whileandfollowing. Usewordsthatareinterestingandappropriate. Usenounphrasesbyaddingmoredetaile.g.theteacher becomesthestrict,mathsteacherwithcurlyhair. Writesentenceswherenounsandverbsagree e.g.‘themanwas’not‘themanwere’. Experimentwithawiderangeofpunctuation,suchas…,!? :““‘.‘:; Includepronounsinsentencestoavoidrepetition-“The manwalkedtotheshopsandthemanboughtsomemilk” becomes“Themanwalkedtotheshopsandhebought somemilk.” Proofreadforspellingandpunctuationerrors. Extendsentenceswithmorethanoneclause(aphrasewitha verb)byusingawiderrangeofconjunctions(joiningwords), when,if,because,although. Usethepossessiveapostropheforpluralse.g.girls’names(for morethanonegirl.Rememberitistheownerthathas theapostrophe-girlsendsins). 11

  11. ...MoreW sistoin toword tthem Gamesord Year3&4 Spelling Y3andY4needtolearnto •SpellthewordsontheY3andY4statutorylist(Theseare wordsthechildrenhavetolearnbylaw!). (seeadditionalmaterialsinappendix) Anothe ... . rideaf orlearn spellinging corpor theminate games e.g.pu intolon words,ger playco untdown, hangm an,etc Recogniseandspellmoresetsofhomophones/near homophones(e.g.accept/except). Usetheprexes(beginningwith)dis-,mis-,in-andim-il-, re-,sub-,inter-,anti-,auto-. Spellwordswiththesufxes(endingin)–tion,-sion, -cian,-ssion.-ly,-ation,-ous. Spelllongerpolysyllabic(morethanonesyllable)words accuratelye.g.hippopotamus. Usetherst2/3lettersinawordtocheckitsspellingina dictionary. Writefrommemorysimplesentencesdictatedbytheir • • • • • • teacher. PossibleActivities Trysomeoftheseactivitiesto helpyourchild... 9 10

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