KS2 English Parent Workshop November 2016

English Workshop Welcome to tonight’s workshop. Please help yourself to refreshments.

Agenda English and the 2014 Curriculum How we teach Reading, Writing & SPAG at Brackenwood Junior School How to help your children at home

Aims Enable you to understand the changes that have occurred in English due to the new National Curriculum Provide you with a greater understanding of how English is taught in school and the progression of each key aspect of English at Key Stage Help you to understand how you can help your child at home.

Key Changes Writing composition has a stronger emphasis on vocabulary development, grammar, punctuation and spelling. Reading has greater focus on fluency and understanding, within more challenging text types. Handwriting is expected to be fluent, legible and speedy to meet Age Related Expectations at the end of Year 6. Spoken English has a greater emphasis, with children to be taught debating and presenting skills. A greater focus has been given to consistent use of Standard English.

The New Curriculum: Reading In reading, the curriculum will require: Discussion of fiction, poetry, plays, non-fiction and reference books or textbooks The preparation of poems and play scripts to read out loud The need to recognise different forms of poetry An emphasis on close textual reading and understanding, including literary and linguistic devices, and making inferences about a text The need to increase familiarity with a wide range of books The need to read whole texts Less reference to drama A shift from word reading to reading comprehension Greater emphasis on reading for pleasure A focus on applying own knowledge to digest new words and comprehend texts Pupils to make comparisons between texts

How we teach reading Daily English lessons where texts are read & discussed in the IWB using the Pearson Wordsmith scheme Regular opportunities to read ‘Bug Club’ texts Regular reading for pleasure ‘storytimes’ Teachers and teaching assistants supporting children daily who are finding fluency difficult 1-1 phonic development sessions

Reading with your child ‘Often and widely’ Read together & discuss the story Make use of technology to engage more reluctant readers Share & encourage a variety of text types Visit the library Talk about books Encourage use of the recommended reading list Use the Brackenwood question prompts

The 2014 Curriculum: Writing In writing, the 2014 curriculum requires: An increased focus on developing and improving handwriting A greater number of specific grammatical structures with which pupils will become familiar A wide range of mature language used to good effect with understanding of the audience they are writing for

How we teach writing Share, discuss visual models and stimulus (photographs, role play) for particular text types using Wordsmith scheme Teachers model planning formats Teachers model the process of writing from those plans and support children in their drafts Teachers model how to edit and improve drafts and support children with theirs Encourage use of writing checklists for grammar and punctuation reminders Use www.teachhandwriting.co.uk-cursive-letters-beginners.htlm

Writing with your child Encourage neat, cursive handwriting Encourage writing for different audiences Proof read homework together – encourage development of sentences and improving word choices Play sentence writing games Encourage ‘Talk for writing’

Spelling, Punctuation and Grammar (SPaG) Year 3 To express time, place and cause using conjunctions (e.g. when, before, after, while, so, because), adverbs or prepositions (e.g. before, after, during, in, because of) To introduce paragraphs as a way to group related material To use headings and subheadings to aid presentation To use the present perfect form of verbs instead of the simple past

Spelling, Punctuation and Grammar Year 4 To use noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases To use fronted adverbials To use paragraphs to organise ideas around a theme To use the appropriate choice of the pronoun or noun within and across sentences to aid cohesion and avoid repetition. To use inverted commas and other punctuation to indicate direct speech. To use apostrophes to mark singular and plural possession. To use commas after fronted adverbials.

Spelling , Punctuation and Grammar: Year 5 To use relative clauses beginning with, who, which, where, when, whose, that or an omitted relative pronoun To indicate degrees of possibility using adverbs or modal verbs To use devices to build cohesion within a paragraph To link ideas across paragraphs using adverbials of time, place and number or tense choices To use brackets, dashes or commas to indicate parenthesis To use commas to avoid ambiguity and to clarify meaning

Spelling, Punctuation and Grammar: Year 6 (from 2016) To use the passive to affect the presentation of information within a sentence To know the difference between structures typical of informal speech and structures appropriate for formal speech and writing or the use of subjunctive forms To link ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections and ellipsis To use layout devices – headings, subheadings, colons, bullets, tables To use the semi-colon, colon and dash to mark the boundary between independent clauses To use the colon to introduce a list and use of semi-colons within lists To use bullet points to list information. To use hyphens to avoid ambiguity.

How we teach SPaG Discretely, for one lesson out of 5 English lessons each week As a part of an English lesson or as a starter/plenary activity Games Integrated into the writing process Teach spelling patterns and rules Use lego figures/choc to teach prepositions?!! (Year 3 obj)

Let’s eat, Grandma. Let’s eat Grandma. Should we put in more examples from paper?

Supporting SPaG at home Ipad games – regular use Check homework and give reminders about the importance of all SPaG aspects. Encourage reading as a model for writing Discuss verbal Grammar misconceptions

Questions?