Helping with reading and writing at home Thursday 2nd February 2017

Outline Reading and writing ideas Progression in writing in each year group Useful websites

Reading and writing expectations See the school’s website for information on Key Performance Indicators (KPIs) Children will now be using personal targets in writing to progress

Reading and writing expectations

Reading Did you know? Parent involvement is the number one predictor of early literacy success. NEA (2007)

Reading Discuss the book before, during and after, discuss imagery too Make it enjoyable and worthwhile Visit the library Use audio books to inspire Find the right level of book Re-read favourites to assist with language development Act it out, read with expression Make a regular time together Discuss the book before, during and after, discuss imagery too Question your child -question prompts Variety – books, comics, newspapers, magazines

Reading Create your own stories Take it in turns to read Adult to read more challenging texts to encourage language development Perfection vs. connection – give time for self-corrections at times, use story context or correct Maximise reading opportunities – the bus, posters, menus etc. Ask for help if you think your child needs it New KS2 home learning reading scheme

“Children are made readers on the laps of their parents.” Reading “Children are made readers on the laps of their parents.” Emilie Buchwald

‘If the child can’t say it, the child can’t write it.’ Writing ‘If the child can’t say it, the child can’t write it.’ Ros Wilson (English consultant) Talk, talk and more talk! Read a rich variety of books – reading affects writing Writing is a craft and not easy for everyone lots of different components handwriting, spelling, grammar, punctuation and ideas See mistakes as an opportunity

Spelling See tip sheet for activities to carry out at home High frequency words National Curriculum word lists Y3/4 and Y5/6

Handwriting Joined handwriting by the end of Y2 New Nelson handwriting scheme EYFS and KS1 – daily KS2 – 2/3 times a week Posture Pen grip Develop fine and gross motor skills

Grammar Each year group has certain expectations

V C O P Writing Vocabulary word banks Conjunctions Openers Different ways of starting a Story, sentences and paragraphs Punctuation

Writing

Writing Set up a writing area at home resources https://www.youtube.com/watch?v=TgWX43qZCR8&app=desktop Set up a writing area at home resources access to rich language: word banks, dictionaries, thesauruses the appropriate environment typing as well as writing Write stories together using puppets and props and visuals Story tennis, pass the story, write instructions for baking, fill in the blanks Pace yourself little and often, then build stamina for sustained pieces

Writing Ensure your child: plans their writing – think, say, write, check is motivated and has time to follow their interests has opportunities to write at home – shopping lists, thank you notes, blogs sees you writing – emails, a well- composed social media entry etc. receives praise and sees their work displayed

Writing The writing process: Read, discuss and analyse, drama Identify audience, purpose and features needed Plan Shared writing, magpie ideas Draft/ write Edit and improve Redraft Publish

Writing Deconstruction – the features of the text (genre)

Writing Planning

Writing Drafting on a mini-whiteboard

(spelling, punctuation, vocabulary, sentence structure), Writing After editing (spelling, punctuation, vocabulary, sentence structure), the work is redrafted

Writing Publish the work – the finished piece

Reception mark making, emergent writing and sentences What’s in a sentence? Reception mark making, emergent writing and sentences

What’s in a sentence? The boy played with his car. The boy played with his toy car and had lots of fun. Year 1 Conjunction to add more detail

What’s in a sentence? The boy played with his car. The young boy played with his brand new toy car and had lots of fun Year 2 adjectives

What’s in a sentence? The boy played with his car. The boy played with his toy car, but he would not let his annoying, little sister join in. Year 3 Conjunctions, commas for adjectives in a list

What’s in a sentence? The boy played with his car. Just after breakfast, the boy played excitedly with his car. Year 4 Fronted adverbials, adverbs

What’s in a sentence? The boy played with his car. Sitting quietly, the boy, who usually preferred reading, played with his toy car. He barely moved. Year 5 Relative clauses Variety of sentences

What’s in a sentence? Terrified, anxious, perplexed – how would she ever escape? I was shattered: I hadn’t slept for more than three days. Year 6 Advanced punctuation Vocabulary choices

Useful websites https://www.education.com/activity/ela/writing/ https://www.oxfordowl.co.uk/ http://www.phonicsplay.co.uk/ http://www.letters-and-sounds.com/ http://mrthorne.com/ http://www.topmarks.co.uk/english-games/7-11-years/punctuation http://www.primaryhomeworkhelp.co.uk/index.html http://www.coxhoe.durham.sch.uk/curriculum-links BBC Radio2 500 words writing competition http://www.bbc.co.uk/programmes/p00rfvk1 Children’s Zone and Home Learning section on school’s website