English Information Evening Wednesday 29th November 2017

This session will support you with: Understanding the strands of the English Curriculum Understanding how we teach children to read and write Understand progression in handwriting Understanding how you can help your children at home.

The English curriculum Vocabulary Grammar Punctuation Spelling Handwriting Composition of writing Word reading / Spoken language Comprehension

External assessments Early Years – PRIME AREAS (3) and SPECIFIC (4) areas: LITERACY Year One – Phonics assessment Year Two – KS1 assessments (Reading paper 1 AND Paper 2 / SPAG) Year Four – Teacher Assessment of Age Related Expectations in writing and reading

Pupil ‘I can’ sheet for reading and writing

For each strand there is a progression sheet

Vocabulary Grammar Punctuation Spelling Handwriting Composition of writing Word reading / Spoken language Comprehension

Word Reading I can use letter sounds to work out new words I can use sounds to decode words and read more fluently I can use my knowledge of prefixes and suffixes to read aloud and to understand the meaning of words

Can you read this? I cnduo’t bvleiee that I culod aulaclty uesdtannrd waht I was rdnaieg. Unisg the icndeblire pweor of the hmuan mnid, aocdcrnig to rseecrah at Cmabrigde Uinervtisy, it dseno’t mttaer in waht oderr the Iterets in a wrod are, the olny irpoamtnt tihng is taht the frsit and lsat ltteer be in the rhgit pclae. The rset can be a taotl mses and you can sitll raed it whoutit a pboerlm. Tihs is bucseae the huamn mnid deos not raed ervey ltteer by istlef, but the wrod as a wlohe. Aaznmig, huh? Yaeh and I awlyas tghhuot slelinpg was ipmorantt! See if yuor fdreins can raedtihs too.

Vocabulary Grammar Punctuation Spelling Handwriting Composition of writing Word reading / Spoken language Comprehension

Comprehension I can tell from what I have read how a character is feeling and what they are thinking and why they take an action. I can show you the parts of the text that tell me this. I can work out how a character might feel based on their actions and I can explain how I know I can say how characters might feel based on what is said and done

‘Just ten minutes a day reading with young children can make a vital difference. It helps kids fall in love with books and reading. Children who don’t enjoy reading are ten times more likely to fall behind by 11.’ Read on. Get on campaign. ‘The aim is to move to children from learning to read to reading to learn.’ Reading at 6 - Ofsted

Understanding how children learn to read Early Reading Phonics are taught so that children can use the skill for both reading and writing. The aim is for knowledge and skills to become embedded for independent application. Young children often use phonics as their prime strategy to read new words and this is why decodable texts are so important.

Video deleted

Understanding how children learn to read Key Stage 1 – Years 1 & 2 Children are: Developing their ability to understand beyond the literal exploring and valuing personal experiences Building up reading stamina and range of literary experience Enjoying their reading and sharing the pleasure with others Motivated to tackle more and more challenging material

Lower Key Stage 2 – Years 3 & 4 Understanding how children learn to read Lower Key Stage 2 – Years 3 & 4

How we teach reading in Lower Key Stage 2 One to One Reading to an adult in school. Shared Reading adult modelling reading to children, asking questions. Guided Reading group reading with an adult e.g reading aloud and discussing texts, asking/answering questions. Independent Reading reading a text and answering questions independently/in a pair. Access to texts in school e.g reading corner, library time. Language-rich environment including displays and access to good quality children’s literature. Text-based approach to English planning e.g planning a unit of work around a text or cross-curricular area of learning.

Video deleted

How you can support your child at home? Choose a quiet time Set aside a quiet time with no distractions. Ten to fifteen minutes is usually long enough. Make reading enjoyable Make reading an enjoyable experience. Sit with your child. Try not to pressurise if he or she is reluctant. If your child loses interest then do something else. Maintain the flow If your child mispronounces a word do not interrupt immediately. Instead allow opportunity for self-correction. It is better to tell a child some unknown words to maintain the flow rather than insisting on trying to build them all up from the sounds of the letters. If your child does try to ‘sound out’ words, encourage the use of letter sounds rather than ‘alphabet names’.

How you can support your child at home? Visit the library Encourage your child to use the public library regularly. Regular practice Try to read with your child on most school days. ‘Little and often’ is best. Communicate Your child has a school Reading Record. Please do comment on how they have got on with their school reading books. Your child will then know that you are interested in their progress and that you value reading. Talk about the books There is more to being a good reader than just being able to read the words accurately. Just as important is being able to understand what has been read. Always talk to your child about the book; about the pictures, the characters, how they think the story will end and their favourite part. You will then be able to see how well they have understood and you will help them to develop good comprehension skills. Variety is important Remember children need to experience a variety of reading materials e.g picture books, hard backs, comics, magazines, poems, and information books

Be positive If your child says something nearly right to start with that is fine. Don’t say ‘No. That’s wrong,’ but ‘Let’s read it together’ and point to the words as you say them. Boost your child’s confidence with constant praise for even the smallest achievements. Success is the key Parents who are anxious for their child to progress can mistakenly give a child a book that is too difficult. This can have the opposite effect to the one they are wanting. Remember ‘Nothing succeeds like success’.

What does this make you think of? The Will The Skill Read for pleasure: Understand what they read: Listen to and discuss Read widely and for a range of purposes Read aloud/perform Check for sense Asking questions Drawing inferences Predicting Questioning What does this make you think of? What would you ask the author now? Why did the author use those words? Will what we have read change your prediction? Why did that happen? What clues are there in the text? How is the character feeling? Why is that word in italics?

https://www. oxfordowl. co https://www.oxfordowl.co.uk/for-home/advice-for-parents/reading-at-home/encouraging-reading-ages-9-11/

Writing Development

Early Writing Development Mark making Forming letters of the alphabet Developing fine and gross motor coordination Beginning to join friendly letters Finger gym Scissor skills Threading, tracing, moulding, building

Friendly letters

Handwriting Sizing Spacing Joins Speed Stamina

Continuing to develop fine and gross motor coordination Warm up exercises

How can I help my child improve their spelling? Continue with regular reading Practise weekly spellings Support phonic development Encourage them to look for own mistakes Use of dictionary

Developing phonics

Phase 1 There are 7 aspects with 3 strands. A1 – Environmental A2 – Instrumental sounds A3 – Body Percussion A4 – Rhythm and rhyme A5 – Alliteration A6 – Voice sounds A7 – Oral blending and segmenting.

Phase 2 Set 1: s, a, t, p Set 2: i, n, m, d Set 3: g, o, c, k Set 4: ck, e, u, r Set 5: h, b, f, ff, l, ll, ss

Phase 3 Set 6: j, v, w, x Set 7: y, z, zz, qu Consonant digraphs: ch, sh, th, ng Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

Phase 4 This phase consolidates all the children have learnt in the previous phases.

Phase 5 Children will be taught new graphemes and alternative pronunciations for these graphemes. Vowel digraphs: wh, ph, ay, ou, ie, ea, oy, ir, ue, aw, ew, oe, au Split digraphs: a_e, e_e, i_e, o_e, u_e

Phase 6 The focus is on learning spelling rules for suffixes. -s -es -ing -ed -er -est -y -en -ful -ly -ment -ness

Segmenting Breaking down words for spelling. cat c a t

Segmenting Queen qu ee n

Building words from phonemes to read. Blending Building words from phonemes to read. c a t cat

Blending Qu ee n queen

Phonics phases, segmenting blending

Tricky words / common exception words

Tricky words / common exception words