KS1 SPAG Parent Workshop (3 sessions)

Year One Expectations To leave spaces between words Recognise capital letters and full stops when reading and name them correctly Begin to use the term sentence Know that a line of writing is not necessarily a sentence To use full stops to demarcate sentences To use a capital letter for the personal pronoun and the start of a sentence To join words and join sentences using ‘and’ Recognise full stops and capital letters when reading and understand how they affect the way a passage is read To recognise other common uses of capitalisation e.g. for personal titles, headings, book titles, emphasis, days of the week To add question marks to questions To use exclamation marks

Year Two Expectations To use capital letters, full stops, question marks and exclamation marks to demarcate sentences, including in the use of Proper Nouns. To identify nouns within sentences To use nouns accurately within sentences To know and use Proper Nouns To be able to expand nouns phrases for description and specification To use subordination within sentences (when, if, that, because) and co-ordination (or, and, but) for description and specification To know what an adjective is To identify adjectives within sentences To use adjectives accurately within sentences

Self-audit – (Activity) Please spend about 5 minutes auditing your own Spelling, Grammar and Punctuation subject knowledge. Have a go at the ‘SPAG’ test questions on the table. These will not be collected in! Lets go threw the terminology and answers of KS2 SPAG then look at KS1

Spelling – Session one Pie Corbett ‘Children who struggle with spelling usually have no strategies up their sleeve when they get stuck on a word. Ask any weak spellers the question, ‘what do you do when you cannot spell a word’. They will have, at best, one strategy. But it is most likely that they guess. To help them become better spellers they need to acquire a range of different approaches to help them.’ Pie Corbett

What makes a good speller? Good visible memory, positive attitude Recognise rhyme and rhythm perseverance Distinguish sounds around them Oral blending and segmenting Observe order of events Recognise parts of a whole syllables Rules/conventions /strategies Recognising Patterns Exceptions /tricky words Alphabet – sounds and names Link letters with sounds Hold a pen Prefixes /suffixes Inflected endings

Good spellers apply….. Phonics Words within words Grammatical knowledge Memory and experience Existing knowledge Synonyms

Mnemonics! (Activity) said - Silly ants in dresses! could – was – That -

Words within words (Activity)

Silly Story – (Activity) Use spelling lists to make up a story with the words in. Can the children write the story in print, cursive, draw a picture of the story, retell the story or know the spellings missing with blanks in the story.

More Spelling Strategies Rhyme – if they can spell mouse, they should be able to spell house Write the word with different coloured pens to break it into sections. This will help to teach the pupils to learn to spell in ‘chunks’ rather than ‘letter by letter’ Use different coloured post- its, one for each word. This will help pupils visualise the word when they are trying to recall it.

Write the word in sand, finger paint etc –helps form memory hooks. Use big paper and big felt pens – not always a jotter. Chant the syllables eg Wed-nes-day, emphasising the tricky bit. Use actions for each syllable. Draw a picture to help with a word eg big elephants can always understand small elephants = because Make the word into a picture eg bed could be drawn to look like a bed

Grammar and Punctuation

Sentences There are 4 types of sentence. • Statement You did empty the dishwasher. • Question Did you empty the dishwasher? • Command Empty the dishwasher. • Exclamation You’ve emptied the dishwasher!

Grammar and Punctuation Full stops - I go to school. • Capital Letters - Come to my house and you can play with Sarah. • Question marks - Will you go with me? •Exclamation marks Hi! - It’s great here! • Commas - My interests include reading, cooking, dogs and horses.

Grammar and Punctuation Apostrophes • Apostrophes indicate missing letters contractions. is not = isn’t I will = I’ll • Apostrophes indicate possession. the dog’s bowl

Grammar and Punctuation Word classes • Nouns - cat, Ben • Adjectives - red • Verbs - kick, feel • Adverbs - peacefully, carefully, fast

Grammar and Punctuation Sentence Types • Simple sentence - The dragon guarded the cave. Compound sentence - The dragon guarded the cave and he scratched the ground near the entrance. • Conjunctions because so but

Grammar and Punctuation Verb tenses •Present/past Jack is eating his lunch Jack ate his lunch

What can you do at home? Use every opportunity to ask your child questions and to explain their reasoning to you. Ensure your child is reading everyday – listen to them reading and ask them questions based on the text they are reading. Why has the author used a exclamation mark at the end of this sentence? Can you point to the conjunction in the sentence? What might happen next – why? Which characters did you like and why? Were there any words you didn’t know – let’s find out their meaning and practise spelling it. Encourage fluency and speed of reading. Encourage checking the text for key words. Read lots of different genres – poems, stories, non-fiction Encourage your child to practise their spellings – can they use them in a new sentence.

What can you do at home? Make spelling part of everyday life! Write down some unpunctuated sentences for your child to punctuate correctly. Copy some sentences from a book and underline either the main or subordinate clause. Underline different word types – adjectives, adverbs, nouns Write letters or emails and encourage your child to add an adjective or adverb to a sentence. Play word games: say a word and ask your child to tell you a synonym (a word that means the same) or an antonym (a word that means the opposite). If your child asks you a question, ask how he would rephrase it as a command (e.g. ‘Can you make me a drink?’ becomes, ‘Make me a drink!’)